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TEACHER EDUCATION

My Lectures
S. No. Topic Page No.
1 Curriculum and the Process of Curriculum Development 2
2 Evaluation of Curriculum 3-4
3 Comparative Education 5-11
(Meaning and Purpose of Studying Secondary Education’s
Comparative Perspective)
4 Teacher Education as a Profession 12

By

Sharjeel Ahmed Khan

M.Th., M.A., M.Ed., M.Phil. (Educational Leadership & Management) Research Scholar

Contact Details
Whatsapp: 0346-2760219

Email: Sharjeel.ahmad18@gmail.com

Facebook: https://www.facebook.com/sharjeelak
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‫ار ن ار م‬ ‫م‬
Topic: Curriculum and the Process of Curriculum Development

1. Brainstorming on the word ‘curriculum’

2. Definition of curriculum
Literal: Derived from the Latin word ‘currere’ (means ‘to run’ or ‘racing track’)
Technical: ‘the totality of student experiences that occur in the educational process’
A curriculum consists of the ‘roadmap’ or ‘guideline’ of any given discipline/subject.
3. Why do we need a curriculum?
3.1 To have a clear set of expectations regarding student learning
3.2 To have criteria for fair evaluation
3.3 To fulfill the needs of a society/nation
3.4 To move towards standardization of learning
4. Levels of mainstream school education in Pakistan:
‘preschool/pre-primary, primary, middle/elementary and secondary’
5. Horizon of curriculum:
Curriculum can be local, provincial, national (like National Curriculum of Pakistan) and
international (like Cambridge O and A Levels Curricula or IB – International Baccalaureate)
6. Types of curriculum
6.1 Written curriculum
6.2 Taught curriculum
6.3 Assessed curriculum
6.4 Assisted curriculum
6.5 Hidden curriculum
7. Process of curriculum development
7.1 Analysis (i.e. need analysis, task analysis)
7.2 Design (i.e. objective design)
7.3 Selecting (i.e. choosing appropriate learning/teaching methods and appropriate assessment methods)
7.4 Formation (i.e. formation of the curriculum implementation committee / curriculum evaluation committee)
7.5 Review (i.e. curriculum review committee)
8. Famous models of curriculum development
8.1 Ralph Tyler Model (1940) – takes a deductive Tyler’s model for curriculum designing is based on
approach the following four questions:
Steps of the model:
1. What educational purposes should the
1. Educational objectives
school seek to attain?
2. Learning experiences
2. What educational experiences can be
3. Organization of learning experiences
provided that are likely to attain these
4. Assessment and evaluation purposes?
8.2 Hilda Taba Model (1962) – takes an inductive 3. How can these educational experiences be
approach effectively organised?
Steps of the model: 4. How can we determine whether these
1. Diagnosis of needs purposes are being attained?
2. Formulating objectives
3. Selecting content
4. Organizing content
5. Selecting learning experiences
6. Organizing learning experiences
7. Evaluation
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‫ار ن ار م‬ ‫م‬
Topic: Evaluation of Curriculum

1. Brainstorming on the word ‘evaluation’ and the difference between ‘assessment’,

‘measurement’ and ‘evaluation’
1.1 Assessment: literal (‘to form an opinion/judgement about somebody or something’);
technical (‘the method used to measure the learning progress of a student’)
1.2 Measurement: ‘the process of quantifying the attributes of somebody or something’
1.3 Evaluation: ‘the process of determining the worth/value of something’
2. Curriculum evaluation
2.1 Definition: ‘the process of determining the worth/value and effectiveness of a curriculum’
2.2 Purpose: ‘to know whether the curriculum is fulfilling its purpose and whether the students
are actually learning’
3. Models for curriculum evaluation
3.1 Ralph Tyler Model (1940)
This model asks four questions:
1. What is the purpose of education?
2. What educational experiences will attain the purposes?
3. How can these experiences be effectively organized?
4. How can we determine whether the purposes are met?

Steps of the model:

5. Educational objectives
6. Learning experiences
7. Organization of learning experiences
8. Assessment and evaluation
3.2 Hilda Taba Model (1962)
Steps of the model:
8. Diagnosis of needs
9. Formulating objectives
10. Selecting content
11. Organizing content
12. Selecting learning experiences
13. Organizing learning experiences
14. Evaluation
3.3 CIPP Model (Developed by Daniel Stufflebeam and his colleagues in 1960s)
Steps of the model:
1. Context (Goals) (Asks: What needs to be done? / Were important needs addressed?)
2. Input (Plans) (Asks: How should it be done? / Was a defensible design employed?)
3. Process (Actions) (Asks: Is it being done? / Was the design well executed?)
4. Product (Outcomes) (Asks: Is it succeeding? / Did the effort succeed?)
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CIPP Model Image:

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‫ار ن ار م‬ ‫م‬
Topic: Comparative Education (Meaning and Purpose of Studying Secondary Education’s Comparative Perspective)

1. Brainstorming on the term ‘comparative education’

2. Meaning of comparative education
Definition: ‘the systematic study, scrutiny and evaluation of different education systems that
exist in different countries (around the world) or even within a country’
3. Purposes of comparative education
3.1 Educational policy-making
3.2 Knowledge of the best practices in the field
3.3 International competence
3.4 Globalization
3.5 Describing education systems, processes and outcomes
3.6 Understanding the relationship between education and society
3.7 Knowledge of the history and evolution of education systems in the different countries
4. A comparative look at the education structures of different countries
Developing/Under-developed Countries
4.1 Pakistan
4.2 India

Developed Countries

4.3 USA
4.4 UK
4.5 Japan
4.6 Finland

I
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4.1 Pakistan
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4.2 India
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4.3 UK
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4.4 USA
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4.5 Japan
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4.6 Finland
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‫ار نار م‬ ‫م‬

Topic: Teacher Education as a Profession

1. Profession:
1.1 Meaning: ‘a paid occupation’ / ‘a career’
1.2 Range/Scope: ‘anything that we don’t want to do ourselves becomes someone’s profession’
1.3 Your expectations from a degree in ‘teacher education’
2. Teacher education as a profession:
2.1 Conducting a SWOT analysis of teacher education (Strength, Weaknesses, Opportunities and Threats)
2.2 Career as a government official in education sector
2.3 Career as a curriculum and teaching-learning resources developer (in publishing companies)
2.4 Career as a teacher trainer
2.5 Career as an educational researcher (having expertise in quantitative, qualitative and mixed method
research methodologies)
2.6 Career as a faculty member (in the education departments of public and private sector universities)
2.7 Careers in educational NGOs and international development agencies
2.8 Career as an educational entrepreneur (through social media platforms like becoming YouTube
educational content creator or running your own business)