COURSE PREREQUISITES:

Successful completion of Semesters 1-3

COURSE DESCRIPTION

            The purpose of this course is to provide prospective teachers with a strong foundation for understanding the relationship between and among teachers, the school and the families and community that support the school. Basic conceptualizations of institutions that educate and the role of the teacher in relating to these institutions will be considered. Students will also explore how cultural, social, and historical forces have shaped understanding of the relationship teachers have with schools, communities and families in Pakistan. The course will explore the social context of schooling, examining how the work of teachers is nested within school and community. It will provide orientation to the process of socialization in schools and how social factors affect education. Students will have opportunity to build their ability to put this knowledge into practice in the accompanying 1 credit laboratory by study of a school and its community, so that as teachers, they can mobilize support for educational programs and contribute positively to their communities. Practical application of the course will be emphasized as students explore the teaching and learning within both school and community. They will identify strategies, practices, and relationships that have proven fruitful within the contexts with which they are familiar and learn how to identify and respond to challenges in school, community and teacher relationships. Students will identify how culture, gender, special needs, equity and equality and collaborative working conditions affect the school and community.

COURSE OUTCOMES

Prospective teachers will be able to:

• Analyze and describe relationships between teachers, the school and the families and community that support the school.

• Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.

• Recognize and value diverse cultural, traditional and religious values and learning needs of their students in school as well as in their community.

• List the social factors affecting education and how it can support the development of education in the country in general and community in particular.

• Explain his/her role as a role model for their students in school and in the community in general.

ASSESSMENT CRITERIA

SUGGESTED TEXTBOOKS AND REFERENCES

• Marshall, L & Rowland, F. (2006). A guide to learning independently, 4th edn, Pearson Longman, French Forest, NSW.

• Kotley, S.B, (2008). The Basics of Sociology, Greenwood Press: USA

• Bashiruddin, A.& Retallick, J, (eds), (2009). Becoming Teacher Educators, Aga Khan UniversityInstitute of Educational Development: Karachi

• Hafeez, S, Pakistani Society,

• Abdalla, M.J. & Qureshi, R. (2009). Teacher leadership for school-based professional development: A case study. In Qureshi, R. & Shamim, F.(eds) Schools and schooling practices in Pakistan: Lessons for Policy and Practice, Oxford University Press: Pakistan

• Qureshi, R. , Pirzado, P. & Nasim, S. (2007), Schooling in Rural Sindh, Pakistan, In Qureshi, R. & Rarieya, J. (eds), Gender and Education in Pakistan. Oxford University Press: Pakistan, pp.126- 146.

• Qureshi, R. (accepted for publication). Education for Inclusion: what would it take to have an inclusive primary school in Pakistan?’ Educational Awakening, Journal of the Islamic University Malaysia.

• Qureshi, R. (2006). Colonial Legacy: Understanding the historical roots of female Illiteracy in Pakistan, Muslim Education Quarterly, vol. 23 (1 & 2): pp.20-37.

• Qureshi, R. (2008). Is Child-Friendly School on the agenda for school reforms? Conversations with Pakistani school heads,’ Conference proceedings of the International Conference on the Teacher Education: Transformative Society & Teacher Education Reform, September 19- 20,2008, Changchun, China:pp.1-10.

• Shaaban, M. & Qureshi, R. (2007) “Teacher leaders: Experiences of Pakistani Teachers in leading school improvement activities.” Conference proceedings of the International Conference on “Quality in Education: Teaching and Leadership in Challenging Times” February 21-23, 2006, Pakistan: Aga Khan University-Institute for Educational Development:.pp.558-564.

• Qureshi, R. & Shamim, F.(Eds). (2009). Schools and schooling practices in Pakistan: Lessons for Policy and Practice, Oxford University Press: Pakistan.

• Qureshi, R. & Rarieya, J. (Eds) (2007). Gender and Education in Pakistan. Karachi, Pakistan: Oxford University Press: Pakistan.

   

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