Chairperson: Muhammad Saleem
Education is a discipline that is concerned highly with the methods of teaching and learning in school as opposed to various formal and informal means of socialization. Educational skill is furthermore not instinctive but rather the product of training and experience leading to mastery. It is a relatively new discipline that combines aspects of psychology, history, philosophy, sociology and some practical studies. Not only does education have its own set of problems, questions and knowledge bases and approaches to the inquiry but also that which is borrowed from other disciplines often becomes transformed within the study of education. Through an interdisciplinary approach, students can make connections between disciplines in education and see the correlation which improves overall learning. Education is a process of human development as well as an independent field of study or discipline. Most of the content of education is the result of an interdisciplinary approach.
The Faculty of Education is one of the Emerson university leading department for training future teachers and pedagogical professionals. The key principle underlying the faculty’s development as a modern education provider is a shift in focus away from quantity and towards quality and the pursuit of strategic goals in its teaching and research activities. Responding flexibly to dynamically changing circumstances, the faculty is capable of developing new adaptation strategies applicable to its organizational structure, models of education management, research and creative activities, and management of resources and personnel.
In its teaching activities, the faculty responds to the latest trends-both in terms of content and methodology at all levels of the education system, and it is able to adapt to new professional requirements created by ongoing legislative changes affecting pedagogical professions. Taking into account the long-term interests of its students, the Faculty applies highly effective forms and methods of teaching (flipped teaching) -including lifelong learning programmed.
MISSION & GOALS
The Department of Education brings together engaged, independent thinkers and seeks to prepare future educational leaders who are reflective, socially-minded, and influential in a diverse and interdependent global community. We engage motivated students, who value educational inquiry, through a rigorous and dynamic liberal education focused on emerging and progressive teaching and learning, with an emphasis on critical and creative thinking. Through extensive field experiences and dynamic on-campus learning, teachers are deeply rooted in sound theoretical and pedagogical understanding and distinguish themselves in their ability to ask important questions, research complex issues, solve problems, communicate new knowledge and insight in both individual and collaborative settings. The Department of Education has established the following goals:
- To create an environment conductive for learning through quality teaching and research.
- Enrich students’ knowledge and skill in the different courses of Education.
- Prepare students with in-depth knowledge and research skills for professional careers in Education.
- To produce competent and skilled professionals to fulfill the future needs of job industry and they can work as better skilled workers.
- Create highly qualified, knowledgeable and competent educationist who will be able to contribute to the nation’s development.
- Provide for students with an interest in educational issues (i.e. public policy, law, social work, speech and language,) an array of coursework, field experiences, and intensive study.
BS (4 Years) in Education (Morning & Evening)
BS (2.5 Years) in Education (Evening)
B.Ed. (1.5 year)
Warsi, L. Q., & Khurshid, K. (2022). The Role of Self-Assessment in English Language Teachers’ Professional Development in Pakistan. Education Research International, 2022.
Quddus, L., Khalid, M., & Khan, M. W. A. (2019). Teachers’ Self-Assessment of Their Teaching Effectiveness at Higher Secondary Level in Pakistan: A Case Study. KnE Social Sciences, 807-817.
Warsi, L. Q., & Shah, A. F. (2019). Teachers’ perception of Classroom Assessment Techniques (CATs) at Higher Education Level. Pakistan Journal of Social Sciences (PJSS), 39(1).
Sabzwari, M. N., Ahmed, S., & Warsi, L. Q. (2017). Perception of Library Administrators towards Managerial Skills in Higher Education Institutions of Pakistan. Pakistan Library & Information Science Journal, 48(3).
Ali, M. M., Naseer, S., Shabbir, S., & Nazeer, H. (2023). Impact of Flood Women Physical Health in 2022 at District Rajanpur. Pakistan Journal of Humanities and Social Sciences, 11(1), 408–417. https://doi.org/10.52131/pjhss.2023.1101.0360
Shabbir, S., Raza, S. & Noor, A. (2022). To study the extent teachers, assess and meet learning intention and interest of learners. PalArch’s Journal of Archaeology of Egypt/Egyptology, 19(3), 335-347.
Shabbir, S., Raza, S., & Jamshaid, S. (2022). Role of Higher Education Institutions to Accomplish Women Empowerment and Gender Equality in Pakistan. PalArch’s Journal of Archaeology of Egypt/Egyptology, 19(4), 397-408.
Dr. Sumera Kulsoom, Ifra Akram, & Syeda Maria Zainab Gardezi. (2023). Relationship between Social – Emotional Competence and Students Academic Achievement. Research Journal of Social Sciences and Economics Review, 4(1), 173-179. https://doi.org/10.36902/rjsser-vol4-iss1-2023(173-179)
- Experienced and qualified Faculty
- Multimedia demonstration
- Flipped classroom