Rukhsana Zia

Abstract：Values and ethics are automatically incorporated into any teaching learning environment or endeavor, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly/ill the ideological gap created by the move to a pluralistic society in unhitch there is a less general consensus values and ethics. There is increasing demand for insight into the potential the formal teaching/learning process for inculcating, learning/ unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is "which values should be included?" and this needs to be vigorously researched to establish guidelines that hue global consensus. The next crucial question will then be "how best to teach to ensure that these ethics and values are internalized by learners?"

Key words：Values, Ethics, Teacher Education

总  结：价值观和道德观的自动纳入任何教学/学习环境或努力，或不是他们有意识地说。围绕“素质教育”尖锐的人们已经成为一个关注感知上升唯物史观为生活水平有所提高；唯物主义野心越来越思想差距被移动到了在美国多元社会；那里是一个不一般的共识值与伦理。有洞察潜在需求增加灌输正规的教学/学习过程中，学习去（视情况而定）和巩固值。的在教师培训方式产生深远的影响在学校的青年，和一个系统的调查的结构，作用，责任，目标和教师教育课程最明显的起点。本文试图揭示全球教育目的为评估组合模型在巴基斯坦的教师教育课程。它看预期的课程，铭记形式和活动课程可能不一定收敛。本文认为，伦理价值观教育还处于形成阶段。然而，一个关键的问题：你生病；保持开放的哲学是“你这面；值应包括？”这需要轰轰烈烈地研究制定指导方针，有全球共识。的下一个关键的问题你生病；然后将“如何最好地教确保这些伦理和价值是内在的学习者？”

出处：《Higher Education Management and Policy》