Teacher Professional Development In Sindh Through Nacte: Analytical Study

Abstract

Wisdom is not deemed stagnant in this dynamic global environment. If the situation evolves, new awareness and people's capacity to survive in society are needed. Teachers should be successful in today's society and learn new skills and expertise. The same was emphasized by (Holmes, 2005) in the words that “there is no stagnation in the level of knowledge as it changes after every moment and one has to keep abreast accordingly.” Professional Development helps enhance teachers’ teaching methods to apply knowledge and skill that will bring improvement in performance on the job. (Mizell, 2010) One should pursue involuntarily to learning new ideas and concepts. The study is based on the NACTE and its accreditation standards on the challenges faced by Teacher Education Institutions in ensuring the quality of the teacher education program in Pakistan. The study is based on mixed-method research design following sequential triangulation techniques adopting the pragmatic paradigm of research. Data collection instruments used in this study was in-depth surveys and a structured questionnaire from teacher educators of public sector universities of Sindh. The results and recommendations are discussed at the end of the study. Research shows that students’ achievements are evaluated through teaching quality and school leadership, and these two can be made as effective as possible if educational knowledge and practices and its implementation is continually expanded. (Kenneth Leithwood, 2004). For an efficient and productive educational system, maintaining the quality of teacher preparation is thus imperative. Significant and continuous efforts are needed to increase the standard of our country's teacher education on priority bases.