Abstract
The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning
Highlights
Teacher education in Pakistan has undergone significant changes due to various reform efforts in response to the National Educational Policy of 2009 funded by USAID Teacher Education Project
The results revealed that teaching and learning are not two different things
Research suggests that incorporation of variety of teaching and learning activities in any teaching can significantly boost students’ engagement in learning process
Summary
Teacher education in Pakistan has undergone significant changes due to various reform efforts in response to the National Educational Policy of 2009 funded by USAID Teacher Education Project. The aim of introducing new programs in teacher education is to prepare prospective teachers for more student learning centered environment and activity based teaching in classroom for the students of different backgrounds. New curricula, course guides, instructional material along with assessment procedures have been developed for newly designed degree programs in pre-service teacher education (Abidoudullah, et all., 2013). The changing context of the pre-service teacher education programs has created a challenging situation in which teacher educators are expected to improve their pedagogical skills and apply studentcentered, interactive teaching and learning approaches.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
