Teacher Education In Pakistan Research Articles

FEASIBILITY OF EDUCATIONAL METAVERSE FOR IMMERSIVE TRANSFORMATION OF TEACHER EDUCATION

The rapid advancement of immersive technologies has catalyzed transformative shifts across various sectors, particularly in education, where the potential for immersive learning environments holds considerable promise. However, empirical studies focusing on the implementation of immersive technologies within developing countries like Pakistan remain limited, presenting a critical gap in the literature. This study investigates the integration of the educational metaverse into teacher education in Pakistan, emphasizing infrastructural readiness, stakeholder roles, and ethical considerations. Despite the transformative potential of immersive technologies in enhancing pedagogical processes, significant challenges persist related to technological infrastructure, stakeholder engagement, and policy frameworks. Through qualitative analysis of interviews with key educational stakeholders, the research identifies critical barriers and opportunities within the Pakistani context. The findings of this study advocate a strategic, phased method to financing and establishing a robust support systems vital for the effective adoption of educational metaverse in teacher education. This study provides a practical and theoretical understanding of implementation of immersive technologies, hence presenting a framework for universities and policymakers of teacher education focusing to harness immersive innovations effectively.

The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

Journeying through informing, reforming and transforming teacher education: Reflections on curriculum images

This paper aims to address ‘how an auto/ethnographic muse explores informing, reforming and transforming states of teacher education and research practices.’ I critique informing and reforming states of teacher education in Pakistan for the limitations associated with these approaches rooted within the colonial system of education. Within these two approaches to education, I share the experiences of teaching, learning, research practices, and beliefs, which could not address a broader view of teacher education. To address the research problem, I applied an unconventional approach to research by using auto/ethnography as a methodological referent within a multi-paradigmatic research design space. In so doing, I used the paradigms of interpretivism, criticalism, postmodernism, and integralism as data referents, which enabled me to capture the lived experiences of my professional lifeworld at different stages. Moreover, I used critical reflections on the experiences as a teacher, teacher educator, and researcher as epistemic techniques to explore, explain and construct meaning out of the perceptions, beliefs, and practices. Perhaps, engaging autobiographically as an approach to knowing deep-seated views and practices and critically reflecting on the embodied values of practices open new ways of being and becoming a transformative learner(s). This paper invites readers to reflect critically on their own deep-seated practices by using such unconventional approaches to research that would enable them to experience a paradigm shift in their thinking, believing, viewing, and doing. I believe that in doing so, practitioners as researchers, with their own embodied values of practice in their professional lives, can transform self/others by creating their own living-educational-theories.

Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

Perceptions of Faculty of English about the Role of Teacher Education in Pakistan to Promote the Culture of Collaborative Research Projects: A Reflective Study

The purpose of the study is to explore the perceptions of a public sector university faculty about the role of teacher education to endorse the culture of collaborative research projects between researchers and practitioners to create small communities. The findings show that policymakers, researchers and practitioners should have shared concerns about the context to create a dialogue about the existing educational problems in Pakistan. The problem solving and inquiry-driven mechanism should be developed to identify key problems of an education system. The need is to develop the standards that should provide the parameters for curricula, assessment and teacher education to achieve the global objectives. However, these standards would emerge through interactive and collective discourse.

Teacher Educators’ Attitude towards the Pedagogical use of ICTs: A Study from Karachi, Pakistan

At present teacher education in Pakistan is in a transitional phase. The Government of Pakistan has developed ten professional standards for teachers’ recruitment and training (NPSTP, 2009). Two subjects ‘Computer literacy’ and ‘ICTs in Education’ have been introduced in the new curriculum to equip prospective teachers with Standard # 7 of NPSTP 2009 (i.e., ‘Effective Communication and Proficient Use of Information and Communication Technologies’) and to enhance contemporary technological skills required by a 21st-century educator. This quantitative descriptive study was aimed to investigate teacher educators’ attitudes towards the pedagogical use of ICTs in the teaching and learning process. For this quantitative study, five research questions, one descriptive and four inferential were formulated. A questionnaire was used for data collection. The sample of the study of 133 teacher educators’ was conveniently selected from different teacher training institutions of Karachi. The descriptive analysis of the attitude scale illustrates the moderate level of positive attitude towards the use of ICTs among teacher educators of Karachi TTIs. The analysis ofinferential questions (null hypotheses) illustrates that there is no significant difference in attitudes of teacher educators concerning gender, age, and experience, and this finding is aligned to recent studies conducted by Mustafina (2016) and Tweed (2013). Consequently, from the findings of this study, it may be concluded that demographical variables (i.e., gender, age, and experience) are not the determinants of teacher educators’ attitudes towards the use of ICTs. The findings of the study suggest that supportive conditions and hands-on training on the pedagogical use of ICTs should be conducted in TTIs.

Integrating Peace Education in Pre-Service Teachers Training Programs: Views from Teacher Educators and Prospective Teachers in Pakistan

Peace education is one of the emerging developments of the 21st century in teacher education all over the world. The objective of the study is to investigate the views of teacher educators and prospective teachersregarding peace education in teacher education in Pakistan. The research design employed in this study is quantitative survey research. The population of the present study comprised all teacher educators as well asprospective teachers of five universities in Islamabad, Pakistan. Sample of the study consisted of 280 teacher educators and prospective teachers. Simple random sampling technique was used in the selection of the sample. The questionnaire was used as research instrument. The validity of the research instrument was ensured with the help of experts. Following recommendations from the experts, the research instrument was modified. The reliability of the instrument was assessed. The researchers distributed 280 questionnaires and 255 questionnaires were received. The data were analyzed with the help of SPSS (Version, 20). A modern Statistical method expressed in percentage, frequency and Mean Score was used for data analysis and interpretation. It was concluded that peace education develops positive thinking among teachers, develops knowledge of human rights, develops the quality of self-awareness among teachers, promotes justice and compassion among teachers, as well as endorses justice in society.

Review of DFID and USAID initiatives for the development of teacher education in Pakistan

ABSTRACT This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.

Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens

The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’ reflections about reciprocal peer tutoring. Implications are presented to educational psychologists, teacher educators, and educational policymakers with recommendations to model collaborative learning approaches; such as reciprocal peer tutoring.

Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.

Critical Reflective Practice as an Approach to Developing Transformative Living-theory

This reflective paper aims to provide an opportunity to the readership in the field of transformative education in order to engage them with reflective practices as professional development approach. In academia, writing reflective papers, using multi-paradigmatic research design, for readers believing in post/positivist views is a challenging task. However, innovative editors of journals encourage to create new knowledge through un/conventional approaches. I used Jack Whitehead’s paper (i.e., the review of my doctoral study- Creating living-educational-theory: A journey towards transformative teacher education in Pakistan) and my own reflections as lived experiences to carry out this study. Moreover, I employed reflexivity as an approach to meaning making to serve the purpose of data analysis in this paper. The key findings of this study show that Jack Whitehead skillfully captures key learning outcomes of the doctoral study and synthesized some deep insights very precisely. He created a space for future researchers especially action researches and self-study practitioners to think about how to engage with multi-epistemic approaches in order to experience transformative learning. It is recommended to encourage reflective writings on un/conventional studies to develop a clear understanding of the existing state of teacher education and nature of the journey of transformative teacher education in the academia.

A Study of the Declining Status of Teacher Education in Pakistan

Quality human resource development is the major focus of all developed and developing nations of the world, and the only mean to achieve this is the education only, which needs quality teachers. It is well accepted that no system of education can be better than its teachers. It is globally accepted that teacher is the central figure in the education system of any society and it has become a near proverbial that no nation can rise above the level of its teachers. The research has also evidenced that student achievement is linked to the quality of teachers. The Education Department of the major province of Punjab has stopped the pre-service training of the teachers in all its colleges. It has recently recruited more than five thousand untrained teachers, as the department was not satisfied with the performance of its trained teachers and training procedures. It is a no denying fact that in Pakistan status and quality of teacher and teaching is gradually and continuously on the decline. This study was conducted in the existing scenario. The major objective of the study was to identify and find out the causes of decline and unsatisfactory performance of trained teachers in the historical perspective of teacher education in Pakistan. The study was qualitative in nature. A purposive sample of 20 working & retried senior Teacher Educators and 10 senior officers of four provincial Bureaus of Education including Sindh, KPK, Baluchistan, AJK and DSD Punjab were included in the study. The sample was divided into two equal groups of 15 participants each representing each category and area. The data was collected through 12 rounds of focus group discussions of both groups with the rotation of members between groups after two meetings. The results of the study revealed the discontinuation of residential teacher training, elimination of aptitude test for admission, the involvement of private institutions in teacher education, merit-less affiliation by universities, distance mode of teacher education, Poor general education and political interference as significant factors for the decline of teachers and teaching in the country. The recommendations included mandatory aptitude test for pre-service entrance and teacher licensing, Stopping affiliation of private teacher education colleges.

Sustainability consciousness of pre-service teachers in Pakistan

PurposeThe purpose of this paper is to draw attention towards sustainability consciousness (SC) of pre-service teachers (student teachers) as their role is central in teaching for sustainable development. This paper investigated SC of the pre-service teachers in Pakistan and compared it with other undergraduate students in the country and with that of Swedish upper secondary students.Design/methodology/approachThe paper used survey method using a tool developed by a group of Canadian researchers to measure knowledge, attitudes and behaviours towards sustainable development. The instrument was later adapted by a group of Swedish researchers to measure SC. Study data came from 207 pre-service teachers and 154 undergraduate students studying humanities.FindingsThe paper reports that SC of the pre-service teachers in Pakistan is much lower than that of Swedish upper secondary students. Moreover, the paper indicates that the SC of pre-service teachers is not different from other undergraduate students in the country.Practical implicationsThis paper establishes a baseline of SC of the final-year pre-service teachers enrolled in BEd (Honours) programme in Pakistan. Such a study is critical in the context when ESD is a missing element in teacher education in Pakistan. In the presence of such a baseline study, teacher education institutes and departments might review their curricula in terms of their focus on ESD and plan for initiatives to educate pre-service teachers for sustainability.Originality/valueThe paper contributes to a broader debate on measuring SC of university students.

PROBLEM BASED LEARNING: AN EFFECTIVE PEDAGOGY FOR PRE-SERVICE TEACHER EDUCATION IN PAKISTAN

In the education process both teaching and learning are fundamental. One school of thought says that effective teachers can bring good results whereas another school of thought claims that success depends mostly upon the learners’ effort and potential. There has been a variety of teacher training strategies and models and at the same time there are different theories and strategies of learning. In Problem-Based Learning (PBL) a teacher has to play the role of facilitator/moderator and students have to present/explore/create knowledge. The current experimental study was conducted to explore the effectiveness of Problem Based Learning for Teacher Education in Pakistan. One group Pre-test, Post-test design of experiment was utilized for the study. The course of “Educational Research” was taught through PBL to 35 MA Education female students at International Islamic University Islamabad. After administering the pre-test the students were taught the course for 8 weeks by using PBL and the post test took the form of a mid-term exam. The data were analyzed using the t-Test. There was significant difference in the mean scores of pre-test and post test, which strengthens the notion that PBL promotes effective learning in teacher education. The results pave the way for the implementation of PBL as an effective pedagogy for teacher education programs in Pakistan.

Developing Web Textbooks for Teacher Education in Pakistan: An Innovative Approach for Effective E-Learning

Developing Web Textbooks for Teacher Education in Pakistan: An Innovative Approach for Effective E-Learning

Exploring leadership practices of principals of Government Elementary Colleges of Education in Pakistan

This article shares the findings from a case study conducted to explore the leadership practices of Principals of the Government Elementary Colleges of Education across Pakistan. The study focused on how these Principals understood their roles and responsibilities in the context of the changing role of teacher education in Pakistan and in the globalizing world context. An exploratory case study research methodology was adopted; using semi-structured interviews as the main source for data collection. The primary findings of the study indicate that the Principals’ perceptions of their roles and responsibilities rotated mostly around the axis of ‘control’ of their organizations and its smooth functioning. Hence, they perceived looking after the teaching and learning processes, being good role models and meeting the requirements of their institutions as their prime responsibilities. Considering the trying circumstances under which many of these Principals worked where often even their lives were under threat, they worked quite hard to achieve the desired results.

Early childhood teacher education in Pakistan: time for action

This paper presents a critical account of early childhood education (ECE) in Pakistan. It moves from a general review of the benefits of ECE to focus on the issues and challenges connected to the professional development of early childhood teachers. It highlights problems encountered in developing practitioners who are highly skilled in the delivery of early years’ pedagogy and the constraints upon the professionalisation of the sector at policy level. The paper identifies a number of strategies that would raise the status of the profession and argues that action is required for progress in this crucial field.

The Changes and Challenges of Secondary Level Teachers Education in Pakistan: A Training Perspective

In the present world teachers are not only the agents of cultural transformation or managers of discipline and order but also the source of information, searcher of new areas and explorer of the unknown world. Pakistan is a country that has many challenges in different sector but most of them are linked with education in general and teacher education in particular. Training of teachers for knowledge economy reflects among students incorporating and enhancing the world over changes within the frame work of their own culture, tradition and aspiration of the people. That must be the sole purpose of teacher education to enhance current changes. The education policy (2009) determines that the improving education quality depends on the teachers’ quality, curriculum and pedagogy, text books, assessment approaches, learning environment and physical facilities. Ministry of education (2009) has worked and developed Professional Standard for Teacher Education. The study is focused on the analysis of currents patterns of teacher education in Pakistan with reference to quality education and suggested the ways and techniques to bring changes and harmonise it with world level training. The weak areas are explored and newer ideas are explained for enhancement of change by predicting the future challenges.