Search results for: Pakistan
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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.
Updated: Dec. 14, 2020
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.
Updated: Aug. 17, 2010
'Great Conversation' for School Improvement in Disadvantageous Rural Contexts: A Participatory Case Study
The core empirical basis of this article is based upon the author’s recent participatory action research case study conducted in a rural school in one of the most disadvantageous districts of Sindh, Pakistan. This article explores how a teacher educator may empower a rural school by engaging key stakeholders in therapeutic enquiry, utilizing 'Great Conversation' as an alternative pedagogy for school improvement and reforms.
Updated: Jun. 29, 2010
This article focuses on the status of teacher education and early childhood education in Pakistan. It analyzes planning issues in early childhood teacher education by examining education policies and existing practices in early childhood teacher education in Pakistan. Initiatives taken at public and private levels in Pakistan are also discussed.
Updated: Oct. 28, 2009
The authors examine a conceptual framework for school reforms. Teacher education in Pakistan will also need to change in order to promote teacher professionalism. According to the authors, teachers must be provided with opportunities to expand capabilities through involvement, initiation, and engagement and developing collaborative school cultures.
Updated: Mar. 04, 2008