TY - JOUR
T1 - Review of DFID and USAID initiatives for the development of teacher education in Pakistan
AU - Rizvi, Nusrat Fatima
AU - Khamis, Anil
N1 - Publisher Copyright:
© 2019 British Association for International and Comparative Education.
PY - 2020/11
Y1 - 2020/11
N2 - 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.
AB - 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.
KW - Teacher education
KW - donors sponsored educational reforms
KW - initial teacher preparation
KW - pre-service teacher education
KW - reforms in teacher education
UR - http://www.scopus.com/inward/record.url?scp=85066973866&partnerID=8YFLogxK
U2 - 10.1080/03057925.2019.1619447
DO - 10.1080/03057925.2019.1619447
M3 - Article
AN - SCOPUS:85066973866
SN - 0305-7925
VL - 50
SP - 1210
EP - 1221
JO - Compare
JF - Compare
IS - 8
ER -