Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan
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| Title: | Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan |
|---|---|
| Language: | English |
| Authors: | Rizvi, Nusrat Fatima, Khamis, Anil |
| Source: | Compare: A Journal of Comparative and International Education. 2020 50(8):1210-1221. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education Programs, Comparative Education, Educational Finance, Donors, Politics of Education, Educational Trends, Trend Analysis, Standards, International Education, Evidence Based Practice, Developing Nations, Educational Policy, Educational Practices, Foreign Countries, Educational Change, Preservice Teacher Education, Criticism, Educational Environment |
| Geographic Terms: | Pakistan |
| DOI: | 10.1080/03057925.2019.1619447 |
| ISSN: | 0305-7925 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1276328 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0305-7925 |
| DOI: | 10.1080/03057925.2019.1619447 |
