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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
FullText Text:
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  Data: Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan
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  Data: <searchLink fieldCode="AR" term="%22Rizvi%2C+Nusrat+Fatima%22">Rizvi, Nusrat Fatima</searchLink><br /><searchLink fieldCode="AR" term="%22Khamis%2C+Anil%22">Khamis, Anil</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Compare%3A+A+Journal+of+Comparative+and+International+Education%22"><i>Compare: A Journal of Comparative and International Education</i></searchLink>. 2020 50(8):1210-1221.
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  Data: 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
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  Data: 12
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  Data: 2020
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Donors%22">Donors</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Criticism%22">Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
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  Data: 10.1080/03057925.2019.1619447
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  Data: 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.
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  Data: 2020
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  Data: EJ1276328
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1276328
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        Value: 10.1080/03057925.2019.1619447
    Languages:
      – Text: English
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        PageCount: 12
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    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Donors
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      – SubjectFull: Politics of Education
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      – SubjectFull: Educational Trends
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      – SubjectFull: Trend Analysis
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      – SubjectFull: Standards
        Type: general
      – SubjectFull: International Education
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Developing Nations
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Practices
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Change
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Criticism
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      – SubjectFull: Educational Environment
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      – SubjectFull: Pakistan
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    Titles:
      – TitleFull: Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan
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            NameFull: Khamis, Anil
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