Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan

Autor/inn/en	Rizvi, Nusrat Fatima; Khamis, Anil
Titel	Review of DFID and USAID Initiatives for the Development of Teacher Education in Pakistan
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 8, S.1210-1221 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1619447
Schlagwörter	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; Pakistan + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Bildungsfonds; Educational policy; Bildungspolitik; Bildungsentwicklung; Trendanalyse; Standard; Internationale Erziehung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspraxis; Ausland; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Kritik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01