1 Professional Development of Teacher Educators in Pakistan: Challenges and Opportunities Presented in: 4th Teacher Education Advancement Network Conference Sponsored by Higher Education Academy , UK Conference Aston, Birmingham May 17, 2013 Presented by: Naima Qureshi Research Supervisors: Mary Briggs & Dr. Janet Goodall
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1 Professional Development of Teacher Educators in Pakistan: Challenges and Opportunities Presented in: 4th Teacher Education Advancement Network Conference.
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1
Professional Development of Teacher Educators
in Pakistan: Challenges and Opportunities Presented in: 4th Teacher Education Advancement Network Conference
Sponsored by Higher Education Academy , UKConference Aston, Birmingham May 17, 2013
Presented by: Naima Qureshi Research Supervisors: Mary Briggs & Dr. Janet Goodall
Overview of the Presentation
Preliminary Findings
Research Methods &Sample
Research Questions
Brief Literature Review
Background of the Study
My Professional Journey
Why and How I am here??
Different Players in Teacher Education in Pakistan
Issues for Teacher Educators in the field
•No comprehensive criteria for enter into the profession
•Fewer opportunities for formal professional development
•Lack of policy support
•No standards and curriculum for educating teacher
educators
•Lack of research and publications in the field
Recent Reforms in Teacher Education
•National Accreditation of Teacher Education •National Professional Teaching Standards•Four-year BEd. Programme
Teacher Education as a Professional Field
•The existence of an independent body of knowledge
•Its own structure, knowledge bases, terms and concepts
•Practitioners being professionals
Murray, J., Swennen, A. & Shagrir, L. (2009) Understanding teacher educators’ work and identities, in: A. Sweennen & M. van der Klinks (Eds) Becoming a teacher educator; theory and practice for teacher educators (Dordrecht, Springer), 29-43
Position of Teacher Educators
Based on : Shagrir Leah (2010) Development of novice teacher educators: Professional Self, interpersonal
relations and teaching skills: Professional Development in Education 36:1-2, pp 45-60
Teacher Educators : Who they are?
Someone who contributes in a formal way to the learning and development of teachers (Snoek et al. 2011)
Murray et al. (2009) define teacher education as broad, heterogeneous and differentiated field (or area) within which teacher educators undertake many different types of work.
Marco Snoek, Anja Swennen & Marcel van der Klink (2011) : The quality of teacher educators in the European policy debate : actions and measures to improve the professionalism of teacher educators, Professional Development in Education, 37:5 , 651-664
Roles & Expectations from Teacher Educators
Based on: Murray, J.; Swennen,A. &Shagrir L. (2009) Understanding teacher educators’ work and identities: A. Swennen & M. van der Klink (Eds) Becoming a teacher educator: theory and practice for teacher educators (New York, Springer ), 29-44
Challenges and problems faced by Teacher Educators
•Dual nature of their work in schools and university departments
•Shift to more expansive academic and professional expectations as
teacher educator
•Transition from teacher to teacher educator (move from ‘expert to
novice’)
•Teaching load and other administrative duties
•Lack of time leads to the limited opportunities for learning
•Institutional constraints (lack of facilities, resources etc)
•Contextual and cultural constraints (lack of support, acceptance,
lack of collaborative culture etc)
Why Professional Development of Teacher Educators?
• To improve the profession• To maintain interest in the profession• To grow personally and professionally • To advance within the profession (Smith, 2010)
Kari Smith (2010): So: What about the professional Development of Teacher Educators?. European Journal of Teacher Education, 26:2, 201-215
Formal Trainings, Seminars,
Workshops etc
Discussion with Colleague, feedback, observation
Working with other
professional bodies/
network etc
Reflection & Self Assessment, Self
Study
How teacher educators
learn?
Focus of the Study
Professional development of teacher educators ,their experiences, challenges and opportunities for learning at University of Education, Lahore, Pakistan.
Teacher educators are those faculty members who are involved in teaching pre-service teachers and are called lecturer, assistant professors, associate professor and professors according to their grade.
Research Questions
1- How does the professional development of tertiary level teacher
educators teaching at BEd. & MEd. level at the University of
Education, Lahore takes place?
2-What are the different roles teachers educators have to perform?
3- What are the experiences of teacher educators with various
academic backgrounds and experiences in performing their various
roles?
(i)What are the challenges do they face?
(ii)What are the opportunities for their professional development
(iii)How do they learn through formal and in-formal professional
learning opportunities at their workplace?
Methodology
•Sequential explanatory mixed–method design and few elements of case study.