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Sponsored by Higher Education Academy , UK Conference Aston, Birmingham May 17, 2013

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. P resented by: Naima Qureshi

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Sponsored by Higher Education Academy , UK Conference Aston, Birmingham May 17, 2013

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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 , UK Conference Aston, Birmingham May 17, 2013 • Presented by: Naima Qureshi • Research Supervisors: Mary Briggs & Dr. Janet Goodall

  2. Brief Literature Review Research Questions Research Methods &Sample Preliminary Findings Overview of the Presentation Background of the Study

  3. My Professional Journey Why and How I am here??

  4. Different Players in Teacher Education in Pakistan

  5. 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

  6. Recent Reforms in Teacher Education • National Accreditation of Teacher Education • National Professional Teaching Standards • Four-year BEd. Programme

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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)

  12. 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

  13. Reflection & Self Assessment, Self Study How teacher educators learn? Discussion with Colleague, feedback, observation Formal Trainings, Seminars, Workshops etc Working with other professional bodies/ network etc

  14. 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.

  15. 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? What are the challenges do they face? What are the opportunities for their professional development How do they learn through formal and in-formal professional learning opportunities at their workplace?

  16. Methodology • Sequential explanatory mixed–method design and few elements of case study. • Quantitative Qualitative design • Questionnaires, document analysis & semi-structured interviews.

  17. Sample of the Study

  18. Pilot Study Findings: Major categories(5 semi-structure interviews from teacher educators of 3 different campuses)

  19. Analysis and Comparison Pilot study has confirmed that age, experience, and gender would be worth exploring while making analysis and or comparison

  20. Contribution • General relevance to contemporary issues in the field of teacher education in Pakistan • Deeper understanding of teachers’ educators work & the way in which their learning can be supported • Contribute for designing the professional development programme for teacher educators • Further awareness and contribution in international literature regarding the work of teacher educators

  21. References • Khan, H. (2011): Becoming teacher educators in Pakistan: voices from the government colleges of education, Journal of Education for Teaching International research and pedagogy, 37:3, 325-335 • Kari Smith (2010): So: What about the professional Development of Teacher Educators?. European Journal of Teacher Education, 26:2, 201-215 • 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 • 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 • 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 • 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

  22. Any Questions!!!!

  23. Thank you! Naima.Qureshi@warwick.ac.uk

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