Reconceptualization of teacher education experiences from the context of a multicultural developing country
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Date
2005
Authors
Ashraf, Dilshad
Khaki, Jan-e-Alam
Shamatov, Duishon
Tajik, Mir Afzal
Vazir, Nilofar
Journal Title
Journal ISSN
Volume Title
Publisher
Sage Publications
Abstract
Teacher education in developing countries faces great challenges attributable to economic
constraints, including shrinking resources, the low status of teachers—exacerbated
by declining incentives—and an entirely theoretical approach in teacher training
programs. These challenges are further intensified by variations in the trainees’
cultural, regional, and religious backgrounds and by the lack of collaboration between
different education sectors. In this context, the Aga Khan University Institute for Educational
Development (AKU-IED) in Karachi, Pakistan, is attempting to provide
contextually appropriate, effective teacher education programs for Pakistan and other
developing countries. This article draws on the authors’ personal experiences in the
teacher education programs at AKU-IED and on studies that examine the impact of
these programs on participants. Several studies show that teacher education transforms
teachers’ beliefs and practices if accomplished through more effective approaches.
The article discusses how teacher education programs are conceptualized
and implemented in the multicultural context of AKU-IED, where the course participants
come from various developing countries and diverse backgrounds.
Description
Keywords
professional development of teachers, reconceptualization of teaching and learning, positive interdependence, Aga Khan University Institute for Educational Development, reflective practice, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education