BRIDGING THE GAP BETWEEN TEACHER EDUCATION AND CONTEMPORARY SCHOOLING NEEDS IN PAKISTAN: A QUALITATIVE FRAMEWORK FOR PREPARING EFFECTIVE TEACHERS

Abstract

The research explores the gap between teacher education and contemporary school requirements in Pakistan by providing a qualitative model of teacher and educational specialist preparation. This study aims to investigate how teacher education can be designed to prepare teachers for teachers’ real-life practice in the contemporary classroom. A descriptive correlation design was used, and purposive sampling was used to draw 30 purposefully selected teacher development and management participants. Teachers educationists students and educators, final year BS Education students, school administrators were the respondents. Rich qualitative data were collected using semi-structured interviews about the opportunities and challenges in teacher education. The results of the investigation present several problematic aspects of the program such as an outdated study curriculum, insufficient practical teaching in the classroom, poor technology integration, and a shortage of opportunities for in-service education of teachers. Implications for teacher education include the need to reform teacher education courses and in-service by including practicum and music technology and inclusive practices as part of an integrated approach to teacher training. Additionally, the study calls for closer cooperation between schools and teacher training schools in order to make initial and in-service training program more responsive to the changing nature of the educational system. This study adds to our knowledge of teacher preparation in Pakistan, and has practical implications for policy-makers, teachers, and school principals to improve the quality and relevance of teacher education. These results also have implications for prospective reforms on teacher education reform, to prepare teachers with skills to deal with problems presented to them in the 21st century.