Quality Assurance of Teacher Education Programs - A Dilemma of Higher Education in Bahawalpur Division, Pakistan
DOI:
https://doi.org/10.59926/jodprp.vol04/04Keywords:
Quality assurance, teacher training programs, teachers’ content analysisAbstract
Teachers’ training and teacher training programs are attracting the attention of a wide range of academicians and policymakers these days. The Government of Pakistan has provided a standard for the accreditation of teacher training programs recently. This study attempts to determine the extent of implementation of these standards in teachers’ training programs in Pakistan. Data was collected for this study using in-depth qualitative interviews. The target population was the teachers of higher education institutions in the Bahawalpur Division offering teacher training programs. Data were collected from those 20 respondents who were voluntarily willing to participate in the study. Using content analysis technique, the authors show that currently only one standard criterion, that is assessment quality of the program is up to the mark. The study shows that teachers are dissatisfied with the quality of the curriculum, finances provided by the institutions, research culture, governmental policy towards government institutions, and links with the community. The respondents indicate that the government policy towards teacher training programs is the main hurdle towards the enhancement of the quality of teacher training programs. The government should apply the same policy in teacher training programs with regard to public and private institutions for obtaining the degree as private institutions do not follow the same criteria for awarding the degree e.g., students of private institutions do not attend the institutes regularly. There is a dire need to implement approved standards in teacher training programs in Pakistan.
The scope of this article is related to the following SDG / SDGs.
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