Becoming a teacher: Transitions from training to the classroom in the NWFP, Pakistan

Better Teachers, Better Results? Evidence from Rural Pakistan

“…Apart from infrastructural deficiencies, the low quality of schooling in Pakistan has also been attributed to a low teaching level (Khamis and Sammons, 2004;Saeed and Mahmood, 2002;Westbrook et al, 2009). Implementing the right policies concerning teachers could improve the quality of primary schooling in Pakistan.…”

“…For decades, the teaching profession has had a low appealing power and social status in Pakistan. Despite some initiatives to improve this status (annual celebration of World Teachers Day, public reward of best teachers, salary packages, improvements in working conditions), teachers in Pakistan still suffer from a compromised social status and this profession is often considered as a semi-profession and is perceived as the last choice of young professionals (UNESCO, 2013;Westbrook et al, 2009). However, teachers in Pakistan are on average as affluent as individuals with at least 10 years of education (Halil et al, 2014).…”

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning

“…The quality and nature of teachers' own experience in schools then becomes a starting point for the quality of the next generation's. Teacher education has some influence but evidence suggests that it often lacks close links between theory and practice, role models, sufficient time for reflection, and support beyond the qualification phase in order to ensure the sustainability of learning (Haser and Star, 2009;Westbrook et al, 2009).…”

Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics

“…can be negligible, with a 'washout' effect occurring as a result (Lewin and Stuart 2003). Socialisation into existing school practices may quickly overwhelm the effects of training, especially in systems where seniority creates status hierarchies that promote conformity to established practices by NQTs (Westbrook et al 2009). …”

“…Significance of initial teacher education in the teaching of early reading Research elsewhere suggests that NQTs may learn to conform to the very local class and school environment, hierarchies and practices in use, which may, 'wash-out' the impact of their training (Zeichner and Tabachnik 1981;Westbrook et al 2009). In this study, however, NQTs claimed that ITE remained the most significant source of their understanding of teaching early reading (see Table 9).…”