Classroom as a Site for Teacher Learning: Emergence of a Paradigm Shift in Mathematics Teacher Education in Pakistan

Halai, Anjum

doi:10.1007/978-981-10-2598-3_12

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…In Pakistani government-run schools, where the whole preschool to 12 levels of education use only the ministry of education designed textbooks, the curriculum does not include instructions in phonetics and phonology. Despite the efforts of successive governments to reform the curriculum (see Halai, 2001;Rahman, 2004;Wazir, 2004), current material hampers good reading and burdens secondary level teachers vii . Warwick and Reimers (1995) explain the falling standards of teaching English in Pakistan viii .…”

Section: Literature Reviewmentioning

confidence: 99%

Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman

Mesti¹

2021

AWEJ

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Pakistani schools in Sultanate of Oman use the whole word approach in the practices of English language reading instructions and lack phonetics’ knowledge of. Regardless, whether the approach is practical or not, teaching reading skills through these practices at an early age is questionable. This paper will focus on observation and evaluation as research tools, and will concentrate on a phonetics and a phonological analysis of a first -grade learner as a case study. The learner’s reading of a text is compared with the reading of a native speaker. The focus of the paper is on two main characteristics of pronunciation; segmental and super-segmental. The analysis demonstrates a significant variation in speech sounds of the learner. The training opportunities in spoken language and reading skills for the teachers may fix the problem.

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Section: Literature Reviewmentioning

confidence: 99%

Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman

Mesti¹

2021

AWEJ

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“…In mathematics education around the world, including the Pakistani context, reforms in pre-service teacher education aim to prepare teachers who would be able to teach children to achieve the desired students learning outcome. Based on the limitation of one-year Bachelor of Education (B.Ed) programme, one of the significant initiatives of Pakistan was to launch fouryears B.Ed (Hons) degree programme for teachers who would be able to teach problem solving and critical thinking (Halai & Durrani, 2017) Moreover, this fouryear degree programme for pre-service teachers has a strong component of practicum preparing teachers to meet the demands of the learners in the twenty-first century (Halai, 2017;HEC, 2012). In-service, professional development programmes in the public sector are usually offered through donor driven projects and cover topics or issues specified by the donor.…”

Section: Introduction To the Pakistani Context And Backgroundmentioning

confidence: 99%

Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Amirali

Halai

2021

EURASIA J Math Sci Tech Ed

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This study investigated mathematics teachers' beliefs about the nature of mathematics and the contributory factors shaping them. A survey of 200 trained and untrained mathematics teachers from public and private schools was carried out in Karachi Pakistan, a context with a strong influence of religion on the socio-cultural practices of the people. The survey was followed by a focus-group discussion with selected teachers and is the focus of this paper. This is a groundbreaking study in a hitherto under-researched socio-religious context. Teachers across the system showed a strong similarity in beliefs. A commonly held view was that mathematics is created by Allah and mathematicians have worked with this knowledge to invent practical applications in service of religion. Teachers' experiences of learning mathematics and their deep-rooted religious beliefs shaped their views of mathematics. The study highlights the sensitive and resilient nature of teachers' beliefs and the significance of taking them into account in reforming teacher education policy and practice.

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Language Reading and Its Implications on Learners’ Pronunciation: A Case Study of a Pakistani School in Oman

Mesti

2020

SSRN Journal

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Pakistani schools in Sultanate of Oman use the whole word approach in the practices of English language reading instructions and lack phonetics' knowledge of. Regardless, whether the approach is practical or not, teaching reading skills through these practices at an early age is questionable. This paper will focus on observation and evaluation as research tools, and will concentrate on a phonetics and a phonological analysis of a first -grade learner as a case study. The learner's reading of a text is compared with the reading of a native speaker. The focus of the paper is on two main characteristics of pronunciation; segmental and super-segmental. The analysis demonstrates a significant variation in speech sounds of the learner. The training opportunities in spoken language and reading skills for the teachers may fix the problem.

show abstract

Classroom as a Site for Teacher Learning: Emergence of a Paradigm Shift in Mathematics Teacher Education in Pakistan

Cited by 3 publications

References 14 publications

Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman

Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman

Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Language Reading and Its Implications on Learners’ Pronunciation: A Case Study of a Pakistani School in Oman

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