Globalization and paradigm changes in Teacher Education: Revolutionizing Teaching Learning Process at School Level in Pakistan

Muhammad Iqbal, Muhammad Irfan Arif

Abstract


The world has become a global village. No county can live in isolation without seeking impact of global trends and a change in all field of life education is the most important tool in national development. So this age of knowledge has great impact on education. Teacher education is the brain of all educational disciplines as it delivers education to train the prospective teachers. It is also the mother of all professions. Like all other professions, globalization is also affecting teacher education. Therefore there is a global paradigm shift in teacher education. The main purpose of this study was to explore the paradigm shift in teacher education which has revolutionized teaching learning process at school level. The teacher education programs of five public universities of Pakistan where focused to fulfill the objectives of the study. The study was quantitative as well as qualitative in nature. Information regarding shift paradigm in teacher education were gathered by conducting self administered surveys, document analysis and interviews. Sample of the study comprised of prospective teachers, working teachers and executives (directors and heads).total 100 prospective teahers, 50 working teachers and 20 executives were selected by using random sampling techniques, collected data was analyzed by implementing simple descriptive statistical techniques such as percentages. The main paradigm changes in teacher education in perception of the selected respondents were: increase in duration of teacher education programmes, standard based curriculum, balance in theory and practice, shift from teacher to student centered delivery system, quality assurance and shift in assessment procedures.


Full Text: PDF DOI: 10.5539/ies.v4n4p99

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This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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