Teacher education pedagogies related to preparing preservice teachers as leaders in Pakistan

Authors

Meher Rizvi, Aga Khan UniversityFollow

Document Type

Book Chapter

ISBN

9781784416706

Editor

Lily Orland-Barak, and Cheryl J. Craig

Series

Advances in Research on Teaching

Publication (Name of Journal)

International teacher education: Promising pedagogies (Part B)

Department

Institute for Educational Development, Karachi

Publisher

Emerald Group Publishing Limited

City

Bingley

Abstract

An analysis of traditional authoritarian preservice teacher development approaches in Pakistan demonstrates that they develop teachers as technicians who carbon copy the same authoritarian training model in their classrooms. The more contemporary approaches to teacher education with leadership development focus are mostly limited to in-service teacher education programs. The key dilemma with in-service education is that once the teachers have received higher qualification they tend to move out of the classrooms to assume management positions. What Pakistan requires is classroom teacher leaders who have the capacity to initiate and sustain school improvement. I propose the pedagogy of transformation, which is based on the principles of participation and emancipation suited to develop preservice teachers as active professionals who have the capacity to influence and drive improvements in their own learning and in the learning of the children. The transformation pedagogy encompasses five specific instructional strategies for nurturing teachers’ leadership skills in the current preservice teacher preparation program in Pakistan. These are: encourage active involvement and delegation of authority among preservice teachers, engage preservice teachers in critical analysis and meta-cognitive tasks, building collaborative teams and professional networks among preservice teachers, providing preservice teachers with experience of working with real-life teacher leaders, and develop preservice teachers’ moral and ethical reasoning. I bring the discussion to a closure in the form of a framework which encompasses key elements of the proposed pedagogy. The framework can be adopted or adapted to give due considerations to the complexities of the contexts where it is being implemented.

Comments

'This article is © Emerald Group Publishing and permission has been granted for this version to appear here (http://dx.doi.org/10.1108/S1479-368720150000025002). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.'

Recommended Citation

Rizvi, M. (2015). Teacher education pedagogies related to preparing preservice teachers as leaders in Pakistan. In L. Orland-Barak & C. J. Craig (Eds.), International teacher education: Promising pedagogies (Part B) (Vol. 22B, pp. 7–30). Bingley: Emerald Group Publishing Limited.