Citation

TABLE 2. Comparison of teacher preparation in Pakistan and the United States

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Abstract:

The following proposal represents an ongoing empirical study, which is a comparison of teacher preparation in Pakistan and the United States (U.S.). Drawing from Broadfoot (2001), the authors seek to compare teacher preparation between the two countries and how we can learn from the development and current directions of teacher preparation in our respective countries. Further, we utilize Anderson-Levitt’s (2006) discussion on world culture theory in developing our historical analysis of these distinct, yet similar teacher preparation “systems.”
The authors reviewed the literature on the history of teacher education to begin to understand the trajectories of teacher education. Similarities can be drawn when looking at transitions and how certification of teachers has evolved. In both Pakistan and the US, teachers initially were certified or granted permission to teach upon graduation from little more than elementary schooling. Pakistan currently bases the types of teacher certification on the amount of education the teacher has earned. In the US, teachers are certified after passing a state licensure exam and graduating from a 4-year bachelor’s program.
We are also conducting a content analysis of documents presented by the current US Secretary of Education and Pakistan’s Minister of Education to better understand the directions and goals presented by their respective governments and its implied impact on teacher preparation. We are focusing on the concept of teachers as leaders, as the rhetoric of teachers as leaders in the US and Pakistan varies greatly. Specifically, in Pakistan there is a movement on developing teachers as leaders. Through this project the authors will suggest how we may draw from one another’s countries histories of teacher education and move forward for education to become a more transformative process for students and teachers alike.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493859_index.html
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MLA Citation:

Rivers, Melissa. and Huma, Afshan. "TABLE 2. Comparison of teacher preparation in Pakistan and the United States" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493859_index.html>

APA Citation:

Rivers, M. and Huma, A. , 2011-05-01 "TABLE 2. Comparison of teacher preparation in Pakistan and the United States" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493859_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The following proposal represents an ongoing empirical study, which is a comparison of teacher preparation in Pakistan and the United States (U.S.). Drawing from Broadfoot (2001), the authors seek to compare teacher preparation between the two countries and how we can learn from the development and current directions of teacher preparation in our respective countries. Further, we utilize Anderson-Levitt’s (2006) discussion on world culture theory in developing our historical analysis of these distinct, yet similar teacher preparation “systems.”
The authors reviewed the literature on the history of teacher education to begin to understand the trajectories of teacher education. Similarities can be drawn when looking at transitions and how certification of teachers has evolved. In both Pakistan and the US, teachers initially were certified or granted permission to teach upon graduation from little more than elementary schooling. Pakistan currently bases the types of teacher certification on the amount of education the teacher has earned. In the US, teachers are certified after passing a state licensure exam and graduating from a 4-year bachelor’s program.
We are also conducting a content analysis of documents presented by the current US Secretary of Education and Pakistan’s Minister of Education to better understand the directions and goals presented by their respective governments and its implied impact on teacher preparation. We are focusing on the concept of teachers as leaders, as the rhetoric of teachers as leaders in the US and Pakistan varies greatly. Specifically, in Pakistan there is a movement on developing teachers as leaders. Through this project the authors will suggest how we may draw from one another’s countries histories of teacher education and move forward for education to become a more transformative process for students and teachers alike.


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