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Interpretive analysis of new teacher education curriculum reform introduced in Pakistan.

机译：巴基斯坦新教师教育课程改革的解释性分析。

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Pakistan is among those South Asian countries that are still striving for a successful education policy to be in place for achieving the goals of quantity and quality. For more than 66 years there have been many interventions and initiatives to reform current practices in public educational institutions. In 2009 a similar initiative was taken by the Higher Education Commission with huge funding from USAID. Under this initiative a new program plan for four-year undergraduate B.Ed Honors Elementary was developed to be offered at the universities; and course guides were developed for the courses to be offered at colleges of education in a two to three-year program titled Associate Degree in Education. Teacher education policy under this curriculum reformed was reviewed and the old undergraduate certificate and diploma programs were closed. Teacher educators at universities and colleges of education were provided short professional development trainings.;I conducted an interpretive policy analysis at six institutions in three provinces of Pakistan including four colleges of education and two universities. The major goal was to explore the enacted curriculum at institutional level. I studied the institutional realities such as physical infrastructures, availability and accessibility to resources and teacher educators' roles in implementing the new reform using observation, document reviews, interviews and pictorial data analysis. The study helped in bringing those voices to the foreground that were not evident or were ignored during the planning and implementation process. The study helped in identifying those challenges and issues that were faced by the teacher educators during the first two years of the program implementation at university and colleges of education. The teacher educators at universities and at colleges of education work under much different circumstances and the teacher educators at colleges of education have to face authoritative hierarchical pressures from multiple directions. One major finding was that for a reform to be successful in education in Pakistan, a more inclusive and participatory policy making and implementation approach like Michael Fullan's (1993) framework is needed. Specifically, neither absolute top-down nor bottom-up policy initiatives work; everybody's voice should count and a balance between centralized and decentralized procedure should be adopted.
机译：巴基斯坦是仍在为实现数量和质量目标而制定成功的教育政策的南亚国家之一。 66多年来，已经有许多干预措施和举措来改革公共教育机构中的现行做法。 2009年，高等教育委员会在美国国际开发署的巨额资助下采取了类似的举措。根据这一倡议，为大学四年制的B.Ed Honors Elementary小学制定了新的计划计划；并针对教育学院的课程制定了课程指南，该课程为期两年到三年，名为“教育学副学士”。对该课程改革后的教师教育政策进行了审查，并关闭了旧的本科证书和文凭课程。大学和教育学院的教师教育者接受了短期专业发展培训。我在巴基斯坦三个省的六个机构（包括四个教育学院和两个大学）进行了解释性政策分析。主要目标是在机构级别探索已制定的课程。我研究了机构的现实情况，例如物理基础设施，资源的可用性和可访问性以及教师教育者在使用观察，文件审查，访谈和图形数据分析来实施新改革中的角色。这项研究帮助将那些在计划和实施过程中不明显或被忽略的声音带到了前台。这项研究有助于确定在大学和学院实施计划的头两年中，教师教育者所面临的挑战和问题。大学和教育学院的教师教育人员在非常不同的情况下工作，而教育学院的教师教育人员则必须面对来自多个方向的权威性等级制压力。一个主要发现是，要使巴基斯坦的教育改革成功，就需要一种更具包容性和参与性的政策制定和实施方法，例如Michael Fullan（1993）的框架。具体而言，绝对的自上而下和自下而上的政策措施均无效。每个人的声音都应发挥作用，应在集中程序和分散程序之间取得平衡。

著录项

  • 作者

    Huma, Afshan.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Policy.;Education Teacher Training.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 310 p.
  • 总页数 310
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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