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Becoming a teacher: Transitions from training to the classroom in the NWFP, Pakistan
ARTICLE

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International Journal of Educational Development Volume 29, Number 4 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper addresses issues related to the effectiveness of teacher education in Pakistan in the North West Frontier Province (NWFP), through a small scale collaborative research study in two state secondary schools, one girls’ and one boys’. The aim was to explore how newly qualified teachers manage their transition from student teachers to classroom teachers. In teasing out the relationship between teacher training experiences and classroom practice, we highlight the importance of greater consideration of the social and professional contexts of the school within training programmes as a means to make sustained improvements in the quality of classroom teaching and learning.

Citation

Westbrook, J., Shah, N., Durrani, N., Tikly, C., Khan, W. & Dunne, M. Becoming a teacher: Transitions from training to the classroom in the NWFP, Pakistan. International Journal of Educational Development, 29(4), 437-444. Elsevier Ltd. Retrieved November 27, 2020 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2008.12.001

Keywords