TY - JOUR
T1 - Reconceptualization of Teacher Education
T2 - Experiences From the Context of a Multicultural Developing Country
AU - Ashraf, Dilshad
AU - Khaki, Jan E Alam
AU - Shamatov, Duishon Alievich
AU - Tajik, Mir Afzal
AU - Vazir, Nilofar
PY - 2005/7
Y1 - 2005/7
N2 - Teacher education in developing countries faces great challenges attributable to economic constraints, including shrinking resources, the low status of teachers'exacerbated by declining incentives'and an entirely theoretical approach in teacher training programs. These challenges are further intensified by variations in the trainees' cultural, regional, and religious backgrounds and by the lack of collaboration between different education sectors. In this context, the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan, is attempting to provide contextually appropriate, effective teacher education programs for Pakistan and other developing countries. This article draws on the authors' personal experiences in the teacher education programs at AKU-IED and on studies that examine the impact of these programs on participants. Several studies show that teacher education transforms teachers' beliefs and practices if accomplished through more effective approaches. The article discusses how teacher education programs are conceptualized and implemented in the multicultural context of AKU-IED, where the course participants come from various developing countries and diverse backgrounds.
AB - Teacher education in developing countries faces great challenges attributable to economic constraints, including shrinking resources, the low status of teachers'exacerbated by declining incentives'and an entirely theoretical approach in teacher training programs. These challenges are further intensified by variations in the trainees' cultural, regional, and religious backgrounds and by the lack of collaboration between different education sectors. In this context, the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan, is attempting to provide contextually appropriate, effective teacher education programs for Pakistan and other developing countries. This article draws on the authors' personal experiences in the teacher education programs at AKU-IED and on studies that examine the impact of these programs on participants. Several studies show that teacher education transforms teachers' beliefs and practices if accomplished through more effective approaches. The article discusses how teacher education programs are conceptualized and implemented in the multicultural context of AKU-IED, where the course participants come from various developing countries and diverse backgrounds.
KW - Aga Khan University Institute for Educational Development
KW - positive interdependence
KW - professional development of teachers
KW - reconceptualization of teaching and learning
KW - reflective practice
UR - http://www.scopus.com/inward/record.url?scp=84990405592&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84990405592&partnerID=8YFLogxK
U2 - 10.1177/1541344605275230
DO - 10.1177/1541344605275230
M3 - Article
AN - SCOPUS:84990405592
SN - 1541-3446
VL - 3
SP - 271
EP - 288
JO - Journal of Transformative Education
JF - Journal of Transformative Education
IS - 3
ER -