Abstract
A silent revolution in teacher development is underway for the last three decades in Pakistan through various reform
initiatives including: changes taking place in teacher preparation programmes; performancebased approaches to
licensing and accreditation being reconsidered; and establishment of National Accreditation Council for Teacher
Education (NACTE) for ensuring quality of teacher education programmes. Reforms that invest resources in teacher
learning and give teachers greater autonomy are the best hope for improving a country’s schools (DarlingHammond
1995).The study reported in the paper explores the amount of resources invested in teacher education preparation
institutions of Pakistan to facilitate the reforms in higher education. It also responds to the question; are the resources
(investments) provided to public sector institutions correspond to the requirements of the newly proposed standard
based teacher education degree programmes. Data were collected through a survey questionnaire from the teacher
education departments of 21 public sector universities across Pakistan. A large part of the data reported in the study was
also collected from secondary sources including reform reports. The data reveals that majority of teacher preparation
institutions are not only deficient in terms of infrastructure, human and knowledge resources to respond to the proposed
reforms but also necessary measures have not been ensured by the reformers to support and sustain the outputs of these
reforms. The study concludes that necessary resources and support mechanism should be ensured to support the reforms
to get benefits from the revolution.
Khalid Mahmood. (2014) The Silent Revolution: Rethinking Teacher Education in Pakistan, Journal of Research and Reflections in Education, Volume 8, Issue 2.
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