The role of the education in the development of any country is very well accepted .In fact it is the only solution to socioeconomic, regional/geographical issues of any nation. Education and its quality are directly related to the quality of instruction by teacher in classroom. In-fact no system of education is better than its teacher. In Pakistan’s case serious and consistent efforts are needed to improve the quality of teachers on the priority bases. Because the qualitative dimension of teacher education programs have resulted in mass production of teachers with shallow understanding of content and methodology.
In Pakistan accreditation system has been introduced to accredit teacher education programs and initiatives are been taking to initiate registration, licensing and certification process of teachers. The accreditation of teacher education programs has been declared mandatory by HEC. All the institutions offering any graduate level teacher education programs are required to get the accreditation of their programs. The purpose of initiating the accreditation process for Teacher Education was to ensure and improve the quality of teacher education, programs and institutions. Formal accreditation is being has been conducted since 2010-2011. The NACTE has accredited around 450 programs of more than 180 public and private sector teacher education institutions by 2019, which includes colleges and universities offering teacher education all over Pakistan. It was descriptive in nature, which focused on providing an accurate description of the impact of teacher education programs and institutions. This method was preferred as the study primarily sought to describe and understand the stakeholder’s response of the impact of accreditation on institution and program improvement, rather than determining any cause-and-effect relationship. The criteria for sample selection were based on the participation of the concerned faculty, HOD and external evaluators in the accreditation process of the programs offered by the institutions. Five point Likert scale was developed to collect data from the stakeholders HOD, Teacher Educators and External Evaluators. The use of mean, SD provided the basis for calculation, application and interpretation of t-test and ANOVA.
Majority of participants said that accreditation process have high impact on improvement of teacher education programs. It is important question to participants about Program Accreditation whether it helped to improve teacher education program while some participants said that program accreditation sensitized the accountability of staff, administration and students. In conclusion, a number of important implications at both national and institutional levels for more effective accreditation are identified.
Education is the major channel of sharing and cooperation among all faculty members working inside an institute. Strong bonds of teamwork and active collaboration provide smooth and vital pathways for attainment of desired aims. Collegiality refers to professional relationship at workplaces. This relationship is considered vital for the professional development of colleagues in any field of life especially in the field of education. This study intends to explore the collegiality among senior secondary school teachers from the perspective of their professional development at secondary school level, in Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore the level of senior teachers’ collegiality, and to explore the role of their collegiality in the professional development of senior secondary school teachers. Following case study qualitative research design twelve study participants were selected through purposive sampling techniques and the data were collected through semi-structured interview protocols. The validity of the interview protocols was estimated through experts’ opinion and backward forward method was used for translating the interview protocols for the respondents. The collected data were analyzed following thematic analysis techniques. The results revealed that senior secondary teachers have highly positive collegiality from social perspectives, they respect each other, give space, discuss their professional problems. However, they were found reluctant in sharing the professional experiences for the purpose of learning and professional development. Furthermore, the results also showed that senior teachers were unable to explore each other’s professional strength for professional (pedagogical, classroom management and assessment) learning. Results of the study highlighted the dire need and recommended that collegiality among novice and senior teachers always help in resolving relevant issues and promotes friendly academic environment which make easy the achievement of aims. It was also recommended that it promotes team teaching, microteaching, and protocols of peers’ assessment involved in school discipline related decisions so that they may directly or indirectly learn from one another continuously in their professional career.
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