1. Professional Development of Teacher Educators in Pakistan: Challenges and Opportunities Presented in: 4th Teacher Education Advancement Network Conference
Sponsored by Higher Education Academy , UK
Conference Aston, Birmingham May 17, 2013
Presented by: Naima Qureshi
Research Supervisors: Mary Briggs & Dr. Janet Goodall

2. Overview of the Presentation
Preliminary Findings
Research Methods &Sample
Research Questions
Brief Literature Review
Background of the Study

3. My Professional Journey
Why and How I am here??

4. Different Players in Teacher Education in Pakistan
Ministry of Education
Higher Education Commission (HEC)
National Accreditation of Teacher Education
Quality Assurance Agency (QAA)
Provincial Government
Government elementary colleges of education
Institutes of education and research
University departments
Directorates or centers for in-service training

5. Issues for Teacher Educators in the field
No comprehensive criteria for enter into the profession
Fewer opportunities for formal professional development
Lack of policy support
No standards and curriculum for educating teacher educators
Lack of research and publications in the field

6. Recent Reforms in Teacher Education
National Accreditation of Teacher Education
National Professional Teaching Standards
Four-year BEd. Programme

7. Teacher Education as a Professional Field
The existence of an independent body of knowledge
Its own structure, knowledge bases, terms and concepts
Practitioners being professionals
Murray, J., Swennen, A. & Shagrir, L. (2009) Understanding teacher educators’ work and identities, in: A. Sweennen & M. van der Klinks (Eds) Becoming a teacher educator; theory and practice for teacher educators (Dordrecht, Springer), 29-43

8. Position of Teacher Educators
Based on : Shagrir Leah (2010) Development of novice teacher educators: Professional Self, interpersonal relations and teaching skills: Professional Development in Education 36:1-2, pp 45-60

9. Teacher Educators : Who they are?
Someone who contributes in a formal way to the learning and development of teachers (Snoek et al. 2011)
Murray et al. (2009) define teacher education as broad, heterogeneous and differentiated field (or area) within which teacher educators undertake many different types of work.
Marco Snoek, Anja Swennen & Marcel van der Klink (2011) : The quality of teacher educators in the European policy debate : actions and measures to improve the professionalism of teacher educators, Professional Development in Education, 37:5 ,

10. Roles & Expectations from Teacher Educators
Based on: Murray, J.; Swennen,A. &Shagrir L. (2009) Understanding teacher educators’ work and identities: A. Swennen & M. van der Klink (Eds) Becoming a teacher educator: theory and practice for teacher educators (New York, Springer ), 29-44

11. Challenges and problems faced by Teacher Educators
Dual nature of their work in schools and university departments
Shift to more expansive academic and professional expectations as teacher educator
Transition from teacher to teacher educator (move from ‘expert to novice’)
Teaching load and other administrative duties
Lack of time leads to the limited opportunities for learning
Institutional constraints (lack of facilities, resources etc)
Contextual and cultural constraints (lack of support, acceptance, lack of collaborative culture etc)

12. Why Professional Development of Teacher Educators?
To improve the profession
To maintain interest in the profession
To grow personally and professionally
To advance within the profession
(Smith, 2010)
Kari Smith (2010): So: What about the professional Development of Teacher Educators?. European Journal of Teacher Education, 26:2,

13. Reflection & Self Assessment, Self Study How teacher educators learn?
Discussion with Colleague, feedback, observation
Formal Trainings, Seminars, Workshops etc
Working with other
professional bodies/
network etc

14. Focus of the Study
Professional development of teacher educators ,their experiences, challenges and opportunities for learning at University of Education, Lahore, Pakistan.
Teacher educators are those faculty members who are involved in teaching pre-service teachers and are called lecturer, assistant professors, associate professor and professors according to their grade.

15. Research Questions
1- How does the professional development of tertiary level teacher educators teaching at BEd. & MEd. level at the University of Education, Lahore takes place?
2-What are the different roles teachers educators have to perform?
3- What are the experiences of teacher educators with various academic backgrounds and experiences in performing their various roles?
What are the challenges do they face?
What are the opportunities for their professional development
How do they learn through formal and in-formal professional learning opportunities at their workplace?

16. Methodology
Sequential explanatory mixed–method design and few elements of case study.
Quantitative Qualitative design
Questionnaires, document analysis & semi-structured interviews.

17. Sample of the Study Level Main Actor and Sample for study
What they do ?
How I will get data?
Macro
Higher Education Commission
Major reforms in teacher education
Interview with representative of Director of Quality Assurance Agency
Meso
Vice Chancellor of University
Head of department and college principal
Decision on availability of professional development opportunities
Interviews
Micro
Teacher Educators
What they experience? Challenges and opportunities
Semi-structured interviews and questionnaires

18. Pilot Study Findings: Major categories (5 semi-structure interviews from teacher educators of 3 different campuses)
Roles
Challenges and problems
Learning (formal & informal)
Teaching
No provision of orientation programme and professional development
Sharing with colleagues
Research
Lack of institutional support
Self-learning
Teaching Practicum
Feel challenged to mix up with senior colleagues
Use of internet
Administrative duties
Problems in teaching
Discussion and feed back from students
Lack of physical facilities
No formal learning opportunities
Lack of research culture

19. Analysis and Comparison
Pilot study has confirmed that age, experience, and gender would be worth exploring while making analysis and or comparison

20. Contribution
General relevance to contemporary issues in the field of teacher education in Pakistan
Deeper understanding of teachers’ educators work & the way in which their learning can be supported
Contribute for designing the professional development programme for teacher educators
Further awareness and contribution in international literature regarding the work of teacher educators

21. References
Khan, H. (2011): Becoming teacher educators in Pakistan: voices from the government colleges of education, Journal of Education for Teaching International research and pedagogy, 37:3,
Kari Smith (2010): So: What about the professional Development of Teacher Educators?. European Journal of Teacher Education, 26:2,
Murray, J.; Swennen,A. &Shagrir L. (2009) Understanding teacher educators’ work and identities: A. Swennen & M. van der Klink (Eds) Becoming a teacher educator: theory and practice for teacher educators (New York, Springer ),
Murray, J.; Swennen,A. &Shagrir L. (2009) Understanding teacher educators’ work and identities: A. Swennen & M. van der Klink (Eds) Becoming a teacher educator: theory and practice for teacher educators (New York, Springer ), 29-44
Marco Snoek, Anja Swennen & Marcel van der Klink (2011) : The quality of teacher educators in the European policy debate : actions and measures to improve the professionalism of teacher educators, Professional Development in Education, 37:5 ,
Shagrir Leah (2010) Development of novice teacher educators: Professional Self, interpersonal relations and teaching skills: Professional Development in Education 36:1-2, pp 45-60

22. Any Questions!!!!

23. Thank you!