Equipping Future Educators: A Case-Based Evaluation of Pre-Service Teacher Training Programs in Khyber Pakhtunkhwa

Abstract

This study is pitched at building an understanding that how the teacher training programs in Khyber Pakhtunkhwa are preparing its primary school teachers to meet the primary schooling needs. For the same purpose, the study assessed the gap between pre-service teacher training programs and classroom needs in light of survey information to find guidance for policy. The study is targeting the most essential gaps to be included in pre-service teacher training programs that can enhance primary teachers’ teaching capacity and resultantly could increase active learning of students at primary schooling level. Through a systematic literature review, the work went through systems and practices that operate around the world and what possible idealism is pursuable in Pakistan. This work went through multiple studies especially the ones conducted in Pakistan and likewise in other countries and identified some of the most thought provoking factors. The study adopts mixed methods and analyzes data qualitatively and quantitatively. Scientifically validated research instruments were utilized to assess in-service and pre-service primary school teachers, their trainers, their students, and pre-service teacher training centers in three main districts of Khyber Pakhtunkhwa. Survey data from the mentioned multiple respondents is collected using stratified random samples from Peshawar, Mardan, and Kohat districts.  According to the findings, there is a measured gap between pre-service teacher training programs and classroom needs. This suggests a need to uplift technical information in training curricula and to enhance tech-skills of primary school teachers. The possible dividends of the using technology seem invisible. Teacher trainers seem to need more training. There is a need to set up instructional technology centers to lead the primary education department to efficiently use and integrate computing tools, systems and applications in the rapidly changing educational environment. These findings question the availability of funds to uplift training programs of primary school teachers but also signify implications for policy makers who should take the primary schooling of Khyber Pakhtunkhwa to a more modern and competitive level.