Australian Journal of Teacher Education
DOI
10.14221/ajte.2021v46n11.4
Abstract
This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.
Recommended Citation
Shaukat, S.,
& Chowdhury, R.
(2021).
Pre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan.
Australian Journal of Teacher Education, 46(11).
http://dx.doi.org/10.14221/ajte.2021v46n11.4
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Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons