Teacher educators' perceptions of professional standards: implementation challenges in Pakistan

Sadia Shaukat, Raqib Chowdhury

Research output: Contribution to journalArticleResearchpeer-review


The aim of this research was to assess teacher educators’ knowledge, perceptions and understanding of the Strengthening Teacher Education in Pakistan (STEP) project which was designed to develop professional standards for teachers in Pakistan. Using a qualitative approach with semi-structured interviews, data were collected from teacher educators (N=12) across various elementary and secondary teacher education programs. Through thematic analysis, four themes were identified-teachers’ firm belief in the need for change and reform, the relevance of teaching standards to current day Pakistan, support for implementation, and confidence in implementing teaching standards. Overall, participant responses indicated that all teacher educators believed that professional standards were appropriate as a set of guided principles encapsulating a professional body of knowledge, which ideally provided the benchmark and framework to assist pre-service teachers in implementing effective teaching practices in their classrooms. However, the same educators revealed that the integration of such Standards in teacher education programs was yet to be achieved, due to various execution challenges. The article discusses the need to integrate the Professional Standards into current pre-service teacher training programs while being sensitive to contextual givens.

Original languageEnglish
Pages (from-to)1084-1104
Number of pages21
JournalIssues in Educational Research
Issue number3
Publication statusPublished - 24 Sep 2020


  • Teacher education
  • Pakistan
  • Education Policy
  • Curriculum
  • professional standards
  • Preservice teacher education
  • Initial Teacher Education

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