An Investigation of Teacher Education in Pakistan in Reference to Culturally Responsive Education
Author(s) : Shaheen Pasha & Humara Bano
Culturally responsive education (CRE) is advocated useful for addressing teacher-student cultural mismatch and students' achievement gap. A content analysis of teacher education programs offered in thirty-four (34) Pakistani institutions was carried out. The study found neither the offered curricula aimed at developing prospective teachers CRE skills, nor national standards has been defined for CRE. Considering the multi-cultural aspects of Pakistani society, the study recommends that Pakistani teacher education institutions take necessary measures to integrate essential knowledge and pedagogical aspects to develop prospective teachers' CRE skills. National CRE standards also needed to be defined for the promotion of CRE in Pakistan.
Keywords: Culturally Responsive Education (CRE), Teacher Education