Induction Practices of Teacher Educators: Case of Pakistan

Abstract

This study explored professional and organisational induction practices of teacher educators in a public sector university of Pakistan. The research aimed to contribute to the growing literature on induction of teacher educators by considering both organisational and professional contexts. The paper presents findings from an exploratory research using semi-structured interviews with 38 teacher educators and eight heads of department (both from government sector and university sector). The data was analyzed using constant comparison technique. The findings indicate concerns about the consistency and relevance of the formal induction provisions. The findings reveal that most induction occurs informally and is provided by the Heads of the Departments. The findings highlight that the two groups of respondents (the university teacher educators and the government teacher educators) follow different entry pathways into the university which lead to their differentiated induction provision. In the absence of adequate induction provision, the university teacher educators learn through trial and error or with experience. On the other hand, Government teacher educators rely either on their previous teaching experience or learn through practice. This study has important implications for induction-specific policy reforms in teacher education in Pakistan and elsewhere with similar contexts and structures.