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(Hons.)  \nAlia Ayub* Sadia Suleman Khan*  \nAbstract  \nThe research aimed at investigating the implementation teaching pedagogies suggested in new ADE/BEd (Hons.) programs in teacher education institutions of Baluchistan. Moreover, it was focused to find out the challenges faced by teacher educators in implementation of these pedagogies. The research was conducted in seven teacher education institution spread across Baluchistan. The data was collected through survey questionnaire from 42 teacher educators, classroom observation of seven general science teacher educators and semi-structured interviews from seven teacher educators. The data from three instruments helped in triangulation of findings. The results showed that teacher educators recognize the need of implementing suggested pedagogies. They are engaged in moving towards greater use of student-centered pedagogies but not to the extent as reported in self-reported questionnaire. Despite willingness, teacher educators found it quite challenging to use ICTs and educational equipment effectively. It is also a challenge to determine suitability of a teaching method for a particular content and smooth integration of more than teaching methods during one lesson. Lack of physical, financial and academic resources is also a serious problem facing teacher education institutions in implementing student-centered pedagogies.  \nKeywords: implementation, pedagogical practices, ADE/B.Ed(Hons) curriculum  \n*Sardar Bahadar Khan Women University, Quetta  \nIntroduction  \nTeacher Education in Pakistan has been consistently criticized for having marginal effect on the teaching skills of the prospective teachers. Critics also went to the extent of denying the need of teacher training. In this situation, it was essential to reform teacher education programs. The reforms started in the form of shifting from two year degree programs to four year degree program. The intention was providing prolonge pedagogical training to the prospective teachers and aim for gradual shift from teacher-centered to student-centered teaching. A two-year associated (ADE) and four year Bachelor degrees in Education (B.Ed. Hons.) were introduced in various teacher training institutions across the country to prepare specialized & highly qualified teachers with better skills and aptitude towards teaching. The curriculum revision, training of teachers and development of support material was conducted by Higher Education Commission (HEC) with support from Teacher Education Project (TEP) (for details [http://www.pakteachers.org/](http://www.pakteachers.org/)).  \nThis effort aimed at increasing the capacity of the teacher educators to teach through student-centered interactive pedagogies in the classroom. The new curricula aimed at helping the prospective teachers in achieving the ten professional standards for teachers as well as helpful in promoting the student-centered learning in Pakistani Classrooms. The pedagogic environment pertaining in the classrooms and the school, especially the nature of support for implementing the pedagogic innovation, influences teachers‘ decisions to adopt a pedagogic innovation and determines how it is incorporated into pedagogic practice. It is to determine the effect of support provided to teaching methods.  \nThe assumption behind encouraging student-centered pedagogies is that the exposure to such pedagogies will make these methods second nature of prospective teachers. They will use these methods while teaching in classroom.  \nThe assumed change is very much dependent on the extent of success with which teacher educators reform their teaching methods in classroom. There is ample evidence that amenability in one‘s prevailing teaching practices is a challenge in itself. This study is motivated by the existing accounts of divergence between the expected and the actual teaching practices. While anecdotal evidence of ","cbCaipKECbCdUBZW","https://ap.wps.com/l/cbCaipKECbCdUBZW","pdf",215779,17,"English","# Abstract\n# Introduction\n## Teacher education reforms in Pakistan\n## Rationale for student-centered pedagogies\n## Research focus and objectives\n## Research questions","[{\"question\":\"What does the study examine regarding ADE and B.Ed. (Hons.) programs in Baluchistan?\",\"answer\":\"It examines how far the suggested pedagogies are implemented in teacher educators’ practices and what challenges affect implementation in teacher education institutions across Baluchistan.\"},{\"question\":\"How was the study data collected?\",\"answer\":\"Data were collected through a survey questionnaire from 42 teacher educators, classroom observations of seven general science teacher educators, and semi-structured interviews with seven teacher educators, then triangulated.\"},{\"question\":\"What major challenges did teacher educators report in implementing student-centered approaches?\",\"answer\":\"Teacher educators reported difficulty using ICT and educational equipment effectively, challenges in selecting method suitability for specific content, difficulty integrating multiple teaching methods in one lesson, and shortages of physical, financial, and academic resources.\"}]","A Study on Implementation of Suggested Pedagogical Practices in ADE & B.Ed. (Hons.) | PDF",1792082063,43]