Beliefs and Practices of Teacher Educators - Teaching B.Ed (Hons) and ADE in Universities and Affiliated Colleges in Punjab

Oct 15, 2026

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The study examines gaps between teaching beliefs and teaching practices among teacher educators teaching the new B.Ed (Hons) and ADE curriculum in Punjab, Pakistan. Motivated by the need to reduce discrepancies between expected and actual practices, data were collected from 48 teacher educators across eight institutions (two universities and six affiliated colleges). A mixed-method approach used surveys, observation, and interviews. Results show strong beliefs in lesson planning and objective sharing, but classroom practices were weaker than stated beliefs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Background and Purpose of the Study

Beliefs and Practices of Teacher Educators Teaching B.Ed (Hons) and ADE in Universities and Affiliated Colleges in Punjab Rafaqat Ali Akbar*, Mumtaz Akhtar**, Abid Hussain Ch.*** and Muhammad Abiodullah**** Abstract The purpose of the study was to examine the gaps between teaching beliefs and teaching practices of teacher educators teaching new curriculum of B.Ed. (Hons) and ADE in universities and affiliated colleges in Punjab. The study draws its motivation by the needs to reduce the gaps between the expected and actual teaching practices of teacher educators in Pakistan. Eight institutions; two universities and six affiliated colleges offering B.Ed (Hons) and ADE programs were selected for collection of data. Data were collected from 48 teacher educators teaching to prospective teachers enrolled in B.Ed (Hons) and ADE in the selected institutions. Mixed method approach was used to examine the beliefs and teaching practices of teacher educators in the B.Ed. (Hons) and ADE programs in different universities and affiliated colleges. The data was collected through the survey, observation and interviews. Study revealed that majority of teacher educators strongly believed that preparation of lesson plan; writing objectives of the lesson and sharing these with students; orientating the students with lesson; student centered approach for teaching are important for a teacher. While their classrooms practices on these beliefs are poor. Keywords: Beliefs, Teacher educator, Teacher beliefs, Teaching practices *Professor of Education, Chairman, Department of Elementary Education, Institute of Education and Research, Lahore-Pakistan. ** Professor of Education, Director, Institute of Education and Research, Lahore-Pakistan *** Professor of Education, Chairman, Department of Secondary Education, Institute of Education and Research, Lahore-Pakistan. * * * *Assistant Professor, Department of Elementary Education, Institute of Education and Research, Lahore-Pakistan. Background and Purpose of the Study Government of Pakistan has always been emphasizing in its policy documents on quality of teacher education (Govt. of Pakistan, 1947, 1959, 1972, 1979, 1992, 1998, 2002 and 2009) . In recent years government has introduced B.Ed (Hons) and ADE programmes with increased duration to make teacher education more efficient, effective and compatible with international trends. Curriculum for BEd (Hons) and ADE by HEC (2010) emphasizes on competence of teacher in the content areas as well as in pedagogy in order to ensure achievement of expected student learning outcomes. The focus of new programme is to prepare prospective teachers for more learner-centered environment, and use activity based teaching in the classroom. It is important for prospective teacher to gain adequate insight into the activity based teaching strategies through their learning at teacher training institutions and observation of teacher educators’ practices in the classroom. Effective implementation of new programmes requires that the teacher educators become role models for the prospective teachers because they have to carry out the innovations into the classroom culture. It is recognized that in any pre-service programme, it is ultimately the teacher educators who contribute directly to the development of the appropriate teaching behaviors in the prospective teachers. To help the teacher educators to overcome the inertia of traditional practices, acquired through apprenticeship and observation of seniors at the teacher training institutions, intensive training of teacher educators is indispensable (Lortie, 1975) . Higher Education Commission (HEC), in collaboration with Pre-STEP, is making significant contribution and investments in the professional development of teacher educators. They have introduced different innovations i.e. activity based curriculum, course modules for in-service training, professional development workshops, opportunity of partici

FAQs

What gap does the study investigate regarding teacher educators?

The study investigates the gaps between teacher educators’ teaching beliefs and their actual teaching practices in the new B.Ed (Hons) and ADE curriculum in Punjab.

Which institutions and participants were included in the data collection?

Data were collected from eight institutions—two universities and six affiliated colleges—and involved 48 teacher educators teaching prospective teachers enrolled in B.Ed (Hons) and ADE programs.

What methods were used to collect and analyze data?

A mixed-method approach was used, with data collected through surveys, classroom observation, and interviews to examine beliefs and teaching practices.

Oct 15, 2026

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