Open AccessPre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan
Author(s) -
Sadia Shaukat,
AUTHOR_ID,
Raqib Chowdhury,
AUTHOR_ID
Publication year - 2021
Publication title -
the australian journal of teacher education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.646
H-Index - 32
eISSN - 1835-517X
pISSN - 0313-5373
DOI - 10.14221/ajte.2021v46n11.4
Subject(s) - professional development , teacher education , curriculum , professional standards , perception , teacher preparation , medical education , project commissioning , psychology , service (business) , publishing , pedagogy , medicine , political science , engineering , business , marketing , neuroscience , law , engineering ethics
This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.