This paper addresses issues related to the effectiveness of teacher education in Pakistan in the North West Frontier Province (NWFP), through a small scale collaborative research study in two state secondary schools, one girls’ and one boys’. The aim was to explore how newly qualified teachers manage their transition from student teachers to classroom teachers. In teasing out the relationship between teacher training experiences and classroom practice, we highlight the importance of greater consideration of the social and professional contexts of the school within training programmes as a means to make sustained improvements in the quality of classroom teaching and learning.
|Journal||International Journal of Educational Development|
|Publication status||Published - 2009|