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Investigating Educational Change: The Aga Khan University Institute For Educational Development Teacher Education For School Improvement Model

By Anil Khamis and Pam Sammons

Abstract

This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (Khamis and Sammons 2004). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan, the article considers the ‘Teacher Education for School Improvement Model’ based on findings from nine co-operating school case studies. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts

Year: 2007
OAI identifier: oai:eprints.ioe.ac.uk.oai2:1901

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Citations

  1. (1984). A Place Called School,
  2. (1994). Building Professional Community at Mzizima Secondary School, Tanzania,
  3. (2004). Tracking Graduates of AKU-IED’s M.Ed. Programme: the Classes of 1999, 2000, and

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