TEACHER EDUCATORS’ PERSPECTIVES ON THE INCORPORATION OF READING DISCIPLINE COURSES IN PRESERVICE TEACHER EDUCATION PROGRAMME IN PAKISTAN

Abstract

This qualitative study explores the perceptions of teacher educators regarding the implementation of a new reading discipline in the Bachelor of Education elementary programme in Pakistan. Eight teacher educators from public institutes of teacher education in the province of Sindh participated in semi-structured interviews. The findings reveal that teacher educators viewed the new reading discipline positively, recognising the potential of the new reading courses to enhance pre-service teachers’ knowledge and skills of teaching reading effectively in the elementary grades. However, the implementation of the new discipline presented several challenges, such as unclear course guidelines, discrepancies between course goals and assessments, complex and technical reading content, and pre-service teachers’ insufficient academic preparation. These challenges suggest the need for a more comprehensive approach to the implementation of new disciplinary initiatives in teacher education programmes, such as providing professional development opportunities and ongoing support for both teacher educators and prospective reading teachers. These findings have significant implications for initiating and implementing curriculum reform in teacher education in Pakistan and other similar contexts.