Professionalise or De-professionalise Teachers: Some Policy Lessons from Classroom Practices of Pakistan

Abstract

Teaching quality is imperative for students’ development. Proponents of teacher education argue that teachers with preservice
training are more effective in teaching quality. Opponents argue that subject-mastery and on-the-job professional training are
necessary. Considering the latter argument, the Khyber Pakhtunkhwa government in Pakistan introduced the ‘Induction
Policy 2017’ which abolished the requirement of teaching qualification for recruitment. To examine the rationale behind the
change in policy, we undertook a multiple case study to explore the differences in the classroom practices of teachers with and without
preservice professional qualifications. Employing a multiple case study approach, the data were collected from 16 participants (eight
each with and without professional qualifications) through observations and interviews. The results revealed that teachers in
both groups display a mix of weak and mediocre practices. Factors such as working conditions, low quality of training, low status of
teachers, and parental non-cooperation contribute to weak practices. The paper argues that the policy offers quick pathways
to enter the profession but teaching quality remains an issue. We call for a balance between pedagogy and content, prioritize
teaching quality irrespective of qualifications and boost the professionalism and status of teachers.