Teacher Educators' Pedagogical Preferences: Evidence from Public Universities of Central Punjab, Pakistan

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Sadia Afzal
Muhammad Amin


The purpose of this qualitative study was to explore the preferences of teacher educators’ towards their pedagogical practices, the rationale of such practices and how actually they use them in their classes. A semi-structured interview was conducted with 21 teacher educators’ of 6 different public sector universities of Central Punjab, Pakistan. Results showed that the majority of the teacher educators’ prefer to educate students via lecture, discussion, and question-and-answer. They reasoned for their choices, including: effective to provide theoretical information to students; to cover course contents well in time; useful in absence of resources; topic requirement; lack of student knowledge; teacher expertise; increase student participation in class; ease in assessing student comprehension; and keeping in views facts on the ground. Very few female teacher educators’ utilize learner-centered pedagogies because it produces skilled-oriented and self-directed learners, increase student engagement and confidence, and boost teacher motivation and self-satisfaction. Induction training, ongoing professional development, incentives and a robust system of checks and balances are required to ensure that constructivist pedagogies are being put into practice.

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