Gaps between Acquired and Required Teacher Education Graduate Attributes: Does Accreditation Influence in Pakistan?

Muhammad Ayub BUZDAR, Hina JALAL, Muhammad Naeem MOHSIN
Government College University Faisalabad, PAKISTAN.
DOI: 10.14689/ejer.2018.76.6


Purpose: The major purpose of the present study was to identify the gaps between acquired and required graduate attributes of pass out graduates of teacher education programs in Pakistan and investigate the influence of program accreditation on these gaps.

Research Method: A quantitative research method was used to achieve the research objectives. 160 graduates of the accredited and non-accredited master level teacher education programs associated with 24 different universities in Punjab and Islamabad Capital Territory participated in the study. A questionnaire based on national professional standards for teachers (NPSTs) in Pakistan was developed to collect the data.

Findings: The study demonstrates that the participants’ acquired attributes do not match the required attributes of their job. The gaps between acquired and required graduates’ attributes are comparatively smaller among the graduates of accredited programs. The study supports the positive effects of accreditation on the output of teacher education programs.

Implications for Research and Practice: The findings of this study strengthen the idea that a well framed accreditation mechanism positively influences the products of professional programs. Further research may be conducted on making teacher education accreditation programs more effective in Pakistan with respect to the graduate attributes.

Keywords: Code of conducts Leadership skills Communication styles Professional development Professional ethics.