TENSIONS IN TEACHER-TRAINING FOR SCHOOL EFFECTIVENESS - THE CASE OF PAKISTAN

While research an school effectiveness is growing internationally, its impact on the training of teachers is not clear. Taking Pakistan as a case study, this paper reports an investigation of how far trainees, tutors and practising teachers felt that training matched the research ed 'factors' linked to successful schools. Fewer than half the practis ing teachers felt well prepared; but there was not always agreement wi thin or between the three groups about what elements of 'effectiveness ' should be included, except that the training should be more 'practic al'. The hidden curriculum of the training institution was found to be based on authoritarian transmission methods and on rote learning of t raditional syllabi, so that trainees were neither exposed to newer ide as about effective teaching, nor experienced for themselves the self-d irection and critical analysis essential for future organisational dev elopment. The culture and conditions surrounding teaching also militat ed against the notion of 'the reflective practitioner'.