Pedagogical quality of science and mathematics teachers across Pakistan
Evidence From a Nationwide Observational Study
DOI:
https://doi.org/10.32674/s4xywt33Keywords:
Pedagogical quality, Science teaching, Mathematics teaching, Nationwide study, Observational study, PakistanAbstract
This study examines the pedagogical quality of science and mathematics teachers across Pakistan using observational data. A large-scale, cross-sectional classroom observation study was conducted with 589 science and mathematics teachers across 153 elementary schools. The findings reveal overall weak pedagogical quality among teachers. However, teachers in private schools, female teachers, and those teaching early grades demonstrate relatively better pedagogical practices. Female teachers, in particular, show greater attention to student interaction and instructional strategies. The study also highlights a tendency among teachers to prioritise content delivery as subject complexity increases, often at the expense of pedagogical quality. The findings have implications for teacher training and professional development in Pakistan, highlighting the need to strengthen pedagogical content knowledge through continuous professional learning and participatory instructional strategies.
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