Beliefs of Prospective Teachers to Eliminate Social Problems of Pakistani Society

Year 2015, Volume: 5 Issue: 1, 1 - 19, 08.07.2015

Muhammed Buzdar Akhtar Ali

https://doi.org/10.18039/ajesi.75199

Abstract

Beliefs of Prospective Teachers to Eliminate Social Problems of Pakistani Society

Abstract

The paper contributes in exploring the beliefs of prospective teachers regarding nature, causes and solution of prevailing social problems of Pakistani society. Qualitative research method was used administering open ended questionnaire to 387 post graduate teacher education learners enrolled in Allama Iqbal Open University Islamabad, Pakistan. Respondents were asked to write paragraphs about reasons and solution of different social problems including corruption, unemployment, gender discrimination, domestic and sectarian violence, women harassment, injustice and intolerance. Content analysis of the manuscripts reveals that future teachers are well aware of the existing social problems of the country and have suggestions to eliminate these problems. The student teachers propose expansion in the access of education; legislation and its strict implications to reduce different social crimes; social justice as well as thoughtful understanding of Islamic preaching to eliminate most of the current social problems from Pakistani society

Keywords

Teacher education, Sectarian violence, Honor killing, Gender discrimination, Legislation

References

• Ali, P. A., & Gavino, M. I. (2008). Violence against women in Pakistan: a framework for analysis. The Journal of the Pakistan Medical Association, 58, 198-203.
• Ali, T. S., Krantz, G., Gul, R., Asad, N., Johansson, E., & Mogren, I. (2011). Gender roles and their influence on life prospects for women in urban Karachi, Pakistan: a qualitative study. Glob Health Action, 4, 7448.
• Badley, G. (1986). The Teacher as Change Agent. British Journal of In-Service Education, 12, 151-158.
• Bernard, H. R. (2000). Social Research Methods: Qualitative and Quantitative Approaches. Thousand Oaks: Sage Publications.
• Bernard, H. R. (2011). Research Methods in Anthropology: Qualitative and Quantitative Approaches. Oxford: AltaMira Press.
• Burns, R. J. (2002). Education and Social Change: A Proactive or Reactive Role? International Review of Education, 48, 21-45.
• Buzdar, M. A., & Ali, A. (2011). Parents’ attitude toward daughters’ education in tribal area of Dera Ghazi Khan (Pakistan). Turkish Online Journal of Qualitative Inquiry, 2, 16-23.
• Buzdar, M. A., & Ali, A. (2013). Development of reflective thinking through distance teacher education programs at AIOU Pakistan. In The International Review of Research in Open and Distance Learning (Vol. 14).
• Buzdar, M. A., Ali, A., & Nadeem, M. (2011). Educating Women’s Rights through Teacher Education in Pakistan: Reality or Paradox. International Online Journal of Educational Sciences, 3, 918-929.
• Creed, C., & Perraton, H. (2001). Distance Education in the E-9 Countries: The Development and Future of Distance Education Programmes in the Nine High-Population Countries. Paris: Unesco.
• Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd ed.). Thousand Oaks: SAGE Publications.
• Epstein, S. (2003). Cognitive-Experiential Self-Theory of Personality. In T. Millon, M. J. Lerner & I. B. Weiner (Eds.), Handbook of Psychology (Vol. 5, pp. 159-184). Hoboken, NJ: John Wiley & Sons, Inc.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
• Lindbeck, A. (2002). The European social model: lessons for developing countries. Manila: Asian Development Bank.
• Richards, L. (2005). Handling Qualitative Data: A Practical Guide. London: SAGE Publications.
• Schiro, M. S. (2012). Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: SAGE Publications.
• Silverman, D. (2006). Interpreting qualitative data: methods for analyzing talk, text, and interaction. London: SAGE Publications.
• Unesco. (2012). EFA Global Monitoring Report 2012: Youth and Skills - Putting Education to Work. Paris: UNESCO.
• Unesco. (2014). EFA Global monitoring report 2011, The hidden crises: armed conflicts and education. In. Paris: UNESCO.
• Weinberg, D. (2009). On the Social Construction of Social Problems and Social Problems Theory: A Contribution to the Legacy of John Kitsuse. The American Sociologist, 40, 61-78.