The document describes a research study that compares teaching methodologies used in teacher education programs in Pakistan and Canada. The study aims to explore and analyze pedagogies implemented in both countries, compare TESL methods, and suggest improvements for Pakistani programs. It will use a case study approach involving interviews and observations of teachers in Pakistan and Canada to collect data and identify themes.

1. “Case Study of Multicultural Teaching Pedagogies Adopted in Teacher
Education Paradigm by Pakistani and Canadian Universities”
Or
“Comparison of Teaching Methodologies Implemented by Pakistani and
Canadian University in Teachers Education Programs”

2. Description of Research Work
 The importance of education in the development of a nation is universally accepted
because the overall development of every country is strongly related to the type and
standard of education prevalent across that country. The present era is the era of
knowledge-based economies, and countries lagging behind in education find it hard to
catch up with the developed world. Educated and skilled populace, not only has the
potentials of better production, better utilization of available resources, improved
promotion of effective and efficient growth processes, advanced vigilance about
internal and external threats to growth and security, but also has the capabilities of
learning and benefiting from the experiences of others. This ability to benefit from the
knowledge pool enables all educated people, irrespective of their origin, nationality,
age and gender, to prosper from individual and collective standpoints.

3.  The founder of Pakistan recorded in a message on the first Education Conference held
in 1947 (GoP 2006) that the future of a state will and must greatly depend upon the
type of education it provides to its children and youth. All those fruits of education can
be enjoyed by nations only if the teachers in the educational institutions are capable,
well-educated and visionary. The destiny of a country lies in its classrooms controlled
by its teachers, who are developing future citizens of the country. Teachers
shouldering such mega responsibilities need to be educated and trained carefully and
comprehensively so that they are well equipped with skills to educate and groom the
future citizens. The government of Pakistan is committed to improving the quality of
education through different means. Teacher education is considered one of such
important means. In fact the key player in every educational system is the teacher,
who is considered the backbone of entire system, and a pivot around which the whole
education system revolves.

4.  That is to say, standards of educational institutions are directly related with standards
of teacher education. All this strengthens the fact that special care should be taken in
the preparation and education of teachers; ensuring that prospective teachers should
be adequately equipped with skills and abilities that would enable them play their role
in human resource development very effectively. This futuristic role of teachers would
require more informed, skilled and knowledgeable teachers trained under
comprehensive educational standards through innovative and forward-looking teacher
education programs. Determining the effectiveness of their education asks for the
analysis of existing teacher education programs, through objective analysis,
pedagogical skills, efficiency and effectiveness in the global perspectives. As no
country and its people could afford to live in isolation. The usefulness of what is being
delivered locally for the education of teachers could be determined only if it is adjudged
in the broader and international scenario.

5.  The current wave of reforms in teacher education also demands reviewing and
appraising the existing standards and practices all over the world. The Govt. of Pakistan
is keen to examine and review different aspects of existing teacher education programs
in advanced countries like Canada, UK, Australia and USA. These efforts are being
made to update the training and educational practices as per international standards, to
produce highly qualified and competent teachers. These initiatives have necessitated an
appraisal of the teacher education programs of different countries, and this study is an
effort in line with the same perspective. It has been designed to equip prospective
teachers with pedagogical skills to develop their abilities, attitudes and behavior
towards the teaching profession. New techniques are continuously being added to the
already practiced traditional pedagogical methods. For this purpose comparison and
analysis in teaching pedagogies/ methodologies in both countries are yet to be designed

6.  Need and Significance of the Research
 The best way to analytically compare any two teacher education systems, as
highlighted by Glambos Eva, (1999) would be to explore on the basis of different
dimensions of comparison. The key dimensions of teacher education system of the
two countries with particular emphasis on Pakistan and Canada, were:
 1) What level of general education is considered necessary for all prospective
teachers?
 2) How long and adequate is the duration of training for teachers?
 3) How do the two systems implement the pedagogies to strengthen the prospective
teacher’s preparation?
 4) How theory and practice address learning to teach effectively and efficiently?
 5) What major and minor teaching pedagogies/ methodologies and practices would be
preferred as most supportive for profession of teaching?

7.  This study may be significant for following;
 Judging and analyzing the pedagogies/ methodologies of the teacher education program implemented
in two countries with special focus on the two sampled universities would represent the true picture of
the teacher preparation procedures. The findings and recommendations would hopefully provide an
input for the review of the teacher certification and accreditation rules for teacher education program.
 The stake holder i.e., teachers, prospective teachers and teacher education institutions may get benefit
from this study because it would influence their thoughts regarding, they get familiar with latest
pedagogies implemented in develop countries to trained the prospective teachers.
 This study may be helpful for the teachers to become familiar with the existing status of pedagogies
implemented in Pakistan and Canada for teacher education and provide appropriate method of
instructions that may be helpful to improve the learning of prospective teachers.
 This study may be helpful for the HEC, PHEC and teacher training institutions to get familiar and adopt
the updated pedagogies in teacher education institutions for Preservice and continuous professional
development programs.

8. Objectives of the Study
 Major objectives of the study were to:
 Explore the methodologies implemented in Pakistani and Canadian
teachers’ educational institutions.
 Compare the TESL methodologies implemented in Pakistani and
Canadian teachers’ educational institutions.
 Analyze the practices of both the systems
 Suggest measures for the improvement of pedagogies in Pakistani
teacher education programs through indigenous programs.

9. Research Design
 Intention of the researcher is to explore and compare the multicultural methodologies implemented in
Pakistani and Canadian teachers’ educational institutions. In this study there are two independent
variables, one is teachers’ attitude and second is teachers commitment toward teaching English. One is
dependent variable that is early graders reading skill. Here the phenomena has already been occurred
that is the teachers’ attitude and commitment in English classes so these variables are not manipulated by
the researcher herself that’s why this is causal comparative study. Independent variables are continues by
nature whereas the dependent variable that is early graders reading skill is also continues in nature. So the
type of the study is causal comparative study. Reading skill will be assessed through an achievement test.
Data will be obtained through survey hence the study at hand is descriptive survey method. A descriptive
survey involves asking the same set of questions (often prepared in the form of test) of a large number of
individuals either by mailing, by telephone, or in person (Fraenkel, 2011). The study is quantitative in
nature as data will be in numbers.

10.  Procedure of the study
 Methods and procedures for the assessment of reading skill in English and Urdu languages are describe below.

 Population
 The population of the study will be teachers and ESL teachers working in teachers’ education institutions in Pakistan and Canada. The
purposive sampling technique will be applied to select the teachers. It will be a case study in which the observation and interviews will be
conducted to collect the data, and it will be analyzed by applying thematic a.
 Sampling Procedures
 The case study method was used in this study because it is well-suited in answering the research questions appropriately
and adequately. The strength of the case study method is because it allows for the examination of the phenomenon in
depth using various kinds of evidence obtained from interviews with those involved, direct observation of events and
analysis of documents and artifacts (Yin, 2003). Also, the case study was used because the focus of the study is more to
describe and explain rather than prediction, and the variable variable studied is note easily unidentifiable or embedded in
the phenomenon to be extracted for study (Merriam, 1988). In addition, the case study allows for empirical inquiry of
phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly
evident (Yin, 2003)

11.  Delimitation of the Study
 Instruments Employed
 On-site interviews and observations was the main data collection
techniques for the study……..Secondary data sources included documents
provided by participants that pertain to the study……..Interviews were
conducted based on questions listed in Interview Guide (see Appendix C).
However, participants were allowed the freedom to talk about their
experiences in a way in which they were comfortable

12.  Validation of instrument
 Piloting of research instruments
 Data collection
 Statistical Treatment
 Operational definitions