Strengthening Special Education Teacher Training: Challenges and Pathways to Improvement in Teacher Training Through Formal and Non-Formal Modes

Abstract

This paper examines how formal and non-formal teacher education programs are effective in training future teachers to work in special education in Pakistan and discusses the key deficiencies in the programs to suggest ways for improvement. The survey design was quantitative and a sample of 708 prospective teachers pursuing formal and non-formal forms of education was used to collect the data using self-designed questionnaire on five-point Likert scale. The data was analyzed using mean scores and t-test. The results indicated that both modes have major areas of weakness such as; admission processes, program goal realization, institutional facilities, curriculum design, instructional practice, evaluation systems, and internship procedures. Although the structure of formal programs was relatively better, there was better academic support and management of the curriculum whereas non-formal was more flexible, but lacked effectiveness of standardization, supervision, and quality assurance. The paper suggests that admission policies, curriculum design, practical training, assessment and institutional support are required to enhance special education teacher preparation in Pakistan. Moreover, all components except the assignment require significant attention for improvement in a non-formal context.