Factors Affecting Initial Teacher Education in Pakistan: Historical Analysis of Policy Network
Mah-E-Rukh Ahmed

Abstract
This paper involves the examination of the interplay between historical legacy, culture and initial teacher education/training policy and actual practice in Pakistan. It will do two things. First, it offers reflection on previous and current education policies regarding pre-service teacher education. Second, it will review empirical research being conducted in  teacher training institutions in Pakistan on the challenges that participants believe, affect the implementation of education policies at the present time. This phenomenological interview study explored how respondents in an impoverished province of Pakistan, viewed the significance of initial teacher education (ITE). The respondent’s views were influenced by political and social aspects, as well as individual perceptions of teacher education and training in their cultural context. Moreover, this research did produce some important emergent issues which have strong influence on the development of initial teacher education and its policies in a process of change from a traditional to a more modern society and from local milieu to global trends. The paper also included research studies, review of education policies, reports of multinational agencies operating in Pakistan, and reviews of strategic documents.

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