Hopes and Fears: Teacher Educators’ Voices in Curriculum Reform
Dr. Afshan Huma

Abstract
This article is based upon a qualitative research study conducted at six teacher education institutions of three provinces in Pakistan. The curriculum reform in teacher education was initiated by the centralized body of Higher Education Commission and USAID. The Researcher has adopted an ethnographic approach to conduct a detailed interpretive analysis of the enacted curriculum that was a result of this reform intervention. This article only brings out the hopes and fears shared by the teacher educators and two experts of teacher education who were involved in the planning and implementation of the new curriculum of Associate Degree in Education and B.Ed honors.

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