DR.SADAF IQBAL1, DR.SADAF NAZ, DR.ASAF NİWAZ, NOOR UL HİN NOMAN
DOI: https://doi.org/The Early Childhood Education (ECE) classroom observation summary by UNICEF Pakistan (2023) revealed a nationwide lack of in-service teacher training, resulting in poor induction and low qualification levels. While prior studies have explored ECE quality, a gap remains in context-specific training frameworks aligned with Sustainable Development Goal 4 (SDG 4) for Pakistan. This study aims to enhance ECE teaching quality through a mixed-method investigation grounded in constructivist and behaviorist theories. Quantitative data were collected via questionnaires from 400 ECE teachers, while qualitative insights were obtained through focus group discussions with 52 education experts across five Pakistani provinces. Tools like SPSS and Voyant were used for analysis. Findings indicated that Pakistan’s ECE curriculum (2007–2025) supports training activity design, but gaps remain in implementation. Based on the findings, a SCAPE model framework (Setting criteria, Courses, Alignment, Practicum, Evaluation) was developed to guide ECE teacher training. The study recommends its adoption by teacher education institutes and policymakers to ensure equitable, quality education. Future research may be condcted to evaluate the impact of proposed model.
