A Comparative Study of Teacher Training in Physical Education: Pakistan vs Global Practices

Abstract

Teacher training and professional development are fundamental to the successful implementation of physical education (PE) programs. This study provides a comparative analysis of physical education teacher training systems in Pakistan and selected developed countries, including Finland, Australia, and South Korea. The research highlights key deficiencies in Pakistan’s training structure, such as lack of standardization, limited continuous professional development (CPD), and inadequate institutional support. Using a qualitative and comparative research approach, data were collected from policy documents, academic literature, and international reports. The findings reveal that while global systems emphasize structured training, research-based practices, and ongoing teacher development, Pakistan’s system remains fragmented and outdated. The study concludes with recommendations for reforming teacher education programs through policy improvements, curriculum modernization, and investment in professional development initiatives.

Keywords: Teacher Training, Physical Education, Professional Development, Comparative Study, Pakistan