Pedagogical risk-taking and courage of Early Childhood Education: A study of Government Schools in District Sargodha, Punjab, Pakistan

Abstract

This article explores pedagogical practices in Early Childhood Education and Care (ECEC) in the government schools in the District Sargodha, Punjab, Pakistan within the context of pedagogical risk-taking and courage of children and teachers. Based on qualitative and mixed methods research in public sector schools in Sargodha, the study identifies a number of key systemic impediments to pedagogical innovation. Results show that while government policies have been introduced, systemic issues such as insufficient resources, large classes, lack of professional development and post-training support limit teachers' ability to take pedagogical risks. The study shows that pedagogy is driven by pedagogical courage, which is manifested by creativity and resourcefulness of teachers and their approach of children oriented practices, but still limited by the systemic barriers. Finally, the article makes evidence based recommendations to bolster teacher education, teacher training and policy enforcement to facilitate brave pedagogy in the government schools of Sargodha.

Keywords: Pedagogical Risk Taking, Pedagogical Courage, Early Childhood Education, Government Schools, Teacher Education, Professional Development, Sargodha, Punjab, Pakistan, Systemic Constraints, Child-Centered Pedagogy, QAED Training.