This study attempts to explore positive changes resulted from an endeavour to improve teacher education in Pakistan. This paper presents findings of the evaluation of 69 teacher education programs in Pakistan. The researchers examined different aspects based on observations related to curriculum, classroom management, teaching methods and teaching practice on the bases of the opinion of program heads, teacher educators, prospective teachers, alumni and the information related official documents

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... and two or three external evaluators' judgment for each program. Quantitative and qualitative aspects of evidences were observed through multiple sources. Data were analysed using SPSS V22.0 and results were presented in graphical form. Analysis of the data reveals that infrastructure and teacher related matters are stronger as compared to students' understanding and skills development. Prospective teachers should be prepared to face challenges of the digital era. Teaching practice and internships are an integral part of almost all teacher education institutions but teaching practice manual, mentoring and feedback components are not as strong as to fulfil needs of the program. Teachers teach the classes regularly but practice traditional methods of teaching and rare by using appropriate and effective instructional procedures and methods. There is also lack of innovative and relevant pedagogical approaches and strategies to promote analytical/ critical thinking and problem-solving skills in the prospective teachers. Teachers' coordination and cooperation for varied and flexible teaching-learning experiences has not been established. This paper also argues that focus should be shifted from information transfer to understanding, application, skills development and dispositions.