Open AccessWhy Professional Development Matters: A Case of College Teachers in Karachi
Author(s) -
Samiullah Sarwar,
Mahwish Basit Hussain
Publication year - 2021
Publication title -
academy of education and social sciences review
Language(s) - English
Resource type - Journals
eISSN - 2790-8348
pISSN - 2789-6781
DOI - 10.48112/eassr.v1i1.52
Subject(s) - professional development , context (archaeology) , government (linguistics) , institution , perception , scale (ratio) , public relations , process (computing) , focus group , political science , qualitative research , educational institution , pedagogy , medical education , sociology , psychology , medicine , computer science , paleontology , linguistics , philosophy , physics , social science , quantum mechanics , neuroscience , anthropology , law , biology , operating system
The predominant teachers’ professional development practice in Pakistan can be stated as limited, fragmented, short termed, and pre-packaged as it occurs on margins of having more focus on training sessions rather than problem-solving. This qualitative research aims to share the results of a small-scale study, involving 12 college teachers working in public sector institutions on their perceptions of professional development and the support they get from their educational institutions. It then proposes a three-branched solution that includes: (a) government and institution supported PD; (b) availability and delivery of multiple PD approaches based on the needs assessment of the teachers; and (c) on-going follow-up and evaluation of teachers’ professional development system to suit the local context. This study recommends that effective PD, if considered wisely, can become the process through which educators can examine thoughtfully and critically the purpose, role, structure, and organization of the institutions concerning the increasingly diverse students and communities they serve. The educational field in Pakistan needs a new ethics for PD; one that is sincerely supported and reflected in the educational policies of the country.