Abstract
Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.
Highlights
The process of change might not have been witnessed with such intensity in human history as it is today
A critical analysis of the phrases listed above indicates that the views of stakeholders range from professional development (PD) being a process of acquiring knowledge to PD as an ongoing process of reflection, observation, and learning from others
In pursuit of the question, how key stakeholders in rural Pakistan perceive PD, this research revealed that the majority of participants especially teachers hold a conventional view of PD believing it to be a process of acquiring knowledge and skills by attending workshops and other related activities
Summary
The process of change might not have been witnessed with such intensity in human history as it is today This speedy process has brought many challenges for schools and teachers given that the students of 21st century are expected to be equipped with complex analytical skills, problem-solving capacities, and high-order thinking (Darling-Hammond et al, 2009). Meeting these expectations becomes further challenging as students accessing education today are greater in number and diverse with regard to their emotional and social backgrounds (Lohman, 2000). The traditional models such as workshops are usually located outside the school or work context
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