Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan

Ali Nawab, Kerry Bissaker

Research output: Contribution to journalArticlepeer-review

Abstract

This research examines the perceptions of key stakeholders in rural Pakistan to understand the contextual factors influencing the effectiveness of Continuing Professional Development (CPD) programmes for teachers. To do so, the research uses a qualitative case study approach and draws on the experiences of the key stakeholders including providers of CPD, officials of education department, school principals and teachers. Focus group interviews are used to generate data. The research outcomes highlight several significant contextual factors which influence the possibility and quality of CPD. These factors include limited recognition of CPD, reduced motivation of teachers towards CPD and approaches to gender influencing female participation in CPD activities. Since CPD providers intervene without considering these contextual factors, the existing CPD programmes on offer for teachers in rural Pakistan have been less successful in positively impacting the practices of teachers.
Original languageEnglish
Number of pages22
JournalTeacher Development
Early online date8 Sep 2021
DOIs
Publication statusE-pub ahead of print - 8 Sep 2021

Keywords

  • Context in professional development
  • continuing professional development
  • rural Pakistan

Fingerprint

Dive into the research topics of 'Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan'. Together they form a unique fingerprint.

Cite this