AREAS OF PROFESSIONAL DEVELOPMENT OF PUBLIC SECTOR TEACHERS AT PRIMARY SCHOOL LEVEL IN DISTRICT PESHAWAR, KHYBER PAKHTUNKHWA:
A CRITICAL ANALYSIS
Submitted By:
Rahim Khan
ID: 7166
Submitted to:
Department of Education Qurtuba University Peshawar
in partial fulfillment of the requirement for the award of the degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
Qurtuba University of Science & Information Technology, Peshawar
Session 2012
2
AREAS OF PROFESSIONAL DEVELOPMENT OF PUBLIC SECTOR TEACHERS AT PRIMARY SCHOOL LEVEL IN DISTRICT PESHAWAR, KHYBER PAKHTUNKHWA:
A CRITICAL ANALYSIS
A thesis submitted to Department of Education Qurtuba University Peshawar
in partial fulfillment of the requirement for the award of the degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
Qurtuba University of Science & Information Technology, Peshawar
SESSION 2012
APPROVAL SHEET
Title of thesis: Areas of professional development of public sector teachers at primary school level in District Peshawar, Khyber Pakhtunkhwa: A critical Analysis.
Name of Student:Rahim Khan
Accepted by the Department of Education, Qurtuba University of Science and Information Technology Peshawar, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education, with Specialization in Teacher professional development
VIVA VOCE COMMITTEE
Dean, Faculty of Social SciencesHead, Department of Education
Qurtuba University of PeshawarQurtuba University of Peshawar
Supervisor Co-supervisor
Professor Dr Iffat Hussain Ara Professor Dr Muhammad Saleem
Internal ExaminerExternal Examiner
FORWARDING SHEET
The thesis titled ‘Areas of professional development of public sector teachers at primary school level in District Peshawar, Khyber Pakhtunkhwa: A critical Analysis.’ submitted by Rahim Khan, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education has been completed under my guidance and supervision. I am satisfied with the quality of this research work.
Dated:
Dr Iffat Hussain Ara
(Supervisor)
DECLARATION
I, Rahim Khan, Roll No.7166, a student of Ph.D at Education Department, Qurtuba University, do hereby solemnly declare that the thesis titled ‘Areas of professional development of public sector teachers at primary school level in District Peshawar, Khyber Pakhtunkhwa: A critical Analysis.’ submitted by me in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education, is my original work, except where otherwise acknowledged in the text and has not been submitted or published earlier and shall not in future, be submitted by me for obtaining any degree from this or any other university.
Dated:
Rahim Khan
In the Name of Allah
The Most Merciful, and the Most Compasionate
DEDICATION
For their great contribution to my intellectual life, I dedicate this research to my parents, teachers, ideals, companions, and family members.
Rahim Khan
APPROVAL SHEET
Title of thesis: Areas of professional development of public sector teachers at primary school level in District Peshawar, Khyber Pakhtunkhwa: A critical Analysis.
Name of Student:Rahim Khan
Accepted by the Department of Education, Qurtuba University of Science and Information Technology Peshawar, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education, with Specialization in Teacher professional development
VIVA VOCE COMMITTEE
Dean, Faculty of Social SciencesHead, Department of Education
Qurtuba University of PeshawarQurtuba University of Peshawar
Supervisor Co-supervisor
Professor Dr Iffat Hussain Ara Professor Dr Muhammad Saleem
Internal ExaminerExternal Examiner
FORWARDING SHEET
The thesis titled ‘Areas of professional development of public sector teachers at primary school level in District Peshawar, Khyber Pakhtunkhwa: A critical Analysis.’ submitted by Rahim Khan, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education has been completed under my guidance and supervision. I am satisfied with the quality of this research work.
Dated:
Professor Dr Iffat Hussain Ara
(Supervisor)
ACKNOWLEDGEMENT
I am very thankful to Almighty Allah, the most gracious, compassionate and ever merciful, who extended me insight to observe, think and analyze.
I wish to express my heart-felt gratitude to all those who enhanced my Research work in different ways.
I render my sincerest thanks to my supervisor, Dr Iffat Hussain Ara who provided me with an atmosphere of unconditional positive regard, where I got an opportunity to flourish my potentialities and intellect. His invaluable guidance and intellectual stimulation were at once warm and inspiring.
My thanks also go to my co-supervisor Dr Professor Muhammad Saleem (Dean social sciences Qurtuba University), who sincerely guided me through his intellectual thoughts and related literature.
I am deeply grateful to Dr Zulfiqar Niazi, president Qutuba University, who provided me the opportunity to do my second Ph.D in Education (Teacher Professional Development).
I owe a special debt to all concerned circle ADOs and supervisors, especially Muhammad Imran and Ishtiaq khan who greatly cooperated and helped me in the completion of this research work. Here my heartfelt thanks also go to my dearest friends Jaddi Khan Khalil, Muhammad Imran and Saiful Islam (Pro-V.C) for their volunteer guidance and assistance.
I owe an incalculable debt of gratitude to the Heads of all concerned Departments, Institutions, schools, Libraries, educational experts, the authors and publishers of the heaps of books, papers and articles that I consulted during the course of my research work.
Rahim Khan
Table of contents
ACKNOWLEDGMENTS ………………………...……………………………………..…….i
TABLE OF CONTENTS…………………………………………………………………..….ii
LIST OF TABLES ……………………………………………………………………….....viii
LIST OF GRAPHS …………………………………………………………………….……...x
LIST OF ABREVIATIONS ………………………………………………………….……....xi
ABSTRACT…………………………………………………………………………...…….xiv
CHAPTER
I. INTRODUCTION.…………………………………………………………………...……11.1 Background of the study ……………………………………………………....…..1 1.2 Statement of the problem ………………………..……………….……..…….…..51.3 Objectives of the study ……………………………………………………………51.4 Hypothesis ………………………………………………………………….……..61.5 Significance of the study ……………………………………………………...…..61.6 Delimitation of the study ………….……………………………………….......….6II. LITERATURE REVIEW ……………………...……………………………………...... 8
2.1 Conceptual Framework of Teachers’ Professional Development………………... 8
2.1.1 Education, its meaning and significance………………………………...8
2.2 Levels of Education in Pakistan …………………………………………………13
2.2.1 Primary Education in Pakistan ……………………………………...…14
2.3 Teacher Education ………………………………………………………….……16
2.3.1 Phases of Teacher Education ……………………………………..…....172.3.2 Main Areas of Teacher Education ………………………………….….182.3.3 Need of Teacher Education …………………………………………....192.3.4 Required Vision of Teacher Education ……………………………..…202.4 Professional Development of the Teacher …………………………………..….. 21
2.4.1 Models of Teacher Professional Development ………………..…….24
· Cascade or generational Model………………………………..……24· Mentor Model ……………………………………………………..…..24· Reflective Model ……………………………………………..……….24· School based Model ………………………………………………….24· Cluster based Model………………………………………….……....242.4.2 Professional Development Approaches …………………………….….24· Knowledge for practice ……………………………………………...24· Knowledge in practice ……………………………………………….25· Knowledge of practice ………………………………………….……25
2.4.3 Underlying Principles for Professional Development Programs …...…25
2.4.4 Guidelines for Professional Development Programs ………………….25
2.4.5 Impact of Professional Development Programs on Teachers’ Beliefs, Behavior and Practice ………………………………………………………..26
2.4.6 Modes of Professional Development ……………………………….…26
2.5 Historical framework of Teacher professional development in Pakistan ………30
2.5.1 Commission and ‘Conference’ Reports ……………………………….29
2.5.2 Five Year Plans …………………………………………..……………30
· The First Five Year Plan (1955-60 ) ……………………..……30
· The Second Five Year Plan (1960-65) ………………………….30
· Third five-year plan (1965-70) …………………………...…….30
· The fifth Five-Year Plan (1978-83) …………………………….30
· In the seventh five-year plan …………………………………….…..31
· The eighth five-year plan, (1993-98) ……………………...……31
2.5.3 National Education Policies ………………………………………...…31
· The National Education Policy (NEP 1979) …………………..31
· The National Education Policy (NEP 1998-2010) ……………………………31
2.5.4 Education Sector Reforms …………………………………………….32
2.5.5 Local Government Ordinance (LGO) 2001 ………………………...…32
2.5.6 Provincial Policy Pronouncements ……………………………….……33
2.5.7 Supervision of Teacher Professional Development (TPD) ……………33
2.5.8 Inter-tier coordination …………………………………………………33
2.5.9 Federal and provincial tiers coordination ……………………………...34
2.5.10 Provincial and District Tiers Coordination ……………………….….34
2.5.11 Inter-Provincial Coordination …………………………………….…..35
2.5.12 Teacher Training Management structure ………………………….…35
2.5.13 Hierarchical Confusion over individual responsibilities ……………..36
2.6 Issues related to Donor coordination and Professional Development ………...…36
2.7 Current status of Teacher Professional Development with Special Reference to Primary Education in Pakistan ………………………………………………………39
2.7.1 Provincial Policy Pronouncements …………………………….……...39
2.7.2 Teacher Training relevance to classroom learning ……………………39
2.7.3 Teacher management and motivation ………………………………….40
2.7.4 Quality of Teacher Training ………………………………………..…41
2.7.5 Monitoring and Implementation hurdles …………………………..….41
2.7.6 Lack of focus on qualitative concerns ………………………………..42
2.7.7 Education for All Plan 2015 ……………………………………..……42
2.8 Current Status of Teacher Professional Development with Special Reference to Primary Education in Khyber Pakhtunkhwa…………………………………………43
2.8.1 GIZ-EESDP (Education Sector Development Program) KP ………….45
2.8.2 CIDA (Canadian international Development Agency) ……………..…45
2.8.3 DFID (Department for International Development) ………………..…45
2.8.4 Save the children ………………………………………………………46
2.8.5 PRP (Pakistan Reading Project) US-AID ……………………………..46
2.8.6 BEIP (Basic Education Improvement Program) Norad ……………….47III.rESEARCH METHODOLOGY …………………………………………………...…49
3.1 Nature of the Study ………………………………………………………………49
3.2 Research Design…………………………………………………………………49
3.2.1 Quantitative Research Design ………………………………………………..50
3.3 Population of the study ……….…………………………………………………50
3.3.1 Parameter ……………………………………………………………………...51
3.4 Sampling ………………………………….……………………………………..51
3.4.1 Sampling frame………………………………………………………..52
3.4.2 Sampling technique …………………………….…………….……… 52
3.4.3 Statistic ………………………………….…….………………….……53
3.4.4 Sampling unit..........................................................................................53
3.4.5 Sample size ............................................................................................54
3.5 Data Instrument ………………………………………………………………….54
3.5.1 Data collection ……………………………………………………….. 56
3.5.2 Technique of data collection …………………………………………..56
3.6 Pilot study ………………………………………………………………. 56
3.7 Validity and Reliability ….………………………………………………57
3.8 Data Collection Procedure …………………………………………….…57
3.9 Data analysis ………………………...…………………………………...60
IV. DATA ANALYSIS …………………………………………..………………... 61Demographics characteristics of the study ………………..…………………….. 61Detail of subjects taught at primary level in district Peshawar ……………………. 61Students and teaching related information of the observed classrooms ………….…62Frequencies of observed subjects in each circle …………………………………..…63Status of cleanliness of the observed classrooms ………………………………...….64Status of students’ Display………………………………………………………….64Objective: 1………………….……………………………………………..………. 64Evaluation of the teaching performance of primary school teachers in urban and rural areas in district Peshawar ………………………………………………………..…..64
Data analysis and interpretation of Lesson planning ………………………………...64
Data analysis and interpretation of Introduction of the Lesson …………………...…65
Data analysis and interpretation of Subject Command/matter knowledge ………….66
Data analysis and interpretation of Instructional Strategies …………………………67
Data analysis and interpretation of Questioning Techniques ……………………..…68
Data analysis and interpretation of Teaching Resources and Use of ICT ……….…..69
Data analysis and interpretation of Communication and Presentation skills ………..70
Data analysis and interpretation of Students’ Participation …………………..……..71
Data analysis and interpretation of Teacher-Students’ interactions …………………72
Data analysis and interpretation of Summary of the lesson ……………………...….73
Data analysis and interpretation of Assessment ………………………………….….74
Data analysis and interpretation of Homework …………………………………..….75
Data analysis and interpretation of Classroom Management/Learning Environment.76
Data analysis and interpretation of Time Management ……………………………...77
Data analysis and interpretation of Knowledge of individual differences …………..78
Data analysis and interpretation of Knowledge of Islamic values …………………..79
Data analysis and interpretation of Character Building ………………………….….80
Data analysis and interpretation of Teaching of English as a foreign language …….81
Data analysis and interpretation of Collaboration and Partnership ………………….82
Data analysis and interpretation of Self-Reflection ………………………………....83
Data analysis and interpretation of Teacher portfolio ……………………………….84
Data analysis and interpretation of Contribution to professional development…...…85
Objective: 2 ………...............................................................................................86
Evaluation of teachers, teaching in light of National Professional Standards ….......86
Objective: 3 ………………………………………………………………….………89
Evaluation of teachers performance in light of the prescribed areas of instruction for 2006 curriculum …………………………………………………………………..…89
Objective: 4 …………………………………………………………………………92
Performance comparison of the selected Eight circles of District Peshawar ………92
V. FINDINGS, DISCUSSION, CONCLUSION AND RECOMMENDATIONS ….... 93 Findings ………………………………………………………………………….…93Discussion ………………………………………………………………………......99Conclusion ………………………………………………………………………….103Recommendations ……………………………………………………………….....105Action Plan………………………………………………………………………….107REFERENCES ………………………………………………………………………….. 114APPENDICS ……………………………………………………………….……….……128Appendix-A: Observation tool…………………………………………………… 129Appendix-B: List of schools……………………………………………………… 138LIST OF TABLES
Demographic characteristics of the study ……………………………………………….. 61
Table 4.a Subjects taught at primary level in district Peshawar. …………………………….61
Table 4.b Students and Teaching related information of the observed classrooms …………62
Table 4.c Frequencies of observed subjects in each circle …………………………………..62
Table 4.d Status of Cleanliness of the observed classrooms ………………………………...63
Table 4.e Status of students’ display in the observed classrooms ………………………..….63
Table 4.1.1 Lesson/Instructional planning …………………………………………………..64
Table 4.1.2 Introduction of the Lesson ……………………………………………….……..66
Table 4.1.3 Subject Command/matter knowledge …………………………………………..66
Table 4.1.4 Methods/Instructional Strategies …………………………………………..……67
Table 4.1.5 Questioning Techniques ……………………………………………………...…68
Table 4.1.6 Teaching Resources and Use of ICT ……………………………………………69
Table 4.1.7 Communication and Presentation skills ………………………………..……….70
Table 4.1.8 Students’ Participation …………………………………………………...……..71
Table 4.1.9 Teacher-Students’ interactions …………………………………………….……72
Table 4.1.10 Summary of the lesson …………………………………………………….…..73
Table 4.1.11 Assessment ……………………………………………………………….……74
Table 4.1.12 Homework ……………………………………………………………………..75
Table 4.1.13 Classroom Management/Learning Environment ………………………….…..76
Table 4.1.14 Time Management ……………………………………………………………..77
Table 4.1.15 knowledge of individual differences/ Human Growth and Development …....78
Table 4.1.16 Knowledge of Islamic values ………………………………………………….79
Table 4.1.17 Character Building …………………………………………………………….80
Table 4.1.18 Teaching of English as a foreign language ……………………………….….81
Table 4.1.19 Collaboration and Partnership …………………………………………………88
Table 4.1.20 Self-Reflection ………………………………………………………………...83
Table 4.1.21 Teacher portfolio ………………………………………………………………84
Table 4.1.22 Contribution to professional development ………………………………….…85
Table 4.2.23 Evaluation of Teachers Teaching in light of National Professional Standards...86
Table 4.3.24 Evaluation of Teachers performance in light of the prescribed Areas of Instruction for 2006 curriculum …………………………………………………………..…89
Table 4.4.25 Circle-wise comparison ………………………………………………………92
List Of graphs
Urban-Rural Comparative Graphs of Lesson planning …………………………...…64
Urban-Rural Comparative Graphs of Introduction of the Lesson ……………….…..65
Urban-Rural Comparative Graphs of Subject Command/matter knowledge ………..66
Urban-Rural Comparative Graphs of Instructional Strategies ………………………67
Urban-Rural Comparative Graphs of Questioning Techniques …………………..…68
Urban-Rural Comparative Graphs of Teaching Resources and Use of ICT ……..…69
Urban-Rural Comparative Graphs of Communication and Presentation skills …….70
Urban-Rural Comparative Graphs of Students’ Participation ………………….…...71
Urban-Rural Comparative Graphs of Teacher-Students’ interactions ……………...72
Urban-Rural Comparative Graphs of Summary of the lesson ………………………73
Urban-Rural Comparative Graphs of Assessment ……………………………….….74
Urban-Rural Comparative Graphs of Homework ……………………………….….75
Urban-Rural Comparative Graphs of Classroom Management/Learning Environment 76
Urban-Rural Comparative Graphs of Time Management ………………………..…77
Urban-Rural Comparative Graphs of Knowledge of individual differences ……….78
Urban-Rural Comparative Graphs of Knowledge of Islamic values ………………..79
Urban-Rural Comparative Graphs of Character Building ……………………….….80
Urban-Rural Comparative Graphs of Teaching of English as a foreign language …..81
Urban-Rural Comparative Graphs of Collaboration and Partnership ……………….82
Urban-Rural Comparative Graphs of Self-Reflection ……………………………….83
Urban-Rural Comparative Graphs of Teacher portfolio ………………………..…..84
Urban-Rural Comparative Graphs of contribution to professional development…...85
ABBREVIATIONS
ADB: Asian Development Bank
ADE: Academy for Educational Development
ADO: Assistant District Officer
AED: Academy for Education Development
AEO: Academic Education Officer
AKF: Agha Khan Foundation
ASDEO: Assistant Sub-division District Education Officer
AFAQ: Association For Academic Quality
AEPAM: Academy of Educational Planning and Management
BCEES: Bureau of Curriculum and Education Extension Services
BEIP: Basic Education Improvement Program
B.Ed: Bachelor of Education
BCEW: Bureau of curriculum and Extension wing
CIDA: Canadian International Development Agency
CPD: Continuing professional development
CPD: Continuous professional development
CT: Certificate in Teaching
DETRC: Divisional District Educational Technology Resource Centre
DCTE: Directorate of Curriculum and Teacher Education
DDEO: Deputy District Education Officer
DEO: District Education Officer
DFID: Department For International Development
DMO: District Monitoring Officer
DO: District Officer
DSD: Directorate of Staff Development
ECE: Early Childhood Education
ECCE: Early Childhood Care & Education
EFL: English as a Foreign language
EMIS: Educational Management Information System
ESDP: Education Sector Development Program
E&SED: Elementary & Secondary Education Department
ESL: English as a second language
ESR: Education Sector Reforms
ESRA: Education Sector Reforms Assistance
EFL: English as a foreign language
GDP: Gross Domestic Product
GIIR: Global Innovation Index Report
GIZ: Gesellschaft Internationale Zusammenarbeit
GNP: Gross National Product
GOP: Government of Pakistan
GCET: Government Colleges of Elementary Teachers
ICT: Information & Communication Technology
INSET: In-service Training
JD: Job Description
KP: Khyber Pakhtunkhwa
LC: Learning Coordinator
LGO: Local Government Ordinance
LTRCs: Learning & Training Resource Centers
M.Ed: Master in Education
MOE: Ministry of education
MTDF: Medium Term Development Framework
NEAS: National Education Assessment System
NITE: National Institute of Teacher Education
NPED: National Plan of Educational Development
NCTE: National Council for Teacher Education
NEP: National Education Policy
NSDC: National Staff Development Council
NPS: National Professional Standards
OFSTED: Office For Standards in Education
PESR: Pakistan Education Statistics Report
PEP-ILE:Primary Education Program for Improving Learning Environment
PITE: Provincial Institute of Teacher Education
PTC: Primary Teaching Certificate
RITE: Regional Institute of Teacher Education
STEP: Strengthening Teacher Education in Pakistan
SWA: Sallilaho Alaihi Wasallam
TNA: Training Need Analysis
USAID: United States Agency for International Development
TPD: Teacher Professional Development
TRC: Teacher Resource Centre
TT: Teacher Training
TTMS: Teacher Training Management Structure
USAID:United States Agency for International Development
Abstract
The study was designed to investigate the Areas for Professional Development of public sector Teachers at Primary school level in District Peshawar, Khyber Pakhtunkhwa. The Purpose of this study was to evaluate the teachers’ performance in those Areas and National Professional Standards which are directly related to the class room practices and its main focus was to identify the areas where professional development of the teachers is needed. The main objectives of the study were; To critically evaluate the teaching Performance of public sector teachers at boys’ primary school level at Urban and Rural areas in district Peshawar; To evaluate the teachers teaching in light of National Professional Standards; To appraise the teachers’ teaching in light of the prescribed Areas of Instruction for 2006 curriculum; To compare the performance of the selected eight circles of District Peshawar; To identify the areas where professional development of the teachers is needed. For data collection an observational rubric with a four point coded rating scale was developed. Data was collected from 360 teachers of 120 schools of the total population 3465.
The collected data was analyzed with the help of software SPSS version 16. The analysis of various levels indicated that maximum numbers of teachers were at level-4 (unsatisfactory) i.e more than 60% of the total teachers observed. The study recommended that Education department chalk out a wide-ranging plan for the training on all standards. Implementable training policy was recommended to frame all types of training programs. As a collaborative approach a four tier model, for continuing professional development, was recommended. Along with such other recommendations, a Teacher Performance Management Wing (TPMW) was also recommended to be established to appraise and supervise the instructional process.
CHAPTER: 1
INTRODUCTION
1.1Background of the Study
Education is the process through which a nation holistically develops its individuals. According to Iqbal (1996), Education is not only teaching of lessons in the classroom but a societal organization, which endows with intellectual, physical, philosophical, spiritual, aesthetic and ethical guidance to the public of a state so that to facilitate them to realize their responsibility, vision, rationale of existence and prepare to accomplish their ultimate vision. Education is not just to instill ethics into growing minds, but to make them able to adjust into the structure of society.
If we devote some whiles to approach a digital or a well-stocked library and skim some Educational reports for scanning, last and latest, we will face the most alarming and upsetting facts and figures regarding the state of education and research in the Muslim world versus the Judeo-Christian world. Such as, the Jewish population around the world is approximately 14 million but even with this statistics, they have succeeded in producing 163 Nobel Laureates while the Muslims are more than one billion in population and there are just eight Noble prize holders up-till now. If we nerve to peruse another study report we come to know that there were almost 500 universities in the entire Muslim world and they were not so better than usual colleges because they were not occupied in any research work or the creation of new-fangled knowledge. However, at the same time only Tokyo alone has more than 1000 universities some of which are rated amongst the best universities of the world (Saleem, 2008).
Education adds and introduces innovative ideas and the teacher, as a social engineer, shapes the destiny of the succeeding generations towards the desired direction. In every walk of life, remarkable and instrumental revolutions are happening, which one way or the other, influence the entire social set-up. On the other hand education is taken as the panacea for all social ailments and the only means to understand such changes.
Teachers hold a central position in assuring excellence in education and leading towards a learned and cultured society. It is a recognized fact that the capital of a state depends upon how successfully its rising generations are educated to perform their duties effectively and efficiently.
“The Development of a nation depends upon the development of its citizens. The development of its citizens depends upon the development of their education; the development of their education depends upon the development of their teachers” (Ibrahim, 1997. P.127).
However excellence in education is conditioned to well-trained and committed teacher. Teacher is the soul and substance of the education system and devoid of a competent, skilled and efficient teacher it will not be possible to make earth-shattering advancement.
Teacher is the most significant agency in the teaching-learning process. Therefore, holistic efforts are required to produce reflective and imaginative teachers who are professionally skilled and accredited through an ongoing professional development practice. Teachers are the agents of change, as they transform and reform the teaching-learning process through conscious thoughts and introducing innovative ideas in their classrooms.
Teaching profession is a bedrock and leading profession of all other careers. Effective teaching affects students’ potential and makes them to be conscientious citizens. So, there is a dire need of teachers’ professional development. The model of instructional process has been modified all over the world and introduced teacher evaluation and certification mechanism to appraise the professional capabilities of teachers.
Keeping in view the same objective, a project under titled “Strengthening Teacher Education in Pakistan (STEP)” was initiated in Pakistan on 12thOctober, 2005. As Primary education occupies the most important place in holistic and all-round development of an individual and achievement at higher levels depends upon the effectiveness of the primary education. So, the Ministry of Education developed Ten National Professional Standards for primary school Teachers in Pakistan. The project was financially supported by USAID with cooperation of UNESCO. The proposed standards were put into practice on February, 23rd, 2009. The standards are;
i. Knowledge of subject matter
ii. Human Growth and Development
iii. Knowledge of Islamic/ Values and Social Life Skills
iv. Instructional Planning and Strategies
v. Assessment
vi. Learning Environment
vii. Effective communication and proficient use of ICT
viii. Collaboration and Partnerships
ix. Continuous Professional Development (CPD) and Code of Conduct
x. Teaching of English as a second/foreign language (ESL/EFL)
Though Standards were developed and let to put into practice but there is a need to know whether teachers follow and teach in light of these standards.
Since beginning, the quality of education in Pakistan has been criticized time and again. To meet the increasing requirements of teachers at different levels, a large number of teachers have been inducted but the qualitative aspect of teachers’ training has been ignored and bargained. National Education Policy (NEP.1998-2010) states: the qualitative aspect of teacher education has been given insignificant attention which caused large number of teachers with no or low understanding of both the subject matter and instructional strategies (Government of Pakistan, 1998, p.47). A report, published by UNESCO in Pakistan, says that, “the quality of teacher education should be redressed urgently through a policy environment (UNESCO, 2008, P.12). The assessment of existing status of teachers’ practices is urgently required so that to transform and reform teacher education and improve quality of teaching and learning.
Research has always supported that effective teaching and instructional leadership are the most leading and important dynamics in students’ academic performance and both of them are dependent variables of professional development as independent variable. This is the time the systems of education, all over the world, are rapidly accepting and accommodating changes. Today educationists, at international level, are intellectually engaged in all-round prolific educational reforms and teacher professional development is one of them.
In this study an attempt has been made to critically evaluate the performance of primary school teachers in light of the National Professional Standards (NPS) and the areas, prescribed for 2006 curriculum by Directorate of Curriculum and Teacher Education (DCTE) Government of Khyber Pakhtunkhwa, at selected eight circles in district Peshawar.
Areas Of Instruction Approved By Directorate Of Curriculum And Teacher Education, Khyber Pakhtunkhwa
i. Lesson planning
ii. Introduction
iii. Subject command
iv. Instructional strategies
v. Questioning techniques
vi. Teaching Resources
vii. Students’ participation
viii. Teacher-students’ interactions
ix. Summary of the lesson
x. Assessment
xi. Homework
xii. Classroom management
xiii. Time management
xiv. Individual differences
xv. Character building
xvi. Self-Reflection
xvii. Teacher portfolio
xviii. Contribution to professional development
Note: The italicized areas are common in both standards
1.2Statement of the Problem
In Pakistan, the teacher education programs have experienced noteworthy quantitative expansion but the efforts for bringing excellence in instruction has always been overlooked and compromised as standards have been developed but instruction is not reflected with.
So, the problem under study is to evaluate the teaching practices of public sector practicing teachers at boys’ primary school level in Urban and Rural areas in district Peshawar. The Purpose of this study is to evaluate the teachers’ performance in those Areas and Standards which are associated with the class room practices and its main aim is to find out the areas where teachers need professional development.
1.3Objectives of the Study
i. To critically evaluate the teaching practices of public sector teachers for boys at primary school level in Urban and Rural areas in District Peshawar.
ii. To evaluate the teachers teaching in light of National Professional Standards.
iii. To assess the teachers’ performance in light of the prescribed Areas of Instruction for 2006 curriculum.
iv. To compare the performance of the selected eight circles of District Peshawar.
v. To identify the areas where teachers need professional development.
1.4 Hypothesis Tested
Ho: There is no significant difference between the teaching at Urban and Rural areas
H1: There is significant difference between the teaching at Urban and Rural areas
Ho: National professional standards for teaching are not followed by teachers
H1: National professional standards for teaching are followed by teachers
Ho: The areas of Instruction prescribed for 2006 curriculum, are not followed
H1: The areas of Instruction prescribed for 2006 curriculum, are followed
Ho: There is no significant difference in performance among the selected circles
H1: There is significant difference in performance among the selected circles
1.5 Significance of the Study
It is expected that the study would be of great importance and would be helpful for the Provincial Institute of Teacher Education (PITE), Regional Institute of Teacher Education (RITE), Directorate of Curriculum and Teacher Education (DCTE) in planning targeted and need based teachers training programs. It will also assist the policy-makers, managers, administrators, teacher educators, and supervisors in designing appropriate and effective teachers’ capacity building programs. The study may possibly facilitate researchers, teachers and educationists in improving the quality of instruction and learning which greatly depends on the quality of professional development of the teachers. It would also support to prospective teachers as well as working teachers in building up positive outlook towards the teaching profession. This study will significantly help in identifying the areas of professional development and providing a strategic framework in the form of recommendations.
1.6Delimitation of the Study
Due to time, money and resources constraints, the study was delimited to;
· Public sector
· Primary schools
· Boys schools
· Eight circles of District Peshawar
CHAPTER: 2
LITERATURE REVIEW
2.1 Theoretical Framework of Teachers’ Professional Development
2.1.1 Education, its meaning and significance
Education is the process through which a nation holistically develops its individuals.
Education is concerned with the personal understanding of the individual. (2011, p.185) According to Iqbal (1996), Education is not only teaching of lessons in the classroom but a societal organization, which endows with intellectual, physical, philosophical, spiritual, aesthetic and ethical guidance to the public of a state so that to facilitate them to realize their responsibility, vision, rationale of existence and prepare to accomplish their ultimate vision. Education is not just to instill ethics into growing minds, but to make them able to adjust into the structure of society”.
Khalid (1975) citing Ibn-e-Khaldun stated that education aims at the academic and ethical preparation of the learners through which their latent talents are nurtured and knowledge is transmitted to the next generation. Kneller and George (1963) Education is a process to transmit knowledge, transform attitude and cultivate skills as well as to instill innovative ideas among the young blood of the nation. In other place Kneller (1963, p.73) quoting Dewey says, “Education is the development of all those abilities in an individual, which will make him/her able to deal with his environment and honestly perform his responsibilities.”
Saxema and Swaroop (1993) Education is concerned to preparing minds of the learners for the right way of thinking in a social fabric so that the troubles and disintegration with which the society is faced, could be solved calmly. Education is projected to perform a vital role in dealing with anti-social behaviors.
Mastan. A, (2002-2003) Education, of any nation, is the first priority for development. The positive education enhances vigorous, positive and progressive value, and the negative education breeds, selfish, corruption and non-scientific inclinations. Quid-e-Azam once said, “Education should be our foremost priority. Democracy, social equality and patriotism are the prerequisites for national unity and such noble ideals can only be achieved if education becomes our first priority.
On the eve of first National Education Conference in 1947, the Quaid-e-Azam said: "The importance of education and the type of education cannot be over-emphasized. There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan ... we should not forget that we have to compete with the world which is moving very fast in this direction" (Pakistan Educational Conference, 1947.p.1).
“Education is a vital process of the development of any society. It is considered one of the main pillars of a society” (Adams.1998). Education prepares individuals for life and makes them confident to face the multifaceted challenges of the world. It powers the minds to develop innovative ideas and creativity. Therefore, educated nations perform a leading role and march en-block in the world (American Federation of Teachers, 2000).
Education develops the individuals through basic knowledge, skills and attitude to evaluate the circumstances and preserve their rights, make data driven decisions and as a result shape their political, societal and economic life (Iqbal, 2011.p.163).According to Gul and Mehrunnisa (2008), “Education is the process through which all human societies are led to a successful, just and vigorous civilization and plays a vital role in the development of a nation. The survival of a society, mainly, owes to the quality of its education. Being the most important wealth of a nation, Pakistan expends less than 2 % of its GDP on education in comparison to the 4% of GNP suggested by UNESCO for developing countries. The total expenditure, since 1995-96, has reduced from 2% to 1.6 % in year 2000-01 and now it’s 1.8 (Shariff 2003, p.213). According to Haq (1990, p.53), “Pakistan is the single state in South Asia where expenditure on the development of education as a percentage of GNP has decreased since 1990. Al-Aaroosi and Kinnay (1980) and Baloch (2000) say that “throughout the Islamic history, instruction and training have been considered as a holy job and valuable responsibility.
A teacher, as an artist, colors our dreams into reality. A teacher is a leader who leads through darkness towards light. Undeniably, teaching profession is the mother of all other professions of the world. According to Islamic Teachings, Teaching is a noble and prophetic profession if adopted with a vision and passion. In Islamic thought, teaching is the main component of the education system that’s why the Prophet of Allah (SAW) said, “……….and verily I was not sent but as a teacher” (Sunan Ibn-e-Maja, Mishkat-28).
The teacher is more significant than the books. Imam Shafii, said: “Whoever seeks knowledge just from the books will fail to see the required achievement” (lbn Jumah, p.87).
“What the teacher is- is more important than what he teaches.” (Karl A. Meninninger, 1983)
Man inhabits four positions in relation to knowledge. The first one is the status of questing for knowledge in which man is acquiring. The second one is possessing knowledge in which he will not require to ask from others; the third one is pondering in which he will reflect as well as get pleasure from his accomplishments; and the fourth one is the position of instruction in which he transmits his knowledge to others. This last position is the dignified one (Ghazali-KitabulIlm, 1977).
So, the person who adopts teaching as a profession in fact shoulders up a great mission and a great job, the job of nation building. Therefore, he must perform his duties on the assigned pattern.
No system of education can be better than its teacher and the fact remains that better teachers can be produced through better teacher training (Ibrahim, 1997.p.11). Al-Ghazali, in his Book of Knowledge, has determined eight duties of a teacher. (Ghazali-KitabulIlm, 1977).
The first duty is that the teacher should be compassionate to students and take care of them as his own children. The Prophet Muhammad (SAW) said, “To you I am like a father who wishes to keep away his child from the fires of hell that is more significant than any of the endeavors of parents to put away their children from the fires of the world.”(Ibn-Hanbal, Taharah, 121: Abu-Dawud, Taharah, 4)
“Those who educate children well are more to be honored than those who produce them as they only gave them life, but teacher give them the art of living well.” (Aristotle) The second duty should be to pursue the model of legislator: he should neither ask for salary on the basis of teaching nor gratitude but somewhat he has to instruct for the pleasure of Allah as well as approaching to Him.
The third duty is that the teacher ought not to hold back any advice from the student or place him in the class he is not capable of it, or allow him to deal with complex sciences before he has mastered those, which are understandable.
The fourth duty of the teacher, being central to teaching profession, is that he, in discouraging the learner from his immoral conducts, should do so by suggestions and with compassion instead of revolting reproach. Overt warning spoils the secrecy of admiration, call on disobedience and promotes obduracy.
The fifth duty of the teacher is no to devalue of other sciences before his students. It means to say that the teacher of language should not underestimate Islamic studies and the teacher of Islamic studies should not to put down the language by saying that they are nothing but stories. Qualities like this, are at fault and blameworthy in teachers, which must be avoided. The fact remains that the teacher of one subject ought to prepare the learner for the learning of other subjects.
The sixty duty is to teach the students according to their mental level and should not instruct anything which they cannot understand otherwise a feeling of hate would be developed for the subject, and they will be puzzled. In this regard the teacher ought to pursue the pattern of the lord who said, “We prophets have been commanded to provide every man his due position and to talk with all and sundry according to his own capability to know” (Surah, II: 33; VII: 18-9-, Gen. 2:16-7).
The seventh duty of the teacher is that he should instruct his weak students just with such stuff that is understandable and appropriate to their mental level otherwise difficult concepts will not only dishearten the students but would also lose their interest even in easy subjects.
The eighth duty of the teacher is that he should practice what he teaches and there should be no conflict in his words and deeds, as knowledge is grasped through the mind whereas observed with eyes. However, the individuals who watch with their eyes believe more than the individuals who think with their minds that’s why when action opposes theory, justice is aggravated.
Allah (SWA) also said, “Will ye enjoin what is right upon others, and forget yourselves?”(Surah, II: 41).In the Holy Qur’an Allah (SWA) says, “Oh! Believers, why do you say what you practice not” (Surah: Aswaff-e.28:2). “No individual is educated except he who puts knowledge into practice” (Al-Darirni, Intro. 29: 6).
It was due to this very concept of the teacher that in an answer to a question about his future career, famous Mujahid, Hasan-Al-Banna wished to be nothing but a teacher (Ghulam & Musarret, 2012).
Teaching is an art and teacher an artist. Like every artist, a teacher calls for enough amount of practical training for his occupation. A teacher is the torch carrier in the cosmos. Teachers are the philosophers of mind. A teacher is a person who remains engaged in professional activities regarding how to transmit knowledge, transform attitude, and cultivate skills amongst the students registered to an educational program. The teacher shapes eternity; he can by no means tell where his impact stops (Henry Adams).
Education guarantees accomplishment in life and teachers impact on the lives of their students (Solomon).Teacher is the kingpin of educational set up. In the existing structure of education, teachers hold the central position. The shoulders of teachers are heavy with the national responsibility of education which can be performed only through professional commitment and instructional development.
If we desire to meet the budding needs of future generation, it is indispensable to improve the quality of professional development. Khalil (1986) suggested that the duration and pattern of teaching practice of teachers, under training, should be the same as that of house job for medical doctors so that to be professionally sound and well equipped with the basics of adopting profession.
“Development is being sought in every occupation and you have to take on this process of development. Are you preparing to take on tomorrow's responsibilities? Are you building your capacity? Are you trained enough? If no, then go and prepare yourself because this is the time to prepare yourself for future responsibilities” (Quaid-e-Azam).
2.2 Levels of Education in Pakistan
The Educational structure in Pakistan has six levels: Pre-primary Education (class nursery); Primary Education (grade 1st to 5th); Middle (grade 6th to 8th); High (grade 9th to 10th); Intermediate (grade 11thto 12th); and University program leading to graduate and advanced degrees). Among all, Primary education is the most ignored regarding both physical and human resources (Iqbal, 2011).
2.2.1 Primary Education in Pakistan
Pakistan, since its freedom, inherited a deprived system of Education, which caused it lagged behind in national development and progress as no noteworthy measures have been taken towards quality education in general and primary education in particular.
According to Zafar (2003), in lieu of raising the nation through quality education, the system was grabbed by the alleged bodies of democracy and state. Instead of developing a prolific primary education which could give a strong base for the edifice of prospective education, the newly created state was overwhelmed by political insecurity, favoritism, hunger of authority and corruption (Ashraf, 1983).
The system of primary Education in Pakistan has been suffered for years and it will be if no tangible steps were taken to redress it (Sheikh and Rasool, 1998).
According to Sumbul (2014), the teachers don’t dare to perform their due role as it should be which results us in putting behind from the developed nations of the world.
Enhancing the quality of education has turn out to be the worldwide program at all instructive levels in general and at primary level in specific. The worth of primary education is imperative not only for preparing the succeeding levels but to prepare them with the required basic life skills while in Pakistan, the primary education system ranks very low due to lack of effective teaching and professionalism (Iqbal, 2001.p.35).
A large amount of the resources is expensed on higher education as compared to primary education and that’s why this unfair strategy of the administration has paralyzed the system of primary education (Illahi, 1986). The government has paid attention just to higher education while primary education has been overlooked resulting gaps among the different educational levels (Government of Punjab, 2002).
In the 1st 5-Year Plan, 18% was allocated for primary education, 27% for secondary education and 29% for college and universities. In the 2nd 5-Year Plan, it was somewhat greater than before but still not enough in comparison to its volume. In the 3rd5-Year Plan, allotment to primary education was condensed to 19 % whereas for colleges and universities it was increased to 23% and 16% correspondingly. In the 4th 5-Year Plan, allotment to primary education was once again reduced to 14% though for colleges and universities it was raised to 25% and 19%, which shows in-attention to primary education. On the other hand, during the plan 2001-11, a shocking decline in allocation for primary education and large increase for universities was noticed. The allocated amount for primary education was 20% while for university it was 24%. It is shocking to mention that under Medium Term Development Framework, (MTDF 2005-10) Ministry of Planning, allocation for primary education was again cut to 8%, and the universities were given with the lion share of 37%. (Iqbal, 2011.p.129-130). Owing to this alarming situation and ignoring attitude to primary Education, Pakistanis left behind from so many countries in the South Asian region (Government of Pakistan, 2001).
For excellence in higher education, primary education must be given due attention as it provides the basic structure for higher studies. The nations support their economies through effective primary education system. It develops and nurtures skills of the people which results in increased output in all fields of life (Khan, 1992).
In light of Pakistan Education Statistics Report (PESR.2011-12) Education is a basic human right and all children are allowed to access it.
“The State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law.” However, according to the Global Innovation index Report (GII-2014), Pakistan, regarding quality primary Education, was listed as 141 out of 143, which lies at the bottom of the list.
As Education is the systematic process of instruction for the holistic development of an individual. So, the primary Education is of prime importance because this is the stage where from the personality is groomed for the whole later life (Mehboob.2013).The first five years have so much to do with how the next 80 years will turn out (Bill Gates-1990).
Dakar (2000), “Recognized that measurable learning outcomes will be achieved by improving and ensuring excellence in every aspect of the teaching-learning process of primary education.” Primary education plays a vital role in a child’s educational career. It can either make or shatter the child’s educational life. It is a decisive stage in the holistic development of a child and would turn the child into a thinker, learner and a social being (PESR.2011-12).
2.3 Teacher Education
According to National Council for Teacher Education (NCTE, 2009), “Teacher education is a program of teacher development through innovative trainings, theories and practices as well as research projects so that to make the teacher capable to teach effectively”.
Goods’ Dictionary of Education defines teacher education as “Teacher Education is all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively”.
Teacher education refers to the program intended to offer prospective teachers with basic knowledge, behaviors and required skills so that to perform their duties professionally in the school and the wider community at large.
According to National Education Policy (NEP, 2010) and the Action Plan (AP, 2006) there is a close relation of quality education with quality of teacher training.
There are 83, public and private, teacher-training institutions working for teacher education and professional development at different levels in Khyber Pakhtunkhwa (AEPAM, 2009).
Bureau of curriculum, for teacher education & professional development, was set up in 1972 which was later on upgraded to Bureau of Curriculum and Education Extension Services (BCEES). In 2001, it was again promoted to the Directorate of curriculum and Teacher Education (DCTE). In KP, under the control of DCTE, 20 Regional Institutes for Teacher Education and 2 agro technical institutes are functioning. In the beginning, Regional Institutes for Teacher Education (RITE) served as Government Colleges of Elementary Teachers (GCET) but in 2002, these colleges were transformed into (RITE). The PTC and CT programs at elementary level have been phased out and replaced with Associate Degree in Education (ADE). The duration of PTC and CT was one year, while, the new program of ADE is of two years (Documentation & Institutional Assessment of DCTE, 2008).
According to first five-year plan (1960-65), teacher education has always been a weak component of the education system in Pakistan (p.57).
According to Education policy, (1972-80) teacher education did not get its due importance regarding the enhancement of competency of teachers and the quality of their training programs. (p.70)
“The quality of education is directly related to the quality of instruction in the classroom. The teacher is considered the most crucial factor in implementing all education reforms at the grassroots level. It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching and the commitment of the teacher have effective impact on the teaching-learning process. Recognizing the deteriorating quality of education at various levels, efforts need to be intensified to accord adequate priority to the effectiveness of teacher education programs and professional development of the in-service teachers in the country” (National Education Policy, 1998-2010, p.47).
2.3.1 Phases of Teacher Education
According to the International Encyclopedia of Teaching and Teacher education (1987), “Teacher education can be measured in three phases: Pre-service, Induction and In-service. All the three phases are considered as parts of an incessant process.”
· Pre-service Teacher Education: Here the prospective teacher is provided with basic and theoretical education to prepare him for forthcoming profession. At this stage the teacher is equipped with the requirements of instruction.
· Induction, orientation or mentoring phase: At this phase the teacher joins the profession and he is provided with basic support required for instruction within the school environment. This phase lasts for at least one year in a school through which the teacher is mentored, supported and encouraged to know how to perform his job.
· In-Service Training: At this phase the teacher is provided with newfangled refresher courses as per social trends, instructional demands and for fulfilling curriculum requirements. At this stage the teacher is provided with continuing professional development courses.
2.3.2 Main areas of Teacher Education
Teacher education includes basic pedagogical theories, Instructional skills and professional attitude. Pedagogical theories consist of the basic educational theories, educational philosophies and psychological study that will make the teachers able to deal with the classroom environment productively and effectively.
Regarding Instructional skills, the teachers are trained in instructional mechanism, which, as a result, will prepare the teachers to plan, deliver, reinforce, assess and reflect. Professional skills consist of the strategies, approaches, methods and techniques, which help teachers to further grow and strive for excellence in the teaching profession. It also includes communication, presentation, classroom management, good questioning, preparation and use of teaching aids, guidance & counseling skills, interpersonal skills, ICT skills, supervising skills, managerial skills and above all lifelong learning skills. An incorporation and integration of pedagogical theory, instructional skills and professional skills will provide to generate the accurate knowledge, attitude and skills in teachers, consequently promoting holistic development. (TEM-IV, 2012.p.3)
2.3.3 Need of Teacher Education
Professionally, influential instruction is very significant and growing in our modern society because of vibrant trends in professional growth and development. Standards of instruction are higher in the 21st century than it had been in the 20th and as a result teachers will require getting additional knowledge and skills so that to survive and be flourishing in the 21st century school setting (Darling-Hammond, 2006).
In 21st century, the job of a teacher has become more challenging and technological. Therefore, the teacher is needed to be well equipped for teaching profession through in-service training and continuing professional development.
According to the American Commission on Teacher Education, “The Development of a nation depends upon the development of its citizens. The development of its citizens depends upon the development of their education; the development of their education depends upon the development of their teachers” (Ibrahim, 1997, P.127).
Professional development rests on the notion that “Teachers are made, not born “in contrary to the assumption, “Teachers are born, not made. Teaching is both art and a science that is why the teacher will have to be acquainted with basic pedagogical knowledge and skills which are called “tricks of the trade”. Therefore, to prepare the teachers for their roles, a well planned professional program is call of the time through which they will get command over subject matter, pedagogy and instructional skills. (TEM-IV, 2012.p.293)
Teacher Education, in Pakistan, is a crucial area of study. For the study, the framework, on Teacher Education, Professional Development and Teaching, was adopted from the contributions of Educational researchers such as Fullan and Hargreaves (1992).
Lockheed and Levin (1993) put forward that developing states, like Pakistan, confront troubles in educating their young generation and lack in the indispensable capital including skilled teachers. A number of studies, regarding Teacher education in Pakistan, disclose that the status of teacher professional development is unsatisfactory. Bacchus (1996) speaks out that majority of instructors in Pakistan, entering in teacher training institutes, have been found with poor academic background and professional motivation.
It is generally recognized that teachers’ performance in Pakistan has been deprived. This underperformance has been also stressed in the Report of 1959 of the National Commission on Education, Government of Pakistan. Nevertheless, the situations remained continue and problems have been deteriorated over the passage of time (Hatfield, 2006). The teacher education programs have not been so effective so far to inculcate in teachers the requisite instructive skills, develop content knowledge, effective classroom instruction and questioning techniques and that’s why we are still far behind in the line of education from the developed countries of the world.
Instructional excellence is unavoidably associated with teachers’ capacity building, professional development and grooming. Though policy exists for in-service training programs, but due to non-implementation and lack of follow up, teachers do not bother for their professional growth and development (Ali, 1998).
2.3.4 Required Vision of Teacher Education
There must be a clear and shared vision of teacher education which should have the power to generate visionary, qualified, inspiring, insightful and skilled teachers to facilitate their students to find out their faculties, and develop their physical, mental and social potentialities to the fullest so that to lead a meaningful and productive life. But this vision will be achieved until and unless there is a holistic and sound teacher education program and continuing professional development.
2.4 Professional Development of the Teacher
Business Dictionary (2003), defines professional development as “the process of improving, enhancing and polishing knowledge, attitude and skills of the workforce through various professional development opportunities in the workplace which might be done through external organizations or eternally watching others perform the same job of the same nature.
Professional development is defined as the development of a person in his or professional job. According to Glattenhorn (1987), Professional development is basically a systematic way of capacity building of a teacher in his environment through teacher trainings, professional development workshops, relevant literature and readings (Ganzer, 2000). Professional development, being greatly extensive in range than career development, is defined as a development that takes place through the professional phase-wise training of a teacher (Glattenhorn, 1987). Besides, professional growth and other structured in-service programs are intended to promote the capacity of teachers to prepare them for their responsibility (Crowther et al, 2000). An individual should study the content of those practices through which he has to perform his assigned job (Ganzer, 2000; Guskey, 2000).
Professional growth refers to all-round approaches of professional know-how connected to a person’s job (Elenor, 2009). Practitioners, accountants, engineers, pleaders, instructors and workforce with a broad range of professions take part in professional improvement programs to be trained and apply skills to perform their jobs in a better way.
Kedzior and Fifield (2004) are of the view that professional development is an ongoing capacity building process through which the practicing teachers learn new knowledge and skills and properly apply in their instructional environment to obtain the stipulated objectives towards the desired direction. Elmore (2009)’“Professional development is a continuing and consistent growth in one’s assigned responsibilities.
Teacher Professional development refers to all those professional practices which add to the teachers’ comprehension and skills of the instructing subjects, and facilitate them to develop into exceedingly competent and proficient in their respective discipline (Ganser, 2000). Teacher Professional development goes beyond the term, training and development which include an explanation that encompass both official and unofficial sources of enriching knowledge, learning new skills and developing new insights into pedagogy (Saghir, 2006, p.42). Workforce development, on job training, professional education and continuing learning all these terms are used to equip teachers with ultimate purpose of improving their instructions (Abbas, 2008).
Professional development and in-service trainings are the terms which are interchangeably used for the overall development of a teacher regarding his performance for results oriented achievements (Brookfield, 2005). Champion (2003) has commented that the efforts made for professional development in the past couple of years has added to the teaching profession. Several educationists have termed this significant initiative as a millstone towards professional development of the teacher (Cochran-Smith & Lytle, 2001: Walling & Lewis, 2000). For the last 20 years, standards based efforts have been made for reorganization and reformation of teacher education (Kedzior & Fifield, 2004). The main focus of these efforts has been to renovate and reorganizes teacher professional development programs for quality education (Guskey, 1995; Willis, 2000).
Myriads of present studies, on professional development, attach higher importance to students’ performance and academic achievement. But researchers disagree on this relationship. Variables are the school, teacher, and student’s status in the classroom, parental contribution, teaching methodology, classroom organization, curriculum structure, Human growth and development as well (Marzano, 2003). He concluded that the efforts made for professional development of the teacher, have a similar effect on students’ achievement as those of the aforesaid variables. Professional development of a teacher is as important as sustenance for living. As body without soul is defunct, so teacher without desirable training is defunct. Knowledge for practice, knowledge of practice and knowledge in practice are the top three distinctive features of professional development. Ibid indicated that homogeneous personnel development opportunities, without follow up and application, would be failed in shifting teacher attitude.
“Richardson, (2003) provided a list of standards linked with successful professional growth, view that programs like this will ultimately: “statewide, long term with follow-up; encourage collegiality; foster agreement among participants on goals and visions; have a supportive administration; have access to adequate funds for materials, outside speakers, substitute teachers, and so on; encourage and develop agreement among participants; acknowledge participants existing beliefs and practices; and make use of outside staff developers ” (p. 402).
Late American President, Kennedy, has declared teacher as the main pillar of a society. He said, “If you ignore professional development of a teacher in fact you ignore the whole nation.” (Ibrahim, 1997)
Instructors should comprehend the theories in dealing out professional development. The National Staff Development Council (NSDC: 2007) prepared a set of 9 standards which was declared compulsory to be followed for professional development. They consist of subject knowledge and excellence in instruction, action research, teamwork, diverse learning needs, classroom environment, parental involvement, assessment and evaluation, data-driven decision making system, and instructional development.
Teaching is a skill based professional practice. New Changes and challenges happen on incessant basis in the social set up and the world around. Instructors are required to be well equipped with most recent trends and latest instructional studies (Siddique, 1990).
2.4.2 Models of Teacher Professional Development
Cascade or Generational Model: The first group of teachers is trained in a specific area of instruction to shift on to 2nd and 3rd layer of educators and continue up to four generations.
Mentor model: A model of professional development in which an experienced coworker or teacher teaches in the classroom while the new inducted teacher learn from his way of teaching. In this model the experienced teacher performs as a mentor and the new teacher imitates him.
Reflective Model: In this model, teacher reflects on his instruction and evaluates his teaching regarding what went good and what not. By this practice teachers become reflective practitioners and they reach a stage where they incorporate and convert skills to specific contexts. They eventually arrive at a position where skills are internalized and as a result let them to fashion new teaching strategies.
School Based Model: In this model Head of the school is responsible for ensuring professional growth and competence of his staff members through classroom observation, providing related literature, Research journals, study circles, Group discussion and professional association (Hopkins, 2008).
Cluster Based Professional Development Model: This works with a group of schools in a specific area served by a learning resource centre or a group of professionals. There are a number of examples in Pakistan such as GIZ, USAID/ESRA, UNICEF, DFID and such others (UNESCO, 2003).
2.4.2 Professional Development Approaches
Cochran-Smith and Lytle (2001, p.47) mention three approaches regarding professional development of the teacher which are;
Knowledge-for-practice: It believes that school-based researchers produce official knowledge and theory to employ so that to develop practices and performance.
Knowledge-in-practice: Essential knowledge for instruction is supposed as practical knowledge or understanding that is rooted in performance. It is enriched and enhanced through professional practices.
Knowledge-of-practice: knowledge is not separated into official and practical knowledge. Teachers learn for instruction when they are provided the opportunities to reflect on their instruction and use an inquiry approach in their setting to learn more about successful instruction.
2.4.3 Underlying Principles for Professional Development Programs
Corcoran (1995) has suggested the given principles for institutions and educators who plan and execute professional development programs.
· Inspire, invigorate, motivate and appreciate site-based projects (school, circles, District and instructional’ initiatives)
· Well equipped with basic knowledge for instruction
· Follow constructivist model of instruction
· Provide opportunities for learning through mentoring and readings
· Show reverence for instructors as professionals and as grown-up learners
· Offer adequate time and follow up opportunities
· Be easily approachable and wide-ranging
2.4.4 Guidelines for Professional Development Programs
Guskey (1995.a), has proposed the following guidelines for effective designing, developing and implementing professional development programs for teachers which are;
· To be aware of transformation as being both personal and an institutional process
· High thinking and simple living should be the motto of our life (Socrates)
· To work as a team and help each other for the common good
· To observe teaching and evaluate areas of improvement
· To provide process for feedback on happenings and results
· To practice incessant follow up, support and appreciation
2.4.5 Impact of Professional Development Programs on Teachers’ Beliefs, Behavior and Practice
Frank et al (1997), Professional development programs have encouraging, positive and lasting influence on teachers’ believes, behavior, performance and students learning as well. Winning professional development programs have a visible effect on teachers’ output, both inside and outside of the classroom. According to Kettle and Sellars (1996), teachers’ professional training and growth have a great impact on defining teachers’ instructional objectives and these objectives, as a result, have impact on the teachers’ behavior in the classrooms and schools.
A number of studies, conducted on the impact of professional development programs, show that the more the teachers are professionally developed the higher will be the achievement of students (National Commission on Teaching and America’s Future, 1997).
2.4.6 Modes of Professional Development
Ruskin, (2011) said that there are many modes, approaches, means and sources leading or cause to professional development but classroom observation is the best mode of professional development of the teachers in the most needed areas of pedagogy.
Classroom Observation means visiting the class of a teacher to observe different areas of instruction for the sheer purpose of improvement. Wajnryb (1992) is of the view that observation is a tool of data collection for the purpose of improving instructional performance. She adds that “being in the classroom as an observer opens up a range of experiences and processes which can become part of the raw material of a teacher professional growth” ((p.1).
Observation is not just visiting a classroom and noting points to be criticized Wajnryb (1992, p. 1) further argues that observation has a clear process which includes what should be done before observation, what should be done during observation and what should be done after observation and what should not be done at all. Observation can be conducted for different objectives: (a) a prospective teacher may observe a skilled teacher to learn how to teach; (b) a teacher educator may observe a novice teacher to provide him guidance on how to teach effectively; (c) two prospective teachers may observe each other to share each other’s instructional experiences; (d) a supervisor may go to teacher’s classroom to assess his instruction and as a result provide him feedback
Wajnryb (1992) underlines that observation skill is not an innate procedure but it may be learned. “The ability to see with acuity, to select, identify and prioritize among a myriad of co-occurring experiences is something that can be guided, practiced and learned”(p.1). There are various areas of the lesson to be observed. Observation makes the observer able to concentrate on various features of the instruction and let the observer to collect data instead of trying to make a judgment about the lesson.
Classroom observations are conducted to improve the instruction through instructional evaluation, analysis of the observed areas and providing feedback. Observation greatly helps in professional development of the teachers (OFSTED, 1998).
2.5 Historical framework of Teacher professional development in Pakistan
In Pakistan, the quality of education has been brooded-over time and again by the related authorities. To fulfill the increasing demands of teachers at different levels, the teacher education programs have experienced noteworthy quantitative extension but the efforts for bringing excellence in instruction has always been overlooked and compromised (Warwic, 1995).
A number of research studies have been conducted to evaluate instructional areas and as a result provide opportunities for professional development of the teacher in Pakistan. All of the researchers are agree that instructional performance is greatly affected by lack of professional development (World Bank, “ICR Second Punjab Credit” 2006).
The history of teacher professional development can be found since Pakistan got independence from British colonial rule as an autonomous country in 1947.During colonial period the condition of education was somewhat good but the development was by and large limited to India only. The Pakistani areas were generally backward in all respects and especially education was one of them. At the time of freedom, 85% of the population was uneducated and in the remaining areas of the country, such as Baluchistan, the literacy rate was however poorer.
Therefore, it was felt subsequently that the mission of nation building would not be realized without an educated and skilled work force. So, keeping in view this objective, a National Education Conference was called upon which suggested that primary education should be universalized within twenty years. Later on universalization of primary education remained a vital aim of all subsequent governments.
Up to now, substantial funds have been spent for providing services and a range of plans and schemes have been initiated. However, the expected improvement has not been attained, either quantitatively or qualitatively. Instead of passing more than 65 years, Pakistan is still a largely illiterate country. The fact remains that as more as one fourth of students between the ages of 5 as well as 9 do not go to school. But those students who go to school, the standard of instruction is critically inadequate.
A research conducted in 1994 for Urdu language and Mathematics of class 3rd students in Lahore based Schools. The result showed that just 33 % of students passed the tests. Later on, in 1996, the same test was administered to class 3rd students in 5 different districts in Punjab; the result showed that just 22 % passed the tests. When the same test was given to the practicing teachers, the result was not satisfactory. This study outlines the procedure from the educational conference in 1947 to the educational policy presented in 1998.
Teacher Professional Development has been reflected in number of the policy statements which are enclosed in a variety of ‘Conference’ reports, National Education Policies, Commissions, 5-Year Plans, provincial level policy pronouncements and such other nationally applicable reform documents. The documents holding content pertinent to Teacher Professional Development are highlighted here.
2.5.1 Commission and ‘Conference’ Reports
The first National Education Conference (NEC: 1947) clearly stated the need to establish Teacher Training Institutes but by no means sketched any plan in detail. National Education commission report on 1959, paid great attention to teachers’ administrative issues, but also stressed on the need to introduce a system for teacher assessments and professional development. (GoP, Matrix of previous policies, 2006).
Except the formation of other committees, the Conference also shaped a committee for primary as well as secondary education. The Committee thought it indispensable that a national system of education should be established for free and compulsory primary education. It also took other problems in consideration such as instructional medium, physical education etc, but at the most Teacher professional development was greatly emphasized.
The report of Committee was reasonably realistic and appreciable. Along with other problems, the report also thought over the problems and difficulties in front of the assignment and identified issues of teachers training, teaching materials and teaching methodologies, etc.
The report suggested that first five years were to be devoted to planning, appointment of teachers and teachers training (Proceedings of the Pakistan Educational Conference, 1947).
2.5.2 Five Year Plans
The National Plan of Educational Development (NPED: 1951-57) has stressed the need for opening new and more Teacher Training programs. According to National Plan of Educational Development, the great facing problem was that of inadequate trained teachers as more than half of the primary school teachers were untrained and the National plan must have to establish more teacher training institutions, otherwise our education will be greatly suffered (National Plan of Educational Development, 1951-1957).
The First Five Year Plan 1955-60 set a determined goal to increase the number of skilled teachers at primary level. Assessing the first Plan performance, it was declared that: “Achievements during the First Plan timeframe were in a number of ways disappointing. No noteworthy progress was noted regarding quality education. Regarding teachers’ training, it was noted that "no improvement had taken place at the primary level."
The Second Five Year Plan (1960-65) proclaimed thus:" The shoulders of education are heavy with the prime responsibility of conserving the national supremacy and shaping the nation on strong bases of unity, faith and discipline, without which no nation can touch the climax of greatness. The indispensable aims must be to produce efficient leadership, responsible citizens and trained human resource. Training and professional development cause breakthrough in all walks of life and an essential component for bringing out a state from chronic backwardness towards progress (Second Five Year Plan, 1960-65). The2nd 5-year plan accepted the fact that no progress was noted in the number of trained teachers at the primary level.
The third five-year plan (1965-70) also stressed on teacher training, instructional resources, and ecology of the schools.
The fifth Five-Year Plan (1978-83) expressed thus: “As a result of overlook of primary education, Pakistan has a high illiteracy which has been a major reason causing to economic and social backwardness." It, for that reason, declared to mark “a basic restructure of national prerequisites regarding primary education” and aimed at “an inclusive approach towards primary education, which would consist of not only the enhancement of physical facilities but also actions to decrease the drop-out rate, development in the quality of teaching and better management.” (5th 5-Year Plan: 1978-83. P.8)
In the seventh 5-year plan, teacher recruitment, appointment and training was thoroughly discussed. The plan emphasized that quality education cannot be achieved without trained teachers.
The eighth 5-year plan, (1993-98) stressed the need to raise the quality of pre-service and in-service trainings through quality based professional development programs (Bengali 1999).
2.5.3 National Education Policies
National education policies have thoroughly discussed the importance of Teacher Professional Development.
Education policy (1970) defining its central idea, it remarked: “Education and training are the two main components in developing a nation. To produce a literate and productive society, we will have to ensure a cohort of highly skilled and trained persons in different fields of life and same is the case of teacher training”(The New Education Policy, 1970 p.6.).
The National Education Policy (NEP:
