Adapting Teacher Training to Local Contexts: A Study of Professional Development implementation in Punjab

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Abstract

To improve student learning in public sector schools and adapt to the conditions of COVID-19, Punjab, Pakistan adopted a series of online PD trainings in 2020. A mentor program was developed to support teacher learning and monitor teaching practices against a Teach-informed framework. This paper explores contextual relevance and training challenges faced by local educational practitioners in training implementation and understanding, using and data from interviews with teachers, school leaders, and training mentors in three districts in Punjab. Initial findings demonstrate that training was often misaligned with on-the-ground realities, with significant issues in language of the training and content adaptability and applicability. However, findings suggest that teachers benefit when training is contextualized.

Authors

• Sana E. Zahra, Lahore University of Management Sciences

• Farah Nadeem, Lahore University of Management Sciences

• Jessica C. Albrent, Lahore University of Management Sciences

• Yassal Arif, Lahore University of Management Sciences