Bridging the Gap Between Teacher Professional Development and Classroom Practice: An Equity-Driven, Collaborative Approach

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 06: In-Service Teacher Professional Development Virtual Poster Session

Abstract

This ongoing research addresses the persistent gap between teacher professional development (PD) and classroom practice, especially in socioeconomically diverse education systems. Drawing on doctoral research in Pakistan, the discussion is framed by Critical Constructivism as the core theory, Communities of Practice (CoP) as the process framework, and Evidence-Based Teaching (EBT) with Visible Teaching and Learning as pedagogical anchors. The study responds to the ecosystem of challenges—systemic, contextual, and classroom-level—that hinder equitable adoption of effective instructional strategies.
Using a Participatory Action Research (PAR) methodology, the intervention brought together teachers from low-income government schools and elite private schools in structured CoP sessions. These sessions involved adapting EBT strategies for, implementing them in classrooms, and engaging in cycles of reflection and peer feedback.

Author

• Salima Dhanani, Florida International University