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Full-Text Articles in Education
Thinking Global, Acting Local, Ali Gohar Qazi
Thinking Global, Acting Local, Ali Gohar Qazi
Institute for Educational Development, Karachi
Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.
Portfolio: A Professional Development And Learning Tool For Teachers, Babar Khan, Salima Begum
Portfolio: A Professional Development And Learning Tool For Teachers, Babar Khan, Salima Begum
Professional Development Centre, Gilgit
Professional development of teachers is considered a source to enhance teachers’ content knowledge and pedagogical knowledge. To meet this purpose teacher education institutions use a variety of ways for teachers’ development programs. Mostly these ways and strategies are used in short and long programs where teachers are provided opportunities to learn knowledge and skills outside classroom and schools. The purpose of these courses is to enhance the teachers’ capacity and improve students’ learning outcomes. However, most of these learning and strategies are limited to the training centers and teachers face challenges while implementing the learning in their respective schools. Teachers …
Exploring Current Practices Of Supervisors In Government Primary Schools In Karachi, Pakistan, Nilofar Vazir, Noor Hussain
Exploring Current Practices Of Supervisors In Government Primary Schools In Karachi, Pakistan, Nilofar Vazir, Noor Hussain
Institute for Educational Development, Karachi
This paper explores the current practices of supervisors in Government Primary Schools in Karachi, Pakistan. Research participants included two supervisors, two head teachers and four primary school teachers. Data was collected through semi-structured interviews, informal discussions, documents analysis. Findings suggest that since, the supervisors are not provided with the TORs by Education department their practices are influenced by the way they are appointed and the ways they learn about their roles and responsibilities in the schools. Since supervisory practices are mostly hanging between supervision and monitoring, these neither fulfill the criteria of Supervision nor of Monitoring and Evaluation. Their routine …