This qualitative, ethnographic case study explores the professional development opportunities for teachers of adults in Pakistan in order to understand how these are currently experienced and what changes can be made to make them more effective. / This study took place mainly in Lahore, Pakistan. The study engaged six practitioners from different colleges, universities and government education departments: three teachers of adults, two professional development providers, and a professional development designer. Their perspectives were gathered in their indigenous languages - Urdu and Punjabi - using semi-structured interviews. The data collected was analysed using a Miles and Huberman (1994) style matrix which revealed five themes: unhappiness, school-based provision, social learning as the pedagogy, personalised generic teaching skill formation, and evaluation. These themes were explored to produce results which were used to generate a model of effective professional development. The results of this study indicated that teachers of adults, in Pakistan, wanting for change in their professional development practices, believe in school-based provision of professional development with social and reflective learning as the pedagogy. / Accordingly, this study contributes to the understanding of teachers of adults’ professional development needs, the types of professional support that they need, and how these should function within their own workplaces in Pakistan.
| Identifer | oai:union.ndltd.org:ADTP/245047 |
| Date | January 2009 |
| Creators | Chaudary, Imran Anjum |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Restricted Access: Abstract and Citation Only Available |
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