Professional Development of Teachers
- October 24, 2019
- Posted by: RSIS
- Categories: IJRSI, Social Science
International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue X, October 2019 | ISSN 2321–2705
Professional Development of Teachers
Saman Karim (CPE)
Aga Khan University, Institute for Educational Development, Karachi, Pakistan
I. INTRODUCTION
Professional development refers to the development of a person in his or her professional role. Educator advancement is the expert development an instructor accomplishes because of increasing expanded involvement and inspecting his or her educating method (Glatthorn, 1995, P. 41). The conception of professional development is therefore, broader than career development, which is defined as “The growth that occurs as the teacher moves through the professional career cycle” (Glatthorn, 1995, P. 41). Today, societies as engaging in building serious educational reforms and one of the key element o these reforms is the professional development of teachers. Societies are finally acknowledging that teachers are not only one of the variables that need to be changed in order to improve their education system, but they are also the most important change agents in these reforms.
In my view and as this paper reinforces great training strategies have critical positive effect on how and what students learn. Learning how to teach and working to become excellent teacher, is a long – term process that requires not only the development of very practical and complex skills under the guidance and supervision experts.
II. BACKGROUND
Standard of education is essential in any country and Teacher development plays a significant role in standardizing it. In Pakistan, It is estimated that around (300) training centers and institutions are set up by the government and along with the government institutions there are also private teacher training centers. These centers train teachers and equip them with some pedagogical skills and provide them professional certificates. Research shows that, these short term programs trains almost 40,000/- teachers every year (Aly, 2007). Then again, the reports of National Educational Policy 1998-2010 recommend that these projects endure quality thought and don’t meet standard instruction. An assortment of these projects rushed to prepare instructors need to center substance and instructional method of training (Government of Pakistan, 1998).
