ABSTRACT

The latest trends in Professional Development (PD) support grounding teacher development activities in the school context. This shift carries remarkable implications for school leadership through the realization that school leaders have a major role to play in PD of teachers. On this basis, action research was undertaken in a higher secondary school in Northern Sindh so as to introduce and sustain school-based PD activities. The research lasted eight months. The school leader, as a researcher, initially played a major role in organizing PD sessions, gradually involving teachers in planning and facilitating such sessions, and finally shifting the overall responsibility to the teachers. The outcomes of this research project suggest that, although challenging, it is possible to initiate and sustain school-based PD activities even in this remote region. The paper discusses several interesting contextual and cultural insights determining the viability of school-based PD activities in this particular region which carry significant implications for school leaders, PD providers, change agents and policy makers.

摘要

专业发展 (PD) 的最新趋势支持在学校环境中开展基础教师发展活动。通过认识到学校领导在教师 PD 中可以发挥重要作用，这一转变对学校领导具有显着影响。在此基础上，在北信德省的一所高中开展了行动研究，以引入和维持校本 PD 活动。研究持续了八个月。学校领导作为研究人员，最初在组织 PD 会议中发挥主要作用，逐渐让教师参与规划和促进此类会议，最后将总体责任转移给教师。该研究项目的结果表明，尽管具有挑战性，即使在这个偏远地区，也有可能发起和维持以学校为基础的 PD 活动。本文讨论了几个有趣的背景和文化见解，这些见解决定了该特定地区基于学校的 PD 活动的可行性，这些活动对学校领导、PD 提供者、变革推动者和政策制定者具有重要意义。