Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722341
Title: Curriculum change and professional development of secondary school English teachers in Punjab (Pakistan) : challenges and opportunities
Author: Butt, Muqaddas
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Restricted access.
Access from Institution:
Abstract:
This study investigated two important and strongly associated educational components i.e. curriculum change and the professional development of teachers. The context of this research is the province of Punjab in the period following the implementation of the most recent change to the secondary school National Curriculum for English (CC2006). The major research question posed was, ‘what are secondary school English teachers’ perceptions of CC2006 and professional development opportunities available to them to facilitate the implementation of CC2006?’ The study adopted a mixed method approach. Data was collected by questionnaire to teachers; interviews with local education authority officials and provincial curriculum and professional development bodies; lesson observations and post observation interviews. The research explored perceptions of the challenges and difficulties teachers faced to implement CC2006; the impact of professional development on teaching and learning; and differences in teachers’ perceptions according to their personal and professional determinants. To provide a richer illustration of the variables under investigation, case studies of four schools were produced. The findings revealed that teachers or head teachers were seldom consulted during the planning or design phase of CC2006. Teachers were offered only one ‘centralized’ workshop and no formal support was available at district or school level to prepare them to implement curriculum change. However their general perceptions about CC2006 were positive. The challenges and difficulties teachers experienced in implementing CC2006 related to students; resources; administration; curriculum; and teachers’ personal factors. The findings lead to recommendations that the Provincial Government should develop support mechanisms and professional development activities for teachers to ensure the successful implementation of CC2006. In addition, the providers of professional development could enhance and tailor their TPD activities to include monitoring and follow up support systems to ensure the successful implementation of CC2006.
Supervisor: Not available Sponsor: University of Education Lahore (Pakistan)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.722341  DOI: Not available
Share: