Design and Implementation of Personalized Teacher Professional Development: A Case of an NGO-Based School System in Pakistan
Aisha Naz AnsariPurpose
Quality education remains a priority in Pakistan, with teacher competence central to addressing learning gaps. While pre-service teacher training is systematic, in-service professional development is often less standardized and short-term. Alongside the public and private sectors, NGO-based schools are an emerging system that has introduced research-informed practices, yet teacher training still lacks rigor and specificity. This paper explores the development and implementation of personalized teacher professional development using emerging technologies within an NGO-based school system in Pakistan.
Design/Approach/Method
The model incorporated audio-visual learning modules and school-based audio-visual (AV) studios to support teacher learning. Using a qualitative case study, data were collected through semi-structured interviews with program developers and implementers and were analyzed thematically to understand the design, delivery, and perceived effectiveness of the approach.
Findings
Findings reveal that by leveraging information and communication technology (ICT) tools, the system fostered self-directed learning among teachers, enabling them to strengthen subject knowledge and instructional skills at their own pace. The integration of technology also encouraged sustained engagement and reduced reliance on centralized training schedules.
Originality/Value
The study demonstrates that decentralized, technology-supported professional development offers a scalable and replicable framework for improving in-service teacher training in resource-constrained contexts, with broader implications for strengthening education systems in developing countries.