Smart learning Institute of Beijing Normal University, Beijing, PR China.
Eval Program Plann. 2024 Oct;106:102467. doi: 10.1016/j.evalprogplan.2024.102467. Epub 2024 Jul 14.
Professional Development (PD) programs in Pakistan typically follow a standardized approach, often overlooking the diverse strengths and weaknesses of various teacher groups, which may not adequately address their specific needs. This study aims to evaluate teacher competencies among different groups from the perspective of school principals in Pakistan's public schools, with the goal of enhancing the effectiveness of PD programs. Initially, the study identifies three key themes of 21st-century teacher competencies through an extensive review of recent literature. An interview guide, based on these competencies, was used to gather data from seven public school principals via structured interviews. The data were analyzed using a deductive content analysis approach, with MAXQDA software employed for theme coding. The findings revealed notable differences in teacher competencies from the principals' perspectives. Female and younger teachers exhibited more competencies compared to their male and senior counterparts. These insights provide crucial information for planning and customizing Teacher Professional Development (TPD) programs, emphasizing an objective evaluation of teachers rather than self-assessment. Tailored PD programs based on these findings can more effectively enhance teachers' professional growth and competence."
巴基斯坦的专业发展 (PD) 项目通常采用标准化方法，往往忽略了不同教师群体的多样化优势和劣势，这可能无法充分满足他们的特定需求。本研究旨在从巴基斯坦公立学校校长的角度评估不同群体的教师能力，以提高 PD 项目的效果。首先，通过对近期文献的广泛回顾，确定了 21 世纪教师能力的三个关键主题。然后，基于这些能力，使用访谈指南从七位公立学校校长那里通过结构化访谈收集数据。使用 MAXQDA 软件对数据进行了演绎内容分析，对主题进行编码。研究结果表明，从校长的角度来看，教师能力存在显著差异。女教师和年轻教师比男教师和年长教师表现出更多的能力。这些发现为规划和定制教师专业发展 (TPD) 计划提供了重要信息，强调对教师进行客观评估，而不是自我评估。基于这些发现定制的 PD 计划可以更有效地促进教师的专业成长和能力。
