TRANSFORMATIVE PROFESSIONAL DEVELOPMENT: ANALYZING THE MULTIFACETED IMPACT OF ELTRP-HEC ON ENGLISH TEACHERS’ SKILLS AND PRACTICES
Keywords:
Transformative Professional Development, ELTRP-HEC, Instructional StrategiesAbstract
Despite increasing recognition of teacher professional development as a driver of educational quality, limited research examines the long-term, multifaceted impact of the English Language Teaching Reforms Project of the Higher Education Commission (ELTRP-HEC) on English teachers in Pakistan’s public sector universities. This study aimed to evaluate ELTRP-HEC’s influence on teachers’ research competencies, pedagogical practices, and professional capacity-building. A qualitative design was employed, involving purposively selected participants who had engaged in ELTRP-HEC activities. Data were gathered through semi-structured interviews and analyzed thematically. The study holds significance as it provides evidence of transformative professional development in a developing country context, offering insights for policymakers and program designers. Findings revealed notable improvements in research skills, adoption of student-centered and active learning strategies, enhanced classroom management, and increased use of technology. Capacity-building was strengthened through specialized training, access to resources, mentorship, and leadership opportunities. The study concludes that ELTRP-HEC has fostered sustainable pedagogical change, professional growth, and institutional improvement, reinforcing the value of transformative approaches in teacher development.
Downloads
References
Bashiruddin, A. (2013). Learning English and learning to teach English: The case of two teachers of English in Pakistan. Journal of Education and Educational Development, 1(1), 32–46. https://doi.org/10.22555/joeed.v1i1.17
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Hord, S. M., & Tobia, E. F. (2015). Reclaiming our teaching profession: The power of educators learning in community. Teachers College Press.
Kagaba Amina, G. Creating Effective Professional Development Programs for Educators.
King, K. P. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29(2), 155–174. https://doi.org/10.1023/B:IHIE.0000015105.56094.3f
Lee, S. Y. (2024). Developing teacher agency for professional learning and development through an enquiry-based learning approach involving action research (Doctoral dissertation, University of London, University College London (United Kingdom)).
Mahboob, A. (2017). English in multilingual Pakistan. World Englishes, 36(3), 564–581. https://doi.org/10.1111/weng.12271
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Sammel, A., Weir, K., & Klopper, C. (2014). The pedagogical implications of implementing new technologies to enhance student engagement and learning outcomes. Creative Education, 5(2), 104-113.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yasmin Anjum, Dr Malik Mujeeb Ur Rahman (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
