Document Type

Conference Paper

Publication (Name of Journal)

Quality in education: Teaching and leadership in challenging times


Professional Development Centre, Karachi


In this paper, the author argues for the professional development of teachers to be based upon systematic action research undertaken as a collegial activity within the culture of the school. Three case studies of action research, one each from South Asia, East Africa and Central Asia, in which Professional Development Teachers (PDTs) (MEd graduates of AKU-IED) worked with teachers to improve teaching and learning in the classroom, are presented to illustrate the possibilities and challenges of using action research for teacher professional development. The author further argues that while action research for teacher professional development addresses the challenges of other forms of teacher professional development, for increased benefits partnerships with universities wishing to support schools in doing action research should be developed and schools must be better resourced and supported over longer periods of time.