Title

Follow-up support for graduates of AKU-IED's Visiting Teachers Program in their school contexts

Date of Award

8-1-2003

Document Type

Dissertation

Degree Name

Master of Education (M. Ed.)

Department

Institute for Educational Development, Karachi

Abstract

Without consistent follow-up support in school contexts teachers learning from the training program can be a piecemeal experience for teachers who may find it difficult to apply their learning in their classrooms. Continuous school improvement begins when school based follow-up support is available for teachers with the training program, such as peer coaching, mentoring, self reflection, time and resources, professional autonomy to make decision in their classrooms and so on. Follow-up visits from teacher educators also support the effective implementation of the strategies presented in the training program. This study was conducted to understand stakeholders' perceptions of follow-up support. The study explored the kinds of follow-up support available for graduates of the VT program at AKU-IED in the two sample school contexts. Further more it discusses the effectiveness of the available formal follow-up strategies for the Visiting Teachers (VTs) to implement their learning from the training program. The data was gathered from VTs, principals, vice principals and one of the directors through interviews and informal conversations. Observations were also undertaken of VTs classrooms teaching and their interactions with other staff members. For this study I used case study approach within qualitative paradigm. The study reports that VTs are considered as experts in their school contexts because they have given the responsibility of peer coaching and mentoring to the other teachers, which results in extra workload and time constraints for VTs to implement their learning from the program. Workload and time constraints move away teachers from reflecting on their practice. The study reveals that, supportive and collaborative school culture is crucial with the formal structures of follow-up support. This can be done with the administrations providing time for and encouraging collegial interaction, sharing of knowledge and skills and learning together through giving feedback to each other. Time availability and collaborative environment encourage VT teachers to implement their learning even in the absence of any follow-up support for this purpose.

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