The impact of IED's visiting teacher programme case study of a co-operating school in transition

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


This investigation is a case study focusing on the ‘impact' of the Institute for Educational Development (IED)'s Visiting Teacher (VT) Programme on one of IED's co-operating schools, by examining the professional educational development of selected teachers engaged in activities at different levels of the same system. The study examines literature on various attempts made in the field of professional development of teachers in United States of America (USA) and United Kingdom (UK) and educational change as a result of these efforts. It initially looks at concerns and anxieties VTs faced before the commencement of the VT Programme, and after re-entry to their school. It also examines VTs' expectations and needs from the Programme, their perceptions of teaching before the VT Programme and changes leading to the professional development of teachers, and significant learning that occurred on the VT Programme. Challenges or constraints faced by the VTs in implementation of new practice, initiatives taken by VTs and support from administration (management and heads) are also presented. Major findings of the study indicate that the vision and the mission statement talked about so passionately by the management and head was not manifested among a majority of the teachers. Secondly, professional development as strongly supported and promoted by the management, was not shared or discussed with the community of teachers. Thirdly, lack of opportunities provided by some heads for VTs to implement their learning into practice in the classroom inhibited VTs efforts to modify, or learn from their mistakes. Fourthly, workshops did not appear to serve the purpose of disseminating knowledge and sustained learning for a majority of teachers given the limited time for monitoring and follow-up by heads and VTs. Reflective practice was observable in only 60% of the VTs, as compared to earlier evidence of journal writing on the programme which was 80%. Significant learning in areas such as unit planning, co-operative learning, activity-based learning were observed. The general findings reveal that the majority of teachers made a major shift in their beliefs and perceptions of teaching and learning, from a move away from more traditional modes of teaching to more innovative approaches to teaching. Finally, certain limitations and implications of the study are presented together with some recommendations for future professional teacher education.

This document is available in the relevant AKU library