Teacher Professional Development in Pakistan: A Review of Its Impact on Curriculum Implementation and Student Outcomes
DOI:
https://doi.org/10.62497/irjed.167Keywords:
teacher professional development, CPD, Pakistan, curriculum implementation, student outcomes, education reform, instructional quality, educational equityAbstract
This review synthesizes current research on Teacher Professional Development (TPD) in Pakistan, examining its influence on curriculum implementation and student learning outcomes. Drawing from national and international studies, it identifies key features of effective TPD, evaluates the landscape of TPD initiatives in Pakistan, and critically analyzes their successes and limitations. The review also highlights systemic challenges, regional disparities, and policy gaps, offering insights for designing context-responsive and sustainable TPD strategies. The article concludes by outlining future research needs and recommending policy reforms aimed at strengthening TPD’s role in improving educational quality in Pakistan.
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