Practitioners’ Perception about Professional Learning Practices at Higher Secondary Level in Public and Private Sector

Abstract

The study analyzed practitioners’ perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students’ development, teachers’ professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners’ insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students’ development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.

Unveiling Teacher's Professional Identity- A Case Study of Teachers in Karachi, Pakistan

“…The constitutive characteristics of the concept of identity (Casta ñeda, 2011) Teachers' professional identities (TPI) involve self-reflection on past practices and personal identities, guiding their present actions with an eye on students' future. Competent teachers establish connections between students' past, present, and future actions, positively influencing their knowledge (Tabassum & Malik, 2017). A well-developed and recognized professional identity enhances teachers' effectiveness, leading to students' betterment as contributing members of society.…”

“…Findings of the study conducted in Cyprus by Karousiou et al (2019) revealed that teachers' professional identities, along with supporting structures like loyalty to the profession and access to learning opportunities and resources, influenced their identities. Tabassum and Malik (2017) conducted a local study comparing the professional identities and learning methods of college teachers in public and private sectors, with 633 participants. Findings indicated that private college teachers were more motivated for professional growth compared to their public college counterparts.…”