Restructuring Teacher Training through ‘Active TNA’: The City School Experience

By Amina A. Chughtai, Kashif Suhail Malik and Primrose Mathew.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Teacher training has attracted increasing attention of educationists in recent years in Pakistan. Faced with rising demand for better education in this technologically challenged age, schools have realized the significance of effective training and follow up for the reformation required in this field. The challenges this notion pose require schools to locate training needs at grass root level rather a preset frame of work for teachers to receive. As Sheal (1994) states “Before we start training people we need to identify as accurately as possible what their needs are.” There has been a great debate over the time, type, tools and approaches to TNA.The City School-Department of Professional Development (TCS-DPD) initiated a study to measure direct classroom impact of various training activities. Report shows a quantifiable training fizzle out. In-depth analysis explored that most training is based on TNAs that did not reflect actual needs of teachers and schools. Mostly, this is because of the variety of socio-cultural contexts in which our schools operate and partially because of ‘the training gap’ (Stout 1994). It gave way to a better needs assessment-Active TNA more befitting to our local needs. Active TNA is an integrated school wide approach conducted on regular basis for a set period of time with simultaneous action learning approach as indicated by Morris (Prior,1994). It has been practiced for the last two years in two phases at 9 TCS Branches in 7 cities, 273 teachers and 25 school management personnel. Findings show ‘Active TNA’ as a better and comparatively effective way of identifying training needs of schools. This paper also suggests a more sophisticated and realistic approach to deal with common bottlenecks for the implementation of training programmes.

Keywords: Teacher Training, Training Needs Assessment, Active TNA, The City School

The International Journal of Learning, Volume 15, Issue 12, pp.199-210. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.741MB).

Amina A. Chughtai

Manager Training Programmes, Department of Professional Development, Lahore, Pakistan

Ms. Chughtai is presently working in the field of education as Manager Training Programmes and Master Trainer/Mentor. She is actively involved in course design, plan formulation and implementation, evaluation and review of training programmes for quality assurance. She presents regularly at national and international conferences and workshops. Her experience in training teachers across the national borders has not only gathered her good name as a prominent trainer and mentor but also rich knowledge of learner psyche, learner autonomy, classroom mechanisms and school culture. Her experience as a linguist and educational planner has opened new vistas of knowledge for her as a professional and developed a deep rooted sense of commitment and excellence to achieve high standards. She wishes to pursue this career as it gives her a gratifying experience of on-spot evaluation of herself as a trainer and a chance to contribute to the society for a better cause.

Kashif Suhail Malik

Dy. Manager Research&Developemnt, Ex Officio Master Trainer, Department of Professional Development, Lahore, Pakistan

Mr. Kashif S. Malik is an educational coach, mentor and consultant. Presently working as Deputy Manager Research & Development as well as Ex Officio Master Trainer at the Department of Professional Development, City Schools Pvt Ltd. He has introduced a number of innovative methods and approaches in teacher training. Widely traveled, he is a certified trainer for Governments of Punjab and Sindh. He has conducted extensive trainings, delivered talks and workshops in most prestigious institutions throughout Pakistan. He regularly delivers lectures at Government College University. He is a tutor on Leadership and Management Programme with special expertise on educational theory. His in-depth knowledge and command on educational taxonomies has earned him great respect. A life long member of British Council Learners Club, Kashif is also a regular and very popular presenter at educational conferences. He is also a consultant and visiting trainer for House for Professional Development (HPD).

Primrose Mathew

Executive Director, Academics, Lahore, Pakistan

A renowned educationist with 29 years of experience in teaching and educational management, she is presently working as Executive Director (Academics) at Pakistan’s one of the leading educational institutions, City Schools Pvt Ltd. From the institutionalization of academic practices to the administrative issues in schools her contributions are invaluable. She conceded on an M.Sc. research thesis on “Self Managing Schools” from University of Strathclyde, UK that changed the whole concept of school management from a traditional centralized management to a more progressive approach. She has given a new meaning to school management and improvement paradigm through her more affable style of leadership. Having worked at the key positions and enriched with the varied experience of educational planning and policy making, she has been instrumental in bringing about revolutionary changes in the professional development activities not only in The City School but also across Pakistan.


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