A Critical Evaluation of Existing Teacher Professional Development Models and their Impact on Classroom Practices and Student Outcomes in Punjab

Abstract

Teacher professional development (TPD), encompassing Continuous Professional Development (CPD) and various in-service training schemes, is a cornerstone of efforts to enhance educational quality in Punjab, India. This paper critically evaluates the effectiveness of these existing TPD models in the state, examining their actual impact on teachers' classroom practices and, ultimately, on student learning outcomes. Drawing upon available research and reports from Punjab and similar contexts, it scrutinizes the design, implementation, and perceived efficacy of these programs. The paper identifies key challenges such as inconsistent quality, lack of contextual relevance, insufficient follow-up support, and inadequate evaluation mechanisms that limit their transformative potential. It argues that while TPD is widely acknowledged as vital, its current execution in Punjab often falls short of translating into sustainable improvements in pedagogy and tangible gains in student achievement. Recommendations for reforming TPD in Punjab, focusing on demand-driven approaches, sustained mentorship, and robust impact assessment, are presented to foster a more effective and responsive system.