IMPACT OF CONTINUOUS PROFESSIONAL DEVELOPMENT ON TEACHERS’ CONTENT MATTER KNOWLEDGE, TEACHING SKILLS AND DISPOSITION: A CASE OF PUBLIC SECTOR UNIVERSITIES IN PAKISTAN

Abstract

The objective of the present research is to investigate the impact of continuous professional development on university teachers’ content matter knowledge, teaching skills, and dispositions in the public sector and recommended measures for the betterment of continuous professional development at the university level in Pakistan. The study is a descriptive and simple random sampling technique is used for data collection through a questionnaire. The 40 faculty deans, 80 chairpersons, 120 professors, 200 associate professors, 320 assistant professors, and 440 lecturers were the respondents of the study who were serving in public sector universities of Pakistan. It was found that 56% of respondents agreed that university teachers have content knowledge, pedagogical skills, and professional training. It is concluded that university teachers serving in public sector universities were used to avail opportunities for in-service training and attended different professional pieces of training. This practice has a significant impact on teachers’ content knowledge and pedagogical skills. The study is recommended that teachers must be updating their content knowledge and pedagogical skills for professional competence and expertise to compete with global challenges.