AN EXAMINATION OF THE EFFECT OF RESOURCE PERSONS' EXPERIENCES ON THE SCHOOL TEACHERS’ ATTITUDE TOWARDS THE TEACHER TRAINING PROGRAM: A QUALITATIVE ANALYSIS

Muhammad Saleem; Syed Abdul Waheed; Nadia Gilani

doi:10.46662/jass.v11i2.534

Muhammad Saleem PhD Scholar , Department of Educational Research & Assessment, University of Okara, Pakistan.
Syed Abdul Waheed Assistant Professor, Department of Educational Studies, University of Okara, Pakistan
Nadia Gilani Assistant Professor, Department of Educational Studies, University of Okara, Pakistan.

DOI: https://doi.org/10.46662/jass.v11i2.534

Keywords: Teacher Training, Teacher Trainer, Training Program, Program effectiveness, PEELI

Abstract

The primary intent of the current qualitative study was to examine the perceptions, attitudes, and lived experiences of resource persons (expert trainers) and primary school teachers (PSTs) as trainees regarding the resource persons' delivery of training to PSTs through in-service teachers' training program, Punjab Education and English Language Initiative (PEELI). The research questions of the study were addressed through the collection of data from 10 semi-structured one-on-one interviews with resource persons/master trainers and four focus group discussions (FGDs) with 20 primary school teachers who participated in the PEELI training sessions as trainees. Each focus group consisted of 5 participants (PSTS). The study was conducted in public-sector primary schools of District Okara, utilizing a phenomenological research approach and a constructivist paradigm. Thematic Analysis (TA) was employed to analyze the interview and focus group data. The emergent themes encompass the recruitment process of Resource Persons/Expert Trainers, Training of Resource Persons by worldwide Training Consultants, and Delivery of PSTs training sessions by Resource Persons. The themes of the study imply that the PEELI has improved their pedagogical and communicational skills by familiarizing them with activity-based, learner-centered, and active-friendly classroom environments by adopting English as a medium of instruction and enhancing PSTs' confidence.