Curriculum and Instruction

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A professional development program with built-in follow up support mechanism was offered during years 2004-06 in selected districts of Pakistan. The training reportedly had sustained impact on teachers’ attitude toward teaching. This paper investigates the role of follow up support as an element of sustainable teacher development, and the part of teachers’ learning they could have implemented over the period after the end of project. Data was collected through classroom observations, interviews with these teachers and the head teachers of these schools, and analysis of lesson plans and reflective journals maintained by the teachers. Findings affirm that the follow up support enabled the teachers for sustainable implementation of their learning. Follow-up support became more effective with other elements like collegial support, head teacher’s encouragement and favourable school culture. It helped teachers to sustain their changed role after professional development.

Journal Title

Sindh University Journal of Education