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CHAPTER 2
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According to Darling-Hammond, L., Hyler, M.E. and Gardner, M. (2017) on their research about
Effective teacher professional development. Learning Policy Institute. They emhasizes the importance of
high quality, ongoing professional development for teachers. It highlights that effective professional
development characterized by sustained duration, active alignment with curriculu and student needs.
This study was also been supported by Desimone, L.M., and Garet, M.S. (2015) in theis research Best
practices in teachers’ professional development in the United States. Psychology society and education.
Were they emphasized that the key elements of effective teacher professional development, such as
content-focused, active learning, coherence duration, and effective participation. It also emphasizes the
importance of teacher collaboration and follow-up support. In their research, it is highly evedent that
professional development needs time effort and focus inorder to achieve. It was also been emphasized
that the duration of professional developent programs has great impact inorder to be done. Timperly,
H., Wilson, A., Barrar, H and Fung, I (2007) on their research Teacher professional Learning and
Development: Best evidence synthesis emphasized that the professional development must be taken
focus not only for personal professional growth but also for enhancing ones teaching needs.
In the study of Ancho I. and Arrietta G. (2001) of Philippine Normal University states that the
Teachers’ Professional Development during pandemic leads to the innovation learning. Teacher
nowadays wanted to unlearn the old and relearn the new inorder to cope up with learners needs and
new strategies in administering instructions even after the pandemic. Teachers Professional
development during andemic open up with the new trend in teaching delivery such as online learning
and providing courses online. A study of K. Luneta (2012) emphasized the study of Arrieta ang ANch
which states that Continuous professional development is essential for upgrading and updating
teachers because the rate of social and educational change makes pre-service training an
inadequate basis for long term professional competence. The design of these continuous
professional development programmes must be informed by an effective needs analysis that
culminates from the teachers’ knowledge bases of curricula, instructional, content and
pedagogical knowledge. The knowledge bases are conceptual frameworks upon which
professional development should be based. Research shows that teachers perform better in
professional development programmes whose design they are part of.
These studies have been opposed by M. Rizvi (2015) in his analysis of traditional
authoritarian preservice teacher development approaches in Pakistan demonstrates that they
develop teachers as technicians who carbon copy the same authoritarian training model in their
classrooms. The more contemporary approaches to teacher education with leadership
development focus are mostly limited to in-service teacher education programs. The key
dilemma with in-service education is that once the teachers have received higher qualification
they tend to move out of the classrooms to assume management positions. This shows that pre
service teachers are willing to aim professional development even they are not already in the
teaching field in the Department of Education and aims to have more managerial positions in
the future. This was also emphasized by Sutherland L., Howard, SK and Markauskaite L (2010).
According to them the importance of reflection in supporting the continued professional learning
of preservice practitioners is well recognised. This study examines one aspect of the outcomes
of preservice teachers' reflection: the development of their own self-image as a teacher. In
making the transition from student to teacher, preservice teachers create their own professional
identity. Their ability to articulate this identity is examined through a new construct, a “teachers'
voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their
experiences through the processes of reflection. A teachers' voice is articulated as part of the
persons' self-image. The construct, a teachers' voice, was investigated by examining changes in
preservice teachers' contributions in an online discussion forum. Two complementary
approaches of content analysis were applied. Both methods revealed changes in preservice
teachers' levels of engagement and showed that in the first semester of preservice teacher
education, the majority of preservice teachers moved towards a more professional stance in
their contributions.
The study of Sarah McMahan, R. Garza (2017) explored about the preservice teachers’
perceptions of their pedagogical growth and development as an aspiring teacher in a structured
field experience placement prior to student teaching. Data was analyzed using qualitative
techniques and revealed three main themes. The following themes reflected preservice
teachers’ perceptions of their growth: viewing through a prescriptive lens, valuing the
collaborative experience, and fostering self-awareness. While preservice teachers valued the
collaborative experience, they expressed a superficial level of pedagogical learning and their
thinking reflected a narrow scope from a prescriptive lens. Our findings suggest a need for
teacher educators to help preservice teachers’ develop a deeper understanding of the dynamics
of teaching during their initial experiences of learning to teach in authentic settings.

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