Using action research to explore the role of the international academic consultant: drawing on participants' perceptions in a teacher development project in Pakistan. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: Hargreaves, Eleanore
• Is Part Of: Teacher development. Volume 22:Issue 1(2018)
• Page Start: 1
• Page End: 15
• Publication Date: 2018-01-01
• Subjects: Teachers' professional development -- action research -- international consultancy; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2017.1298534
• Languages: English
• ISSNs: 1366-4530

Abstract

Abstract: This paper problematises the involvement of the UK academic consultant in professional development projects among teachers in a developing, low-income nation. The context for this exploration was a four-year project in Pakistan in which I gave input as a UK consultant. My over-arching research question was: What was the value of my work as international academic consultant in providing professional development for teaching and learning in Pakistan? I gained insights into the issue through asking participants their perceptions, reflecting on these, acting on insights and then asking more questions in a continuous cycle of action and reflection. Participants in this case were head teachers and senior teachers from a range of private schools in Pakistan, including some of the wealthiest school chains. My findings were that participants did value the presence of the international consultant because they believed s/he had access to more valuable knowledge than local experts in many respects. However, participants valued the chance for activities and dialogue among their professional compatriots most of all.