Abstract
Professional development refers to skills and knowledge attained for personal development in career advancement. In
Pakistan the professional training for a university teacher is not the prerequisite. There was no systematic mechanism for inservice training of university teachers as well. In the recent past, HEC established Learning Innovation Division (LID) as a
hub for in-service faculty professional development. LID is imparting training to university teachers through short and long
duration courses. Researchers felt the need to investigate the effect of training on the mindset and knowledge of the teachers.
The present study was an effort to find out the effectiveness of training on the knowledge and skills of university teachers.
The study was evaluative in nature; quantitative approach was used to achieve the objectives. Twenty eight participants of
FPDP-14 were the sample of the study. The written test developed by the LID, HEC was used as tool of the research for data
collection. It was used both as pre and post assessment of the participants. Marking rubric was developed by the researchers
and the scoring was performed by two educationists. The average score of the two raters for both pre and post assessment
was used to justify the difference in the knowledge level of the participants before and after the training of professional
development. Paired sample t-test was employed. It highlighted that the scores on post assessment were two standard
deviations higher than the pre assessment. Therefore, it may be concluded that the difference in the knowledge may be due to
the professional training of the participants.
Adnan Saleem, Rehana Masrur, Muhammad Tanveer Afzal. (2014) Effect of Professional Development on Enhancing the Knowledge Level of University Teachers in Pakistan, Journal of Research and Reflections in Education, Volume 8, Issue 2.
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