Abstract
Punjab Education and English Language Initiative (PEELI) aims to develop Punjab school teachers professionally, according to world standards and teaching frameworks to improve teaching/ learning in the Punjab education department. This study investigates how this process of teacher training has affected the trained teachers’ classroom practices in comparison with the untrained teachers. For this purpose, 64 English teachers and their 296 students were selected from different districts. Data collection was done through questionnaires. The respondents were divided into two categories: one group was Trained Teachers and their students while the other group was Untrained Teachers and their students. At the end of this experiment, an improved classroom management, an improved student management, an improved teaching/learning quality, improved linguistic competence, and better results were recorded among those students who were taught by Trained Teachers as compared to Untrained Teachers. Therefore, the results suggest that teachers must be trained for better teaching and also for the better academic achievement of the students.
Muhammad Khan Sangi, Saima Tufail Lone, Fareeda Yasmeen Panhwar. (2018) Measuring PEELI’sImpact on the English Classroom Teaching Practices in Punjab Schools, The ELF Annual Research Journal, Volume 20, Issue 1.
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