The proposed study investigates how teaching quality is shaped by teacher ‘learning’ (also known as teacher education). Instead of treating ‘teaching quality’ as just good instruction, the project includes non-teaching aspects of a teacher’s professional practice that help teach better, like classroom management or student socio-emotional support. The study shall help address a significant gap in the Global South literature on teacher education through a primary research perspective from Pakistan. Morever, insights about the perceived and performed effectiveness of teacher ‘trainings’ in KP will add to what is still a small body of knowledge about how well teacher education reforms are helping cover KP’s share in Pakistan’s learning crisis.
