KHYBER: Primary schoolteachers in Bara have expressed mixed reactions to their continuous professional development (CPD) training being conducted by Directorate of Professional Development (DPD) on the directives of the provincial elementary and secondary education department since 2017. The one-day monthly training session or workshop for a group of at least 30 teachers is aimed at enhancing learning of students by continuously improving teachers’ professional knowledge and skills. The education department has established 20 centres each for both male and female primary teachers for holding one day professional development training sessions on monthly basis. Officials said that teachers were imparted training through lectures, short videos and posters. Four important components of the training include self-reflection, classroom observation, professional development days and quarterly monitoring meetings. Sher Zaman, an official of education department in Bara, told Dawn that initial focus during the training was on imparting necessary knowledge to teachers about modern techniques and improving their skills. He said that trainers in their daylong professional development training conducted teachers’ evaluation, assessment, teaching methodology and knowledge in four necessary subjects of English, Urdu, mathematics and science. Teachers from different primary schools in Bara, however, showed different opinions about the training with some terming it useful while others pointing out some shortcomings in it. Khan Sher, a teacher, said that though they were thought modern and innovative techniques of teaching during the training and it was designed at international level, yet the standard was not maintained in tribal districts. He said that while most of the instructors themselves were not properly equipped with ‘modern techniques’ of teaching and they were not provided with projectors, which were necessary for visual display of certain techniques. He said that prolonged hours of power disruption too were a constant source of trouble and disturbance for both trainers and trainees. Maaraf Afridi, another teacher, insisted that the training greatly benefited both teachers and students. He said that the training was devised in accordance with the fast changing and modern teaching techniques. He said that the training brought about a qualitative change in their teaching skills. He said that it also improved learning skills of their students.