Abstract
Purpose: This paper examines tensions between deficit-oriented and developmental models of teacher professional learning in the UK, India, and Pakistan. It investigates how national policies and school practices sustain or challenge deficit models and identifies ways to enable a shift toward agency-driven, developmental approaches in varied sociopolitical contexts.
Background: Since 2010, global trends in performativity and standardisation have promoted deficit models that position teachers as lacking, marginalising their professional agency (Ball, 2003; Salo et al., 2024). In contrast, developmental models emphasise agency, collaboration, reflection, and contextual relevance, supporting sustainable improvement (Darling-Hammond et al., 2017; Opfer & Pedder, 2011). Despite policy rhetoric, implementation remains fragmented, with deficit paradigms prevailing across all three countries (Khan et al., 2016; Ahmed et al., 2022).
Methods: The study synthesises national policy documents, empirical research, and theory (2010–2025), focusing on teacher learning, agency, and performativity. Analysis was informed by policy enactment theory and international frameworks on teacher agency (Ball et al., 2012; Priestley et al., 2015).
Findings: Deficit models persist due to accountability pressures and bureaucratic inertia, limiting teacher autonomy. Developmental models gain traction where leadership supports context-responsive, teacher-led learning. In India and Pakistan, system fragmentation and limited resources further hinder developmental progress.
Conclusion: Shifting toward developmental models requires coherent policy, leadership commitment, and systemic support for teacher agency. While some positive shifts are visible, entrenched performative cultures remain a barrier. Future efforts must be context-sensitive, research-informed, and empower teachers as active agents of change.
Background: Since 2010, global trends in performativity and standardisation have promoted deficit models that position teachers as lacking, marginalising their professional agency (Ball, 2003; Salo et al., 2024). In contrast, developmental models emphasise agency, collaboration, reflection, and contextual relevance, supporting sustainable improvement (Darling-Hammond et al., 2017; Opfer & Pedder, 2011). Despite policy rhetoric, implementation remains fragmented, with deficit paradigms prevailing across all three countries (Khan et al., 2016; Ahmed et al., 2022).
Methods: The study synthesises national policy documents, empirical research, and theory (2010–2025), focusing on teacher learning, agency, and performativity. Analysis was informed by policy enactment theory and international frameworks on teacher agency (Ball et al., 2012; Priestley et al., 2015).
Findings: Deficit models persist due to accountability pressures and bureaucratic inertia, limiting teacher autonomy. Developmental models gain traction where leadership supports context-responsive, teacher-led learning. In India and Pakistan, system fragmentation and limited resources further hinder developmental progress.
Conclusion: Shifting toward developmental models requires coherent policy, leadership commitment, and systemic support for teacher agency. While some positive shifts are visible, entrenched performative cultures remain a barrier. Future efforts must be context-sensitive, research-informed, and empower teachers as active agents of change.
| Original language | English |
|---|---|
| Publication status | Published - 10 Oct 2025 |
| Event | International Professional Development Association England Conference 2025: Reclaiming Professional learning - the Ball is in our Court... - University of Wolverhampton, Wolverhampton, United Kingdom Duration: 10 Oct 2025 → 11 Oct 2025 https://ipda.org.uk/ipda-england-conference/ |
Conference
| Conference | International Professional Development Association England Conference 2025 |
|---|---|
| Abbreviated title | IPDA England 2025 |
| Country/Territory | United Kingdom |
| City | Wolverhampton |
| Period | 10/10/25 → 11/10/25 |
| Internet address |
Keywords
- teacher professional learning
- deficit model
- developmental model
- teacher agency
- policy-practice tensions
