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A mixed-methods design was used with 2044 teachers for the quantitative population, sampling 137 through a classroom observation rating scale, and interviewing 17 district teacher educators (DTEs) from 96. Results show infrequent practice across key teaching domains and rarely performed tasks like AV aids, student assessment, and homework, while DTEs report obstacles including lack of teacher interest, multi-grade teaching, and overcrowded classrooms.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-practices-of-mentees-and-mentoring-challenges-in-the-execution-of-continuous-professional-development-framework/595805/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-practices-of-mentees-and-mentoring-challenges-in-the-execution-of-continuous-professional-development-framework/595805.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose regarding classroom practices and mentoring?","Question",{"text":112,"@type":113},"To evaluate primary school teachers’ classroom practices under the CPD framework and to examine how mentoring influences these practices, while also exploring the challenges mentors experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for quantitative and qualitative parts?",{"text":117,"@type":113},"Quantitative data came from 137 primary school teachers using a self-developed classroom observation rating scale. 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The study was also aimed to explore the challenges faced by mentors (District Teacher Educators - DTEs) working under the same framework. The mixed methods approach was adopted to conduct the study. The population for the quantitative part comprises of 2044 PSTs and data were collected from the sample of 137 PSTs through a self-developed classroom observation rating scale to evaluate classroom practices. The population for the qualitative part comprises of 96 DTEs and data was generated from 17 DTEs through semi-structured interview protocol to explore the challenges faced by them during mentoring. Mean and the standard deviation were used to analyze the quantitative data, whereas qualitative data were analyzed through content analysis. The major findings from quantitative data point out that out of a total of seven aspects of PSTs’ classroom practices, there is not a single aspect that falls under the categories of ‘most frequent practice’ and ‘frequent practice’. Four themes including planning skills, teaching skills, communication skills, and classroom management are being practised infrequently; and other three themes including the use of AV aids, assessment of student, and homework are being practised rarely by the PSTs. The main findings from the qualitative data highlight that DTEs are facing many challenges such as lack of teachers’interest, multi-grade teaching, and overcrowded classrooms.  \nKeywords: CPD framework, classroom practices, mentoring, DTEs challenges.  \n* PhD Scholar, University of Education, Division of Education, Township Campus, Lahore.  \nEmail: [farrukhier@yahoo.com](farrukhier@yahoo.com)  \n** Assistant Professor of Education, University of Education, Lahore, Multan Campus, Bosan Road, Multan. Email: [amin@ue.edu.pk](amin@ue.edu.pk)  \nIntroduction  \nA number of in-service teacher’s training programs have been implemented previously in Pakistani school context but they failed to achieve the desired objective of quality education (Mahmood & Iqbal, 2010) . In Punjab Province of Pakistan, Lahore based DSDis responsible for the capacity building of in-service school teachers to achieve the goal of high quality education (DSD, 2009) . DSD was restructured in 2004 with a vision to develop a network for the professional development of school teachers across the province. Basically it was a paradigm shift from the traditional teacher training programs to the strategy of CPD of teachers, head teachers and educational managers of Primary, Elementary, Secondary and Higher Secondary Schools.  \nDSD implemented teachers mentoring program in 2006 under the CPD framework to meet the professional development needs of primary school teachers through a network of district teacher educators (DSD, 2009; Akhlaq, M., Iqbal, M. Z., & Jumani, N. 2015) . First DSD defined its priorities and focused on skill development of primary school teachers through CPD framework; then DSD tried to establish a network of officials to execute CPD of over 197000 primary school teachers and remained successful. Initially almost 69000 primary school teachers were identified as Least Qualified Teachers (LQTs) and were selected for the CPD program. These LQTs were put under CPD program through a network of Cluster Training & Support Centers (CTSCs) established all over Punjab. The basic focus of CPD program activities is to improve the classroom practices of primary school teachers by identifying the training needs of primary school teachers. The primary school teachers have been and are being professionally groomed through face to face mentoring","cbCaifAmZGVpoHVp","https://ap.wps.com/l/cbCaifAmZGVpoHVp","pdf",124875,16,"English","# Abstract\n# Introduction\n## Background of DSD and CPD Framework\n## Mentoring Program Implementation and Focus Areas\n## Roles and Operational Structure of District Teacher Educators","[{\"question\":\"What was the study’s main purpose regarding classroom practices and mentoring?\",\"answer\":\"To evaluate primary school teachers’ classroom practices under the CPD framework and to examine how mentoring influences these practices, while also exploring the challenges mentors experience.\"},{\"question\":\"How were data collected for quantitative and qualitative parts?\",\"answer\":\"Quantitative data came from 137 primary school teachers using a self-developed classroom observation rating scale. Qualitative data were generated from 17 district teacher educators via semi-structured interviews.\"},{\"question\":\"What did the quantitative findings reveal about teachers’ classroom practice?\",\"answer\":\"Across seven aspects, no single aspect was categorized as ‘most frequent’ or ‘frequent.’ Planning, teaching, communication, and classroom management were practiced infrequently, while AV aids, student assessment, and homework were practiced rarely.\"},{\"question\":\"What challenges do district teacher educators face during mentoring?\",\"answer\":\"They face issues such as lack of teachers’ interest, multi-grade teaching, and overcrowded classrooms.\"}]","Classroom Practices of Mentees and Mentoring Challenges in the Execution of Continuous Professional Development Framework | PDF",1792081897]