Fragmented, unfocused, and top down approaches to professional development are unrealistic, ineffective and do not promise anything significant to teachers and their contexts. This book questions professional development for Pakistani Tertiary/Higher education teachers. It does so from the perspectives of Pakistani teachers gained through a qualitative, ethnographic case study. The analysis of these previously unheard voices revealed themes that expand our understanding of the problematic nature of professional development. The authors through their study indicate the need to reform...