When it comes to improving education, there’s one common strategy that governments and educational organizations tend to rely on—Teacher Professional Development (TPD). TPD programs are designed to equip teachers with new skills, knowledge, and teaching methods, with the ultimate goal of improving student learning outcomes. But here’s the catch: many of these well-meaning initiatives often fall short of their intended impact.

Why does this happen?

One critical reason that’s often overlooked is culture. Teaching, like so many other aspects of life, doesn’t happen in a vacuum. It is deeply influenced by cultural norms, beliefs, and values that teachers themselves are a part of. Teaching practices have evolved over time. However, the successful adoption of intended practices relies on teacher acceptance. This acceptance is based on their fundamental beliefs regarding teaching and learning. It also includes their views about their workplaces and their students, to name a few. In this blog, we’ll explore why understanding these cultural constructs might be the missing piece in designing effective TPD interventions and how we can bridge this gap for meaningful and lasting change in education.

The Role of Culture in Teaching

When we think about culture, we often think about food, clothing, or traditions. But culture also plays a powerful role in shaping how people think, behave, and even teach. Teachers are not just professionals working with a set of techniques; they are also products of their cultural environment. They carry with them deeply rooted beliefs about what teaching and learning should look like, many of which are shaped by the society in which they live.

For example, in many parts of the world, the teacher is seen as the ultimate authority in the classroom. This hierarchical approach means that the teacher’s role is to pass down knowledge in a structured, controlled way, with students expected to listen and absorb information. When educational reforms come along that promote more student-centered approaches, such as group activities or peer learning, these new ideas may clash with the traditional cultural view of what a teacher should do.

A key study on this issue by Clarke (2003) noted that despite TPD interventions pushing for more “activity-based” and “child-centered” learning methods in India, many teachers integrated these new approaches into their existing, more traditional ways of teaching. Rather than fundamentally changing their approach, teachers continued to rely on rote learning but added a few “joyful” activities to the mix to meet reform requirements. This shows that simply introducing new teaching methods isn’t enough—without considering cultural context, these reforms don’t get absorbed in a way that leads to real change​.

Key Cultural Constructs that Shape Teaching

To understand why cultural constructs play such a big role in education, let’s break down some examples of specific cultural factors that can influence how teachers respond to new teaching methods.

1. Holism: In many cultures, people see themselves as part of a larger system, such as the state or community. In this context, teachers might be more open to reforms that come from authoritative sources (like the government). In such a context, reforms that presupposes individuality and autonomy (reflective practice for instance) may not be effective.
2. Hierarchical Structure: In cultures where authority is highly respected, teachers often believe that their role is to impart knowledge while students’ role is to receive it. This can create resistance to teaching methods that promote collaboration or shared decision-making, as these practices may be seen as undermining the teacher’s authority.
3. Duty-Based Pedagogy: In some societies, teaching is seen as a moral duty. Teachers feel a strong obligation to adhere to traditional roles and practices, which can make them resistant to innovation or change. They might see newer methods as going against their sense of professional duty.
4. Textbook-Centered Knowledge: In cultures where textbooks are considered the ultimate source of knowledge, teachers may be hesitant to stray from the curriculum or try more creative, experiential learning methods. This leads to a reliance on textbook-driven teaching, even when TPD interventions encourage more flexible or dynamic approaches​.

These constructs show that cultural norms are not just minor obstacles; they are foundational elements that shape how teachers view their roles and how they approach teaching. Reforms that fail to account for these constructs are likely to be met with passive resistance or superficial compliance.

Why Do Many TPD Interventions Fail?

Imagine introducing a new exercise routine to someone who’s been practicing a different form of physical training their entire life. If you don’t acknowledge and build on their current routine, they might try your method briefly but will likely revert to what they know best. The same principle applies to teaching.

Many TPD interventions fail because they don’t take into account the cultural practices that shape how teachers operate in the classroom. Reformers often assume that once teachers are exposed to a better way of teaching, they will immediately adopt it. But without acknowledging the cultural constructs that frame a teacher’s thinking, these new methods can feel foreign or even inappropriate.

For example, in India, TPD interventions that promote group work or discussion-based learning are often met with skepticism. As one teacher put it, “During group activities, they keep talking among themselves. I don’t know if they are discussing the lesson or something else. I have to keep controlling the noise”​ (Singhal N. et al, 2018). This reveals a deeper issue: these teachers are not simply resistant to the reform, but the cultural expectation of teacher authority and classroom control makes the reform feel counterintuitive.

The Solution: Cultural Contextualization

So, how do we fix this? The answer lies in designing reforms that are culturally contextualized. This means that instead of simply transplanting educational practices from one context to another, reforms should be tailored to fit the cultural realities of the classroom. Here are some steps we can take:

1. Start with Ethnographic Research: Before designing any TPD program, it’s crucial to understand how teachers think about teaching and learning in their cultural context. This could involve conducting interviews, classroom observations, and even historical research to see how cultural values have shaped education over time.
2. Build on Existing Practices: Instead of trying to replace long-standing cultural practices, reforms should build on them. For instance, if hierarchical authority is a key part of the classroom dynamic, reforms can introduce collaborative learning in ways that still respect the teacher’s leadership role.
3. Provide Reflective, Continuous Training: Rather than one-off training sessions, TPD should involve ongoing, reflective practices. This gives teachers the time and space to gradually internalize new methods, without feeling like their professional identity is under threat.
4. Gradual Introduction of Reforms: Reforms should be introduced gradually and with sensitivity to cultural norms. A sudden shift to group work or peer learning may feel disruptive, but a slow, steady introduction allows teachers to adapt over time​.

Understanding cultural constructs is not just an added benefit in TPD interventions—it’s the key to making them successful. Ignoring these frameworks leads to superficial compliance rather than meaningful change. By taking cultural context into account, we can design TPD programs that respect teachers’ professional identities while encouraging innovation and improvement.

References

Clarke, P. (2003). Culture and classroom reform: The case of the District Primary Education Project, India. Comparative Education, 39(1), 27–44. https://doi.org/10.1080/0305006032000044922

Sarangapani, P. M. (2021). A cultural view of teachers, pedagogy, and teacher education. In Springer MRW: [AU: IDX]. Encyclopedia of Teacher Education. Springer.

Singal, N., Pedder, D., Malathy, D., Shanmugam, M., Manickavasagam, S., & Govindarasan, M. (2018). Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: Teachers perspectives and practices. International Journal of Educational Development, 60, 165–171. doi:10.1016/j.ijedudev.2017.08.001

Vasavi, A. R. (2015). Culture, life, and government schools in India. In R. Jeffrey & R. Sundar (Eds.), Teaching and Learning in South Asia: Schools, States, and Societies (pp. 177–192). Taylor & Francis.