Enhancing Teacher Competence in Expanded Core Curriculum (ECC) for Learners with Visual Impairments: Perspectives of Teachers Trainers

Purpose: It is a well-established fact that the ECC is a strong basis on which students with visual impairments are taught on a global level. Teacher competence is one of the greatest barriers to the successful adoption of ECC in Pakistan. To provide ECC training, teachers should possess expertise in their subject matter, employ special teaching techniques and adaptive resources. The purpose of this study was to explore the practices, insights and experiences of teacher trainers to enhance the teacher competence in expanded core curriculum for learners with visual impairments.Design/Methodology/Approach: The interpretivist-constructivist research paradigm dominates this study. The study employed qualitative approach to investigate the present phenomenon. The phenomenology research design was employed to explore the lived experiences and perceptions of teacher trainers. The study utilized purposive sampling technique to select four teacher trainers. Semi-structured questions was developed specifically to be used in this study. Data obtained as a result of interviews of trainers were analyzed using thematic analysis. Results revealed that there was limited or no opportunities for professional development in domains of ECC.Findings: It was explored that a structured training mechanism, teaching manuals, content related to ECC was absent and there exist a shortage of specialized faculty of teacher trainers in ECC domains. Furthermore, it was evidenced that system lacked in systematic evaluation, ECC review, monitoring mechanism and policy recognition.Implications/Originality/Value: It may be concluded from the findings of the study that effective implementation of ECC requires formal integration into pre-service and in-service programs to enhance teacher competence in ECC. It must be supported by trained faculty and standardized resources. Institutional and policy recognition is essential to address resource and professional development gaps. Furthermore, there exist a need for systematic evaluation and monitoring mechanisms to enhance teacher competence and effective implementation of ECC for learners with visual impairments.