The Theory-Practice Divide: Perceptions of MPhil ELM and TESOL Students, and the Implementation of Student-Centered Learning in Lahore Schools

Abstract

The purpose of this study was to qualitatively explore the academic expectations, professional development needs and field-level realities of Student-Centered Learning (SCL) across postgraduate university students and practicing school teachers. This study used qualitative research design, grounded in constructivist theory and guided by Training Needs Assessment (TNA) philosophy. A total sample of 33 participants across three distinct cohorts were selected using purposive sampling to capture multi-layered perspectives. 15 MPhil Educational Leadership and Management (ELM) students were divided in two focused group discussions. 7 MPhil TESOL students were included in open ended questionnaires to explore the SCL preferences and preparation gaps. Semi structured interviews were conducted with 11 in-service school teachers. Data were analyzed qualitatively. Findings revealed that MPhil students demonstrate strong theoretical alignment with SCL methodologies, including task-based learning, collaborative inquiry, and reflective practice, yet participants prefer a critical need to operationalize these methodologies in practical field settings. In-service teachers have independently developed resource constrained SCL adaptations like peer teaching, storytelling, and collaborative tasks. The study concludes by diagnosing the structural mechanics of the theory practice divide. The study suggests that MPhil ELM, and TESOL curricula need to be grounded with school realities by integrating mandatory school observation hours, localized Pakistani case studies and low-tech pedagogical strategies. It offers to establish structured peer-mentoring networks that formally validate, share and scale the low-tech constructivist innovations developed by in-service teachers.