Teaching is one of the most crucial professions in society. Any leniency in this profession does not affect only an individual learner; it also weakens the trust of parents who send their children to school with the hope that education will secure them a better future. For many families—especially daily wagers, labourers, small farmers, and those from disadvantaged backgrounds—school education is the only means through which their children can aspire to a better life. When learning does not happen meaningfully, it is not merely an academic failure; it becomes a moral concern. This is why teaching demands much more than routine classroom delivery. It requires professional responsibility, empathy, and a continuous willingness to improve. Professional qualifications such as B.Ed. and M.Ed. are essential requirements for entering the teaching profession. However, experience over the years has shown that these degrees alone have seldom ensured quality teaching in classrooms. Teaching competence is not a one-time achievement; it is a continuous professional process. Alongside subject knowledge, professional skills, a positive and optimistic outlook, and empathy play a decisive role in shaping an effective teacher. Teaching is not only about what to teach; it is more importantly about how to teach. This becomes especially significant in classrooms marked by diversity. Students differ in learning pace, background, language exposure, emotional needs, and home support. When the same method of teaching is applied uniformly to all learners, the result is often unequal learning. Recognising these realities, the education system has rightly adopted Continuous Professional Development (CPD) as an ongoing process. Departments of education, through designated institutions, regularly organise workshops, trainings, orientation programmes, and refresher courses focusing on pedagogy, inclusive practices, assessment reforms, learner-centred teaching, and effective use of learning-teaching materials. The National Education Policy 2020 further strengthens this vision by envisaging that every teacher should undergo at least 50 hours of CPD annually, reflecting the understanding that teachers are lifelong learners. To support this continuous process, the system provides academic guidance, institutional support, and necessary logistical arrangements. Training programmes are organised with learning materials, travel support, and basic facilities such as lunch and tea. This sustained effort reflects institutional seriousness and trust in teachers as professionals capable of strengthening classroom practice. The intent of the government, therefore, is clear and constructive. However, despite this sustained approach, the impact often fades when it comes to actual classroom practice. Trainings are attended and participation is ensured, yet classroom transactions often remain unchanged. Teachers often point to genuine challenges—limitations in infrastructure, teacher–student ratios, textbook availability or quality, and contextual constraints. These concerns are real and deserve attention. Yet, they do not fully explain why pedagogical change remains limited even where some resources are available. A teacher, within given resources and circumstances, is expected to give their professional best. In many cases, however, there is an early surrender—a belief that improvement is not possible unless conditions are ideal. When professional development is seen as an obligation rather than a professional opportunity, learning from training does not mature into classroom practice. Attending training programmes should never be viewed as a burden or a formality; it should be seen as a chance to enhance professional performance and reflect on classroom practices. It is often said that “a teacher ceases to be a teacher when he or she ceases to be a student.” In a rapidly changing educational landscape, teachers are expected to keep themselves updated and continuously upgrade their skills to successfully face present and future challenges. Learning, for a teacher, does not end with a degree or a training certificate; it continues throughout professional life. The consequences of the gap between training and classroom implementation are visible in national learning assessments. Findings from the PARAKH Rashtriya Sarvekshan 2024, released in July 2025, revealed serious learning gaps across stages, with a noticeable decline from foundational to middle levels. Similarly, ASER reports have consistently shown that while enrolment and attendance remain high, a significant proportion of students struggle with basic reading, numeracy, and conceptual understanding. District-wise trends, including those from the Kashmir division, reflect similar concerns. While learning outcomes are influenced by multiple factors, the classroom teacher remains the most decisive element in shaping student learning. Government schools largely serve children who depend entirely on the classroom for learning. Their parents send them with trust—trust that education will help their children avoid the hardships they themselves faced. Teachers are therefore custodians of not only classrooms but also the trust and dreams of families who place their wards in their care. This responsibility does not diminish with years of service; right up to the last day of their career, teachers are expected to remain equally dedicated, relevant, and professionally engaged. Responsibility, however, does not rest with teachers alone. Institutions such as DIETs, SCERTs, and resource persons have an equally important role. Training programmes must be practical, engaging, and closely connected to classroom realities. They must demonstrate the pedagogy they advocate and be designed in a way that naturally encourages teachers to translate learning into practice.

• Equally important is post-training support. Without academic handholding, mentoring, and follow-up, even motivated teachers struggle to sustain change. Follow-up mechanisms should focus on guidance and support rather than fault-finding.
• Some simple and realistic steps can help bridge the gap between training and classrooms:
• Training should clearly define what classroom change is expected.
• Follow-up should prioritise guidance and encouragement.
• Teachers should be encouraged to implement small, manageable improvements.
• Good classroom practices should be recognised and shared.

Teacher training will achieve its true purpose only when it becomes a shared professional commitment. The government’s approach to CPD is sincere and necessary. Its success now depends on collective seriousness—by teachers, training institutions, and support systems alike. For children whose futures depend entirely on education, moving from training halls to transformed classrooms is not optional. It is a shared moral responsibility.   (Author is a teacher trainer and educator associated with teacher professional development programmes in Jammu and Kashmir, and often writes on education for Rising Kashmir. He can be reached via email at: abuaalim@gmail.com)