As we talk about the quality of teachers in India we are faced with many heart-burnt realities. The most common amongst them is the wide gap between the pre-service teacher education and the in-service teacher’s work profile. It is time that we relook at the existing teachers’ preparation programmes and provide alternatives to meet the demands. In this paper an attempt has been made to listen to the voices of the teachers about the state and scope of Professional Development Programmes (PDPs) as a source for meeting the challenges of less as well as low quality teachers. Teachers’ perspectives in designing, structuring and implementing of the PDPs have been listed. The paper shares the views of the teachers about the role of PDPs and how they perceive PDPs in bringing a change in their existing situations and to their professional growth. To bring to fore the voices and opinions of teachers a democratic approach was adopted wherein the teachers were consulted as active participants in developing and proposing the structure of PDPs. Teachers’ role with regard to academic inputs, duration, organization, participation and other crucial dimensions were considered in proposing need based PDPs.
Keywords: Professional Development Programmes, Teacher Education.
 Assistant Professor, Department of Education (C.I.E) University of Delhi, India
 M.Ed Student, Department of Education (C.I.E) University of Delhi, India