ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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Reforming Public In-service Teacher Training Systems

The in-service teacher training provided in the public schooling system has often been criticised on grounds of both inefficiency and ineffectiveness. Two principles that can overcome these weaknesses are a “third-space” curriculum built around problem-solving practices of teachers and leveraging the adaptability of online mechanisms for professional development. We describe a large-scale experiment based on these principles. The main lesson is that our training establishments need to develop new technical and academic capabilities, or at least partner with institutions having the necessary expertise.

“Samagra Shiksha: An Integrated Scheme for School Education,” the policy document guiding public school education up to the end of higher secondary education in India makes a clear link between teachers and technology, and learning:

The main emphasis of the scheme is on improving the quality of school education by focusing on the two Ts–Teacher and Technology. The strategy for all interventions under the scheme would be to enhance the Learning Outcomes at all levels of schooling. (MHRD nd: 6–7)

While the faith in technology may have to be tempered by the “mixed evidence” regarding the impact of technology on learning outcomes, it is hard to disagree with the focus on the first “T,” that is, the teacher (Bulman and Fairlie 2016). The test of this focus, however, will be in its ability to overcome the weaknesses in the current in-service training support that is available to teachers.

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Updated On : 20th Dec, 2021
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