- Evocative coaching: This form of coaching aims to
improve the motivation levels of teachers, reignite the passion for
teaching, by talking through their problems, hearing them out and
responding accordingly. Emotional issues, occasional lack of motivation to
work are common. In private organizations, there is a reporting manager or
an HR representative to talk through such issues. Who is there for
teachers? We need such supporting structures in place for teachers too.
- Pedagogy: This includes ways of teaching a particular
concept, accompanied by focus on the underlying philosophy and updating
teachers with latest trends in research and pedagogy.
- Understanding how children think: In the ‘pedagogy-curriculum-assessments’
(PCA) theme, we discussed that there can be multiple reasons behind an
incorrect answer of a child. In the discussion on scientific temper, we
discussed an example of a lesson about air. In order to diagnose children’s
mistake and appropriately scaffold them, teachers are to be trained to
observe on how children think.
- Dislodging prejudices: Some teachers may have
prejudices that students of certain gender, caste and income groups are
inherently less capable of learning. This affects their approach towards
teaching and their efforts too. A form of teacher training should dislodge
such beliefs. The advancements of Implicit Association Tests (IAT) is of
great help here to identify such prejudices.
- Addressing emotional needs of children: The poverty and the conditions at house affect the child mentally. A child, whose parents lost their livelihood due to some unfortunate incident, isn't likely to concentrate like other students in class. Many other such non-academic issues can come up in a real classroom scenario. Teachers should have a place to reach out to, to seek advice on addressing such needs.
- “While in-service programmes have been conducted under the DPEP, SSA and the teacher education scheme, a holistic framework on in-service teacher education – its nature, content, duration, periodicity, modality, institutional responsibility, incentives for participation etc. has not been developed.
- Institutions where the training is conducted – DIETs, BRCs, etc. are not adequately equipped in several states, in terms of physical infrastructure (lecture halls, seating arrangements, hostel facilities, etc) and resources (reading rooms/library, learning kits, audio-visual material, etc)
- Selection of resource persons for conducting the training programme is crucial for its success. However, there are no uniform framework, and procedures regarding qualifications, selection process, personnel policy vary widely across state.
- Even while training has been made compulsory for every teacher (at elementary stage) , there exists lack of clarity on the basis of teacher selection for a particular programme. As a result, very often a teacher undergoes training in areas which are either not relevant or divorced from his needs, resultantly, the needs of the teacher remain unaddressed.
- Problems exist in the preparation of curriculum/modules, which have a top-down approach, in contrast to a needs-based approach.
- The short duration of the training has also led to its low effectiveness. The split design model- 10 day training at the BRC, followed by 1 day training for 10 months at the CRC can have limited effect on the development of professional skills of teachers. Long term training courses in a distance-cum-contact mode have not been conceptualized for the in-service teachers.
- Despite unprecedented advancements in technology, the modality of teachers’ in-service education has, by and large, remained conventional involving one way transmission of information from the trainers to the trainees, in a cascade model. The limitations of face-to-face training in a cascade model can be addressed to an extent with the use of technology like tele conferencing, using audio and video programmes and using web-based teaching-learning during personal contact programmes.