District Institutes of Education and Training - Teacher Education

District Institutes of Education and Training: A Comparative Study in Three Indian States
Contents - Continued
5.4 Training processes 101
5.5 Teacher motivation 109
5.6 The model of in-service teacher
education 110
5.7 Policy implications 111
Chapter 6
The Diet and Decentralisation
6.1 Introduction 113
6.2 The DIET and the State 113
6.3 The DIET in the District
6.4 DIETs and the Resource
117
Centres 124
6.5 Policy implications 128
Chapter 7
Professional Development
through Collaborative Action
Research with DIETs
7.1 Introduction 131
7.2 Professional development for
DIET staff 131
7.3 The Action-Reflection cycle
with DIETs 134
7.4 Processes and findings of the
action research projects 138
7.5 Professional development
issues 147
7.6 Role of the process helpers 150
7.7 Tensions for action-reflection 151
7.8 Policy implications 153
Chapter 8
Action Research with Teachers
8.1 Introduction 155
8.2 Learning to reflect 155
8.3 Constraints to teaching 159
8.4 Approaches to teaching and
learning literacy 163
8.5 Limitations of current
approaches 166
8.6 From reflection to input 167
8.7 Project termination 167
8.8 Policy implications 168
Chapter 9
Research into Action:
The New Textbook Training
Programmes in Gujarat
9.1 Introduction
9.2 The new textbooks and the
171
training programme 171
9.3 Cascade training 172
9.4 From Palitana to the Districts 176
9.5 Year Two textbook training 180
9.6 Improving cascade
effectiveness 184
9.7 Sustaining inputs from cascade
training: the role of Cluster
Resource Centres 185
9.8 Development of trainers 186
9.8 Teacher motivation 188
9.9 Policy implications 188
Chapter 10
Summary of Main Findings
and Policy Implications
10.1 Introduction 191
10.2 Summary of main findings 191
10.3 Ways forward 202
References 213
Annexes 217
iii DFID