District Institutes of Education and Training - Teacher Education

District Institutes of Education and Training: A Comparative Study in Three Indian States
Box 5.3: Lok Jumbish training, third day 6.7.99 Summary of maths
session
Discussion and explanation of the competencies covered in the book. First of
all MT (V) asked the teachers about the book’s special qualities. Teachers gave
points both in favour and against the book, noting questions not covering the
particular competency for which they have been framed. While discussing
competencies, teachers were asked to demonstrate how they teach those
concepts in class.
Role of MTs: MTs showed grasp of content and their approach was also
participatory. MT (K) was engaging and didn’t react with any critical remark
even when 1-2 teachers contradicted him for nothing. In making children learn
numbers, MTs stressed the importance of song by actions. Home work was
given.
Role of teachers: Most teachers were participating and asked questions,
expressed their views, were not hesitant in doing things. Here, for most of the
teachers, passive receiving wasn't observed.
Activity-based training for new textbooks by Santrampur DIET
The research team observed training of over 100 Resource Persons organised by
Santrampur DIET in July 1999 to introduce them to the new Std.1 textbooks that
would later be rolled out across the State, where they would train a further 3300
teachers. There were no specified aims or objectives for this programme, or outline
to share with participants; on the first day, they were told:
Today we will take one chapter from Gujarati and maths, on the second, third
and fourth day we will take 3 chapters from each of the textbooks and on the
last day 2 chapters. Thus we have to cover 24 lessons during this training
(GUJ/SNT 27.7.99)
The people invited to give inputs ranged from DIET staff to representatives from the
DPEP, officers of the Education Department and a leading figures in the State Resource
Group who had also been part of the textbook writing team. Without exception, these
persons all modelled activities, sang songs, and danced – thus demonstrating to teachers
that the image of a teacher can and should embrace such diverse approaches.
The programme focused on familiarisation with the textbook, practising activities
and making teaching learning materials. It was interspersed with speeches
addressing motivational issues: ‘We all are devoted people but what we require is
encouragement’. The approach of this training was to model lessons and prepare
participants for their later roles:
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