District Institutes of Education and Training - Teacher Education

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District Institutes of Education and Training: A Comparative Study in Three Indian States A representative from SCERT who attended the workshop in Indore DIET noted: What should be there in action research, what should be innovation, what should be in the project? Things like that till today even I don’t know. You throw some light on that in a very simple manner in this workshop. You explained it like a master level. What is master level? When a master talks about very difficult things, it feels it’s all very easy. There should be that mastery. Given that SCERT is the apex organisation that in theory was supporting the DIETs’ action research, this was a reminder that the apex organisation itself had been identified as in need of revitalisation and refreshment under the scheme that proposed DIETs. In Dhar and Indore DIETs, the workshop was catalytic for DIET staff and led immediately to their taking new initiatives through action research. In Udaipur DIET, staff responded with expectations that the project team would deliver more inputs for each branch (particularly teaching methodologies for pre-set and inservice courses) and there was little response to the idea of jointly reflecting on practices and thinking about ways forward. No action research projects were developed by Udaipur DIET. This was related to the in-charge Principal’s strong administrative focus and less developed understandings of the academic functions of the DIET, or how research activities could enrich it. When the leadership changed, the incoming Principal stressed the importance of action research, and the project team helped three individuals design small pieces of research; but all those members of staff were transferred or retired shortly after the project design had been completed. 7.3.3 Action research topics The action research topics emerging across the DIETs were: No. Title Initiating DIET Taken up by other DIETs 1 Teacher’s attitudes to change Dhar Indore, Masuda*, (Udaipur)* 2 Transmission loss in the cascade model Indore (Santrampur)* 3 Time management in the DIET Masuda 4 Teacher motivation Indore (Santrampur)* 5 Language teaching Indore * The DIET showed interest in the project and agreed that the questionnaire could be distributed, but did not take an active part in data analysis. DFID 137
District Institutes of Education and Training: A Comparative Study in Three Indian States 7.4 Processes and findings of the action research projects This section describes the processes and findings of the action research projects carried out with the DIETs. 7.4.1 Teacher’s attitudes to change (Dhar DIET) In discussion about their concerns, Dhar DIET listed a number of issues that impacted negatively on quality – the achievement of which was their first concern. Discussion of the concerns moved the agenda towards a questioning of the reasons for issues raised. In this DIET, where staff perceived themselves to have been poorly treated both by DPEP and the apex body, the tendency to externalise all accountability was very strong. The facilitator worked hard to extend the focus to DIETs’ own practices in relation to those concerns. The discussion focused on teachers’ attitudes to change, which were perceived by the DIET to be generally negative. The most animated discussion was around this point, where the research team challenged this ‘common sense’ perception about teachers as an assumption that warranted investigation. This emerged as the issue DIET staff felt they understood least well but most affected their work. The DIET’s openness to investigating their own view led to its selection as the action research topic. The research team then worked with the DIET staff on designing a questionnaire that captured the issues they wanted to investigate. This was printed and given, with small blank notebooks, to teachers attending the next training programme in all blocks in the District. The project was introduced in some places by the research team which was observing the training, and elsewhere by the DIET. About 400 notebooks were returned. The questions The questions framed by the DIET with the team’s help were orientated towards probing the DIET’s belief that teachers did not take change seriously and understanding why they did not implement new changes. DIET staff wanted to know whether teachers could see what was underlying the packages and thus the continuity of change, so they asked: 1. In the field of education, which changes have come in the last five years? 2. Is there any relationship between these changes? Illustrate your answer with an example. The next two questions tried to probe the acceptability of change messages and their relevance in the classroom. 3. Which change has been useful to you in your classroom teaching? Give 2-3 examples. 138 DFID
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District Institutes of Education and Training - Teacher Education

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