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 4. Which changes have not been useful in your classroom teaching? Give 2-3 examples. The question following these was concerned to understand the practicability of change messages. 5. Which changes do you accept but feel you cannot implement in the classroom? Why? Figure 7.1: Discussing questionnaire design The sixth question elicited teachers’ views of what changes they would like, and the final question was intended to draw forth teachers’ understandings and views of the DIET: 6. Which changes would you like to see in primary education? 7. What are your expectations from the DIET in the field of primary education? The questionnaire was piloted with Master Trainers in the next training programme. DIET staff were quite disappointed by the answers they received, and felt that while the questionnaire did not need adjustment, they themselves had to work harder in introducing the project and reasons for it in future. They promptly rectified this first mistake in the second round, with teachers. After the questionnaire had been completed by teachers, DIET staff initially undertook analysis by generating their own analytical framework according to their own perceptions of the responses they felt teachers ought to have made. They tabulated responses numerically and derived percentages which were rough indicators as to how teachers had performed in relation to their expectations. However, much of the useful information for proactive responses by the DIET lay in the detail of what teachers were saying. The research team suggested that an DFID 139
District Institutes of Education and Training: A Comparative Study in Three Indian States approach more in line with their intentions of trying to understand teachers’ viewpoints was to generate categories for analysis from the responses themselves – the more ‘grounded’ approach of qualitative research. This second type of analysis was carried out with the project team. As the following excerpt shows, Dhar DIET staff immediately saw that this approach was more meaningful: J Here they have to write. They have written for the first time. Till now what ever feedback has been taken - this is the first time they have written. Till now the work was done by tick marking. We also calculated this many agreed and this many didn’t and wrote. No meaning came out of it. AC Do you feel this will be useful for your District? V We do feel so. J At least we will be face to face with bitter truth. More than that what can happen? AC Don’t take it as a bitter truth. What we have to think is OK, we have to start from here. My teachers are at this point now what can I do? Y To minimise their lacking. This citation illustrates that taking action on these findings would however be shaped by the DIET’s agency to be proactive and its perceptions of teachers - two areas where the action research process was attempting to promote more positive stances. Outcomes – the findings Teachers responded very well to this action research project, and many of them took the time to write detailed responses to the questions. One teacher later commented: We have filled in so many questionnaires by those university professors. They get someone to come and he just ticks the boxes. It never makes any difference to us. But the way you have been asking us questions, asking us to write our opinions…you have made us think for the first time. Responses to the first question were full: teachers detailed schemes or their underlying concepts, and sometimes raised issues or noted points that could alert the DIET to some of their difficulties. The second question revealed that teachers found it difficult to link the changes with each other: Shiksha Samakaya: In this children are given through teaching the medium of play way method. This is a good scheme. Before, children used to fear school. Now that fear is gone and they have started to come to school happily. By this improvement in primary education has happened. Midday Meal Scheme: This is a good scheme but nobody has got special/significant benefit. In this children also do not take interest and nor does the teacher because most of the teacher’s time goes in making information. 140 DFID
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