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 new intake of para-teachers under the Education Guarantee Scheme. These para teachers came to DIET twice yearly for on the job training. The DIET’s intention was to see reactions to the training, what they felt they had learned, and its applicability in the field. The same questionnaire was given in the second training to try and see how para teachers were developing, and what gaps they had found when they tried to implement training messages. The DIET staff took this up as a longitudinal study which continued after the project term. 7.4.5 Language teaching In Indore DIET, five DIET staff members expressed their interest in researching language teaching in government and AS/EGS schools by comparing the teachinglearning materials and examining their contribution to the overall effectiveness of the teaching approach. This research arose after the team had shared with the DIET its teacher action research project processes and findings (discussed in chapter 8), which the DIET found very interesting and wanted to replicate. This proposal was one of four that was approved by the DIET Principal for submission to SCERT for funding under the State scheme for supporting action research. The DIET staff in Madhya Pradesh had all been instructed to take up two schools for intense visits and improvement. This project was dovetailed into this instruction, as DIET staff could work intensively with their schools on language issues. The researcher in the DIET also observed the language teaching in the DIET and in some primary schools, to generate a dialogue with the DIET staff. This project began with great enthusiasm but in the wider context, re-organisation and reform of the DIETs was now beginning to take shape. The DIET was refocused onto developing its own District plan for the next five years; and there was much discussion about potential re-staffing of DIETs, according to which those serving as Block-in-charge at the DIET would be expected to work at the Block level. These sweeping changes inevitably took precedence over the action research projects. This led the DIET to make different demands on the research project leaders, and resulted in four days of close consultation about how to do effective District planning. 7.5 Professional development issues The collaborative action research work with DIETs had several positive outcomes which contributed to staff ’s professional development in the short and medium term. DFID 147
District Institutes of Education and Training: A Comparative Study in Three Indian States 7.5.1 Skills and understandings of action research All staff who attended the workshops and participated in the research gained technical skills relating to the purpose and nature of action research, questionnaire framing, thematic analysis, and relating findings to future action steps. 7.5.2 Role clarity and action plan In DIETs where there was a lack of clarity as to the basic roles and functions of a DIET, staff felt able to ask the team for inputs to help them understand those roles. All three DIETs agreed that this had been useful. Dhar DIET moved a step further by developing its own action plan, detailing not only what each branch would try to do in future, but also how they would integrate work across the branches. This workshop was empowering for this DIET in particular as it helped the DIET think about developing an identity that was different from the DPEP, and less dependent on the apex institution. In both the other DIETs, this workshop helped members of staff who had needed clarification make more sense of their roles, and relate more positively to their posting. This clarity was a first prerequisite for the DIETs to begin to fulfil the functions for which they were established; yet some people had been posted in the DIET for up to four years without such clarity. 7.5.3 Reshaping DIETs’ collaboration patterns Another effect of the action research projects was to open up routinised working patterns. None of the DIETs with whom collaborative action research was taking place held staff meetings, so the workshops provided a rare opportunity for staff to hear from each other and feed back across branches. This helped to reduce the compartmentalised approach to activities reported in chapter 3. Usually, training opportunities are open to a selected few and take place outside the DIET, and may bring only marginal gains to those who do not attend. The research project workshops, in contrast, were open to all staff members, and brought them together on a single platform where everyone was encouraged to speak. An unexpected side effect of the frequent absences of some senior staff in Indore DIET was that members of staff who were more hesitant found themselves in leadership positions, and volunteered for responsibilities that would otherwise probably have been appropriated by more senior people. The project team could also respond to different interests among staff members, since it derived research topics from their interests, rather than providing an agenda for the staff to follow. These discussions also provided opportunities to engage DIET staff in further clarification of their own roles, and to consider how they might liaise with personnel who were more appropriately placed to address some of the issues they raised. 148 DFID
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District Institutes of Education and Training - Teacher Education

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