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 7.5.4 Keeping up the impetus The project team provided all the physical resources necessary to undertake the work that was initiated. As a result, there were no delays which would have contributed to a loss of momentum, as happened with the SCERT/equivalent research agendas. Where official permission was required, the project team facilitated rapid processing of the necessary paper work. Human resources in the shape of a project researcher on site and regular visits by experienced facilitators (senior project team members and external resource people) were also on hand to work with DIETs and help them through any patches of uncertainty in an environment where raising questions was encouraged. Indore DIET hosted, with funding from the research project, a two day conference on educational management and competencies where the speakers were drawn from a local university, University of Manchester visiting staff, and project team members. 7.5.5 Learning to be reflexive The action research projects contributed to a level of DIET empowerment as they were actively involved in work directed towards understanding some of the constraints they experienced. The workshops, in bringing staff together to discuss issues, generated a discourse about education that went beyond constraints, and set DIET staff onto a track of reflexivity that had not been characteristic before the collaborations. A Master Trainer who attended a project workshop at Indore DIET also commented on his new understanding of action research as a process of constant reflection on practice: The second thing you said is that action research keeps going on - that was not in my mind at all. Mainly we do research and results come, but here it is the next step for a second one. […]. This is something which never stops. In the faculty of DIET, it’s about us and teachers, us and teachers […] I am block coordinator for Gurujis - so I will be there, Gurujis will be there, them and me, me and them, time after time. So it’s my gain if I can find out how much change I could bring in them. We would have documentation of how much improvement has come because of us, and what we did to get it. This is necessary. I liked this point in today’s workshop. I came to know action research is not about a degree, this is for us, and only us (MP/IND after Indore workshop) With the DIET staff, the analysis stage of the action research projects, in particular, gave opportunities to talk through issues that teachers were raising, and to focus through supportive prompting on directions for action or further reflection that the responses indicated. Table 7.2 gives an indication of issues that teachers raised, and samples of prompts made to Dhar DIET staff: DFID 149
District Institutes of Education and Training: A Comparative Study in Three Indian States Table 7.2: Reflection on teacher responses Issue raised by teachers Continuous turnover of schemes, yet a lack of evaluation of their success [in relation to lack of evaluation] Frequent mention (directly or indirectly) of the lack of DIET presence in the field High proportion of responses praising teaching by pictures – no reasons given Some teachers seek further simplification / reduction of curriculum. Don’t say why. 7.6 Role of the process helpers Corresponding prompts for action / reflection Is the case or is it a perception – if the latter, why might teachers think this? Where might continuities lie? How the DIET can assure teachers that these are bits of change that fit together? How can we improve evaluation? a) why don’t we go to the field? b) do we know clearly what we should be doing if we do go? Why might this be? Could it be related to language problems in this tribal area? Think more about language problems – possibly more action research on this? What might be their their thinking? Further research by DIET to find out what Ts mean? Teachers remarks about tribal children are often very negative – is this a cause for concern? What might we do about it? For the project team, supporting these processes was also a process of learning, and learning in particular about what was required of the more research experienced colleagues who were providing a ‘scaffolding’ for the DIET colleagues. At each site the role of the research team always included: • Workshop inputs on action research as a concept and as a practice • Support in identifying with reasonable precision a researchable topic from the issues of concern and refining that to create a research question • Technical inputs on an appropriate methodology and methods for data generation around the proposed topics • Support in planning the conduct of research (e.g. time, logistics, roles and responsibilities of personnel) • Ongoing mentoring visits for trouble-shooting / problem solving • Inputs on qualitative data analysis (DIETs tended to produce summative analyses rather than formative ones that could direct changes in practice) • Inputs on structuring and writing up a report / other means of dissemination • Inputs on relating action research findings to professional practices and designing the next phase of action. 150 DFID
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District Institutes of Education and Training - Teacher Education

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