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 • focusing on DIETs in relation to other educational institutions in a systemic context of decentralisation • engaging with the pressing question of teachers’ will to adopt change messages through a critique of the dominant training model, and exploration of a model based on collaborative practitioner reflection and action. 0.3.1 Research with a commitment to action A two month pilot project of one DIET in 1996, funded by the University of Manchester (Dyer and Choksi 1997) led to the DFID-funded study reported on here. The pilot project was invaluable in framing the substance and approach of the longer one that followed. Substantively, it provided themes, issues and concerns to follow up in a larger, longer and more in-depth project. The methodology of the larger project also grew from one key substantive finding of the pilot: a lack of professional development opportunities for DIET staff. We felt that a future project should attempt to respond to this gap, and wanted the larger project’s processes to be directed as much as possible by ‘research with’ which encouraged joint reflection and subsequent action in collaboration between DIETs and research team as a mode of professional development. Ethically, we wanted to make a commitment to action, expecting that research would be more likely to ‘make a difference’ if it draws people in as participants in shared research processes, rather than as subjects (or objects) of research carried out by outside ‘expert’ researchers. The intention was thus to engage through action with issues that emerged, rather than restrict the research project focus to observing and reporting. 0.3.2 Aims and objectives The project intended to provide a case study of policy innovation for teacher education (the innovation of DIETs) drawing on six sample Districts to identify and illustrate larger trends and issues. The overall aim of the research was: Through the use of participatory methods, to evaluate the functioning of selected DIETs within the decentralised framework of District Planning initiatives; and to initiate where necessary, and otherwise support, a process by which the capacity of these institutions to meet their objectives is enhanced through critical reflection and action. In order to achieve this aim, the objectives of the research were: 1 To appraise existing situations in selected elementary schools vis-à-vis physical conditions, clientele, availability of teaching-learning materials, teacher motivation, classroom management style, pedagogical approaches, administrative and pedagogical support, interaction with village communities, and so on. 2 To analyse each DIET’s contribution to the professional development of teachers by examining: DFID 3
District Institutes of Education and Training: A Comparative Study in Three Indian States a) the extent to which pre-service education prepares teachers for the circumstances in which they will find themselves once in post b) the quality of in-service inputs and delivery mechanisms, and fit between training programmes and teachers’ perceived needs c) the capacity of each DIET to engage in research that relates to their own and teachers’ needs. 3 To assess each DIET’s internal managerial capacity and its external relationships with institutions in the District and other levels of the administrative hierarchy, in order to assess how well they are integrated into the strategy of universalising elementary education. 4 To use research findings in a continuous process of providing support and initiative to assist the development of capacity in DIETs, and to use this research project to strengthen and expand that capacity through both participation and example, both at the District and other levels of the administration where stakeholders have been identified. These aims and objectives were conceptualised visually (Figure 0.1). This diagram served both as a comparative framework for a situation analysis across the sites, and as a reminder of the importance of relating the DIET to its surrounding context, rather than view it in isolation. There were two interwoven strands of project activity. One was an ethnographic situation analysis of the DIET, structured round Figure 0.1 (reported on in chapters 1-6). The project team worked within the interpretive paradigm, using a range of qualitative methods such as interviews, participant observation (including longitudinal case studies of selected elementary schools), focus groups, open-ended questionnaires and document analysis. The second project strand broadly concerned professional development for DIET staff and took several forms: collaborative action research projects with staff which offered opportunities to reflect on working practices (chapter 7); an action research project with teachers to gain detailed insight into their developmental needs (chapter 8); and research commissioned by the Government of Gujarat into its cascade model of training, with a focus on future development of teacher educators (chapter 9). 4 DFID
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District Institutes of Education and Training - Teacher Education

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