primary school teachers the twists and turns of everyday practice

Version 20 Oct 08, edited final
labour was viewed by teachers as an important professional goal (Patni, 2006). A
similar spirit was evident during the heyday of the KSSP movement in Kerala. The
teachers believed that they had a role to play in the propagation of scientific temper
and in encouraging science education among children. This also happened in
Madhya Pradesh when Eklavya and the Hoshangabad Science Teaching Programme
(HSTP) got the opportunity to work with government school teachers. Sustained
interaction with Eklavya staff and engagement with science education created an
environment where teachers were able to identify with the goals of science
education.
There are also several instances that demonstrate that when a group of thoughtful
and committed persons are given the opportunity to interact with teachers, work
with them and provide academic support, teachers begin to set their own goals. This
is evident from the work of a number of organisations.
Among the earliest groups to work with teachers was the Homi Bhabha Centre for
Science Education (HBCSE), Mumbai. This centre (that grew out of the Tata Institute
of Fundamental Research) began working with the Government of Maharashtra in
the mid-1970s on issues related to teacher-training and curriculum development for
science subjects at both primary and secondary levels. Over a span of 25 years, these
talented scientists worked on projects in different districts of the state, including
some of the most remote regions with no facilities. HBCSE’s hands-on, experiential
approach to science education gave teachers the opportunity to understand concepts,
teach children and observe their colleagues teach, come together and reflect on what
happened in the classroom. Over a period of time the teachers not only became
sensitive to learning processes but their subject knowledge also improved. This in
turn enhanced their self-esteem and confidence. Teachers learnt a lot from each other
and respected each other as professionals (interview with Dr. K. Subramaniam,
Mumbai, February 2008).
Box 2.5: HBCSE: What we do and how we do it 3
⇒ Always start with needs assessment—hands-on and in schools, with teachers.
Understand the working conditions of teachers, their subject knowledge and
their confidence to handle experiments…
⇒ Undertake a small project and work through it in order to develop a specific
strategy and plan—this is the key to reflective thinking among trainers and
teachers;
⇒ Do with teachers what you expect them to do with children—engage them in
dialogue, enhance confidence, treat them as equals and partners in learning,
familiarise them with technical language before you use it and link it with
everyday life;
⇒ Organise enrichment sessions so that teachers can link what they do, not only
with textbooks but with everyday phenomenon—kindle an interest in science;
⇒ Use technology like video to enable teachers to view their own teaching and
learn from it; and
⇒ Training is just the first step—follow-up with regular interactions in the school,
with teachers as a group and encourage them to reach out whenever they want
to. Ensure you introduce systems for affirmation and for support.
3 These lessons are distilled from a review of HBCSE documents and discussions with faculty during
March and April 2008.
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