The Progressive Teacher Vol 06 Issue 04

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TEACHER EDUCATION Educating the educator Here are the various avenues for instituting feasible and effective programme of In-Service training for teaching practitioners. P. Ajitha Learning is a never ending life-long process. As the frontiers of knowledge keep expanding, our ignorance of things beyond our comprehension keeps confounding us. So it becomes imperative for those who have been given the mandate to aid man’s efforts towards creating the thinking individuals, to not only be abreast of the developments taking place in various domains of human endeavour, but also create knowledge and steer thinking in the direction of realizing the larger objectives of collective human effort. Does this capture the crux of the job description of teachers? Isn’t this what education entails at a time when there is an environmental apocalypse looming large threatening the very existence of human race and billions of other life forms? Does this put things in perspective? Every society and culture that has the foresight to realize this, takes the process of education seriously. Tasked with such a momentous responsibility, one can imagine the level of preparedness required of educators to carry out this mandate. This begs the question - Are we equipped to do just that? What are educational intuitions doing to spruce up their efforts in educating the educators? The level of preparedness determines to what extent the learning outcomes will be realised. And this level of preparedness which ensures the P Ajitha is an ‘accidental’ teacher who having stumbled upon teaching by chance has stayed put by choice having found the vocation enabling as well as ennobling. She teaches English and Life Skills with occasional foray into in-house teacher training at Delhi Public School, Coimbatore but prefers to call herself a co-traveller in the journey called education she embarks with her students and peers together. 40 THE PROGRESSIVE TEACHER www.progressiveteacher.in
teachers are delivering on expectations their role requires them to do, is achieved by the two crucial components of Teacher Training namely Pre-Service and In-Service training. This article looks into the various avenues for instituting feasible and effective programme of In-Service training for Teaching Practitioners. Detailed below are core areas of Teacher Training : Continuous professional development A key area of focus in the context of teacher readiness is Professional Development of Teaching Practitioners. The provision of in-service training is an indispensable part of Continuous Professional Development of Teachers. Without this, the teaching fraternity will become obsolete with redundant pedagogical practices that were designed for an era bygone before technological advancements made their inroads into the education field. The learners today are digital natives who have the access to any and every vital information /knowledge they seek at the click of a mouse or touch of a finger. They are better informed; tech savvy and have a wider exposure to the world compared to the generations before them. This is both a blessing and a curse. Exposure and knowledge across and beyond the curricula changes the classroom dynamics where the teacher is no longer standing on the pedestal to impart knowledge but becomes a co-learner, contributing to the learning process and facilitating to streamline the learning process and catalyzing it. To engage such learners actively, the teacher has to ‘up her game’ to create and then sustain the ever dwindling interest levels of the students. Conventional pedagogical tools of instruction will not come to her rescue in the present class room scenario. She needs to constantly strive to learn to transact curriculum in ways that would not only appeal her students but also kindle in them the desire to own their learning. Reflective teaching The hallmark of good teaching-learning process is the efficacy of achieving the intended learning outcomes. And for that to happen,a continuous and comprehensive audit of teaching-learning process needs to be carried out periodically. One way to do that is to carry out a self-audit that can be taken up by teaching Time and resources are to be set aside, freeing teachers to chart out Individual Learning Programme by exploring a plethora of learning avenues through MOOC or other digital platforms for upgradation of teaching-learning practices and building core competencies and subject domains. www.progressiveteacher.in THE PROGRESSIVE TEACHER 41
Page 1: Read inside Role of teachers in the
Page 4 and 5: t a b l e o f Vol. 06 issue 04 DELB
Page 6 and 7: TEACHER development In shaping the
Page 8 and 9: VIEWPOINT What do we lose if we shu
Page 10: ROLE OF A TEACHER Role of teachers
Page 13 and 14: assign pages and pages of homework.
Page 16 and 17: TEACHER EDUCATION Why teacher educa
Page 18 and 19: EFFECTIVE LEARNING the Parent- Teac
Page 20 and 21: Classroom Tactics optimally Utilisi
Page 22 and 23: TEACHER TRAINING Reflections on tea
Page 24 and 25: 10 Tips for new teachers Teaching i
Page 26 and 27: VIEWPOINT In defense of being avera
Page 28 and 29: LEARNING THRU ART Drawing to learn:
Page 30: Fig 3: Rishabh, Class IX, KV INS Sh
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Page 35 and 36: observed closely by students. There
Page 37 and 38: As a part of its mission to make In
Page 39: Name Ms Sangeeta Puri Mr Jameswar M
Page 44 and 45: CASE STUDY - ASSESSMENT Project ass
Page 46: The most important learning experie
Page 49 and 50: The instances… Now, consider the
Page 51 and 52: However, these results and many oth
Page 54 and 55: Digital Assessment could provide an
Page 56: Grade 6 - Assessment Outcome Grade
Page 60: • It’s use in providing inputs,

The Progressive Teacher Vol 06 Issue 04

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