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Improving Indian Teachers' Readiness to Adopt New Methodologies: Role of Learner-Centered In-Service Training

Improving Indian Teachers' Readiness to Adopt New Methodologies: Role of Learner-Centered In-Service Training
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Author(s): Nandini Narayanan (Tata Institute of Social Sciences, Mumbai, India)
Copyright: 2020
Volume: 3
Issue: 1
Pages: 19
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2020010107

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Abstract

Appropriate pre-service and in-service professional development programs help improve teacher effectiveness. Though the Indian government has invested substantial resources on in-service teacher training, teachers rarely implement the learning from such programs in the actual classroom. This article draws insights from a qualitative analysis of the teacher training conducted during a larger study that developed and tested an intervention program for language learning problems in Marathi, and Indian language. It discusses the current status of in-service teacher training in India and identifies important practice implications that could be used as a basis for more detailed research in this field and for reforming teacher training in India. Based on the interactive and learner-centered teacher training method used in this study and the positive impact it had on the two teachers who participated, the author recommends methods to help teachers challenge, re-examine, and re-structure teachers' belief systems related to teaching children.

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