The potential in radical shifts in school practices via in-service teacher education programes is widely acknowledged by all. The present intervention was formulated as an alternative approach to teacher-training and was based on the assumption that in-service training must be situated within the context of the classroom experiences of the teacher. The objective of the study were - To try out different pedagogic strategies with the children and teachers in the broad framework of constructivism, and to subsequently engage with the teachers ( using interaction with children as the starting point) through a dialogue to arrive at a shared understanding of terms like constructivism, critical pedagogy etc. One of the major finding was reaffirmation of views about construction of knowledge by adult learners. The facilitators have to actively engage with the teachers situating issues in their own context, enable them to compare and contrast situations, give examples from experiences so as to scaffold the teachers to make linkages, strengthen relationships, empowering them to analyze and reflect. The belief that was begun with – that dialogic reflection is the only way to enable teachers to construct knowledge has been strengthened by this experience. An important insight of interactions is that system is not just teachers, students and curriculum, it also includes administration and management and the health of any system will depend on linkages between these.
|Keywords:||In-service Teacher Education Programmes, Teachers as Active Constructors, Participatory Teacher Education|
Assistant Professor, Department of Elementary Education, Lady Shri Ram College for Women, University of Delhi, Delhi, Delhi, India
Associate Professor, Institute of Advanced Studies in Education, Faculty of Education, Jamia Millia Islamia, Delhi, Delhi, India
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