Pre-service training course: An entry to teachers’ professional development


Professional development of teachers is one of the significant aspects of school improvement process. The process of teachers’ professional development starts when they are initially inducted and provided with an opportunity to be oriented with what they are supposed to do in classroom. Such type of a course namely pre-service training course was conducted for newly appointed public, private and community based school teachers where I was fortunate to facilitate the sessions. The following sections of this paper take into account the process of the course, achievements, challenges and recommendations. The training course comprised five days of 6 hours per day. The course participants were provided with transport, lodging and boarding facilities during the training process. Total 37 course participants attended the training. Among them 23 males and 14 females participated in the training course.
The overt objectives of the pre-service training course were; providing knowledge to develop understanding in them of teaching and learning, providing opportunities for teachers to share their experiences of their own schooling and developing their pedagogical skills and prepare them for implementing their learning in their actual classrooms.
The training course was started with eliciting of prior knowledge about reflective practice among the Course Participants (CPs). Then presentation through multimedia was delivered to share the literature about the reflective practice for professional development of the teachers. After that the Course Facilitators (CFs) performed a role play and asked the CPs to reflect on role play. Then three to four pairs at random shared their reflections with the whole group and others commented. Another session was conducted using a story to challenge the existing beliefs and myths of the teachers. Then the CPs were asked to share their understanding by relating the story with the teaching and learning, curriculum and school. Most of the CPs liked the story and the CFs asked the CPs to share their beliefs on the basis of relating the story with the teaching and learning process. CFs attempted to change the existing beliefs among CPs through citing the examples from the elicited discussion. Some of the CPs frankly stated they will change their existing beliefs such as; students are empty vessels, punishment is only the way to make students learn concepts, parents are responsible for students’ weaknesses in learning processes etc. Then the next planned activity to address scheme of work was conducted. The CFs gave input regarding the scheme of work through the question/answers between CPs and CFs. The CPs developed scheme of work in groups for their subject areas for almost ten days. The group work was presented and feedback was provided to CPs to clarify their misconceptions.
Lesson planning was another important theme for the CPs being novice teachers. The CF supported in designing specific objectives through PCC and SMART objectives models. Then the CPs were assigned group work to make a mini lesson plan choosing a topic by their own in their subject areas. After that CPs presented their group work and other CFs provided feedback to improve the skills of lesson planning.
Next planned theme was classroom organization for which a practical demonstration activity was conducted where the CPs in various groups were asked to organize the training hall considering a classroom. Before that CPs were provided with input about different types of classroom organization. CPs asked critical questions regarding classroom organization. Then they organized in groups the hall in various beautiful ways and rest of the CPs as well as facilitators observed and provided feedback to improve more the organization.
Curriculum Enrichment is an important area for the teachers to improve their teaching and learning in classroom. CPs were given input on curriculum enrichment followed by group work to enrich curriculum in different subject areas. The CPs developed very creative low/no cost materials to be used in classroom to teach different topic.
A short reflection sharing session was conducted where reflections of CPs revealed that learning took place among the CPs and they were improving day by day. Then the CFs delivered a MM presentation on assessment of students’ learning. After CF’s presentation group work was assigned to CPs to develop test involving objective and short subjective type items in their subject areas. Model question papers were given to the CPs to consult while developing multiple choice tests. Then each group presented their group work and other participants asked questions to critique on the developed test papers. At the end of each presentation CFs provided feedback on the basis of delivered presentations. Homework was addressed through a multimedia presentation. The CPs asked critical questions to strengthen their learning about homework.
Another planned theme for the training course to be addressed was multiple intelligences (MIs).  A presentation was delivered about nine multiple intelligences.  The CFs generated a discussion and elicited responses from the CPs on multiple intelligences. Handouts about MIs were distributed among the CPs to read. After reading the CPs were assigned group works to define MI with examples and suggest activities to develop MI among the students in classrooms. The CPs after group work presented their work while rest of the CPs critiqued and provided suggestions to improve the activities to be applied in classroom. Then CF generated discussion and elicited ideas from the CPs on differently able learners (slow learners). CPs were assigned group work to suggest ways to identify differently able learners (slow learners) and develop activities to deal with them. Presentations were delivered by the CPs on the given task. Other CPs asked questions and provided suggestions to improve those types of activities to be applied in classrooms.  
At the end of the training course, CPs were given post test to measure the learning during the training course and a programme evaluation tool was filled by the CPs to evaluate the training. A short and simple closing ceremony was held where the guests and CFs emphasized the CPs to apply whatever they have learnt in five days training course.
Some of the major achievements during the Pre-Service training Course are mentioned below:
  •  37 newly inducted teachers were equipped with the professional knowledge and skills.
  • CFs successfully implemented the plan in the form of a designed manual.
  • The CPs practices reflective writing on daily basis. Some of the CPs wrote deep analytical reflections.
  • Some other way round activities such as gallery walk, circle format walk and practical puzzles were incorporated in the training course.
  • The CFs tried to create conducive learning environment where the CPs raised critical questions and showed agreements/disagreement with the CFs based on reasoning and justifications. The classroom comments of CPs showed that handout, activities and CFs inputs were relevant and intellectually challenging.
  • The hot weather of summer along with the short fall of electricity was a challenge for the smooth conduction of this training course
  • Five days duration for the pre-service training was short as the themes were important to be smoothly addressed for newly inducted teachers
  • Skewed level of understanding among the CPs as there were some high qualified teachers while some had no strong background of secular education.
  • Strong traditional beliefs among some of the CPs regarding students, content, teaching methodology and assessment procedure, school and corporal punishment etc

Conclusion
It is worth mentioning that such type of preliminary courses have a strong impact on professional growth and motivation among the newly inducted teachers. Teacher equipped with relevant knowledge and skills related to teaching and learning foster teachers’ confidence in delivery of their services in real classrooms. The important finding made in this process was two way learning. Not only CPs learning takes place but also facilitator enhances knowledge and skills. Some of the facilitators’ learning were; enhanced skills of implementing the plan, acquire the skills of dealing with a diverse group of adults, managing things in a challenging environment to conduct professional training courses and incorporating creative strategies in conducting professional development training courses.


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