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.