Open AccessEffectiveness of In-Service Training Programme in Classroom Practices: A Case Study of an Elementary School
Author(s) -
Sankar Prasad Mohanty
Publication year - 2020
Publication title -
techno learn: an international journal of educational technology/techno learn : an international journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 2249-5223
pISSN - 2231-4105
DOI - 10.30954/2231-4105.02.2020.12
Subject(s) - mathematics education , psychology , test (biology) , nonprobability sampling , class (philosophy) , schedule , pedagogy , focus group , medical education , computer science , medicine , population , sociology , paleontology , environmental health , artificial intelligence , biology , operating system , anthropology
This paper is based on the findings out of a case study conducted to make in-depth study to determine the impact of training programme in terms of changes in the classroom practices of teachers and to study the perception of elementary school teachers about usefulness of in-service training programme in terms of teaching skills, methods of transaction, use of TLM, pupil teacher interaction, interaction among peers and students evaluation. The study was a case study and delimited to one elementary school situated in Puri district. The key informants were the teachers and students of the school. The dimensions of the study covered as teaching skills, methods of transaction, use of TLM, pupil teacher interaction, interaction among peers and students evaluation. The school was selected through purposive sampling technique. All the entire teachers of that school were the informants of the study. Students of Class VI and VII in groups of 8 to 10 were selected as the student participants in FGD. Incidental sampling technique was followed in selection of these key informants. Tools such as: interview schedule for the teachers, classroom observation schedule and guidelines for focus group discussion were used for data collection. The results revealed a significant positive effect of in-service training on the teacher and in students’ participation, conduct group work in the classroom during lesson. Teachers follow continuous and comprehensive evaluation practices such as unit test, monthly test, half yearly test and annual test. As per the pupils the teachers do not administer the weekly and surprise test in the class. The teachers ask questions only after the completion of the lesson.