Primary teachers and policy innovation in India: Some neglected issues

Dyer, Caroline

doi:10.1016/0738-0593(94)00046-5

Cited by 35 publications

(19 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most Indian teachers applied to teacher training programs because this was a relatively inexpensive route to a settled and secure life (Dyer, 1996). Male teachers from Pakistan turned to teaching first and foremost due to the salary that enabled them to support their families (Barrs, 2005).…”

Section: Motives For Career Entrymentioning

confidence: 99%

The context and profile of teachers in developing countries in the last decade

Oplatka

2007

International Journal of Educational Management

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this paper is to examine the teacher's career in developing countries based on a review of studies published in refereed journals of comparative education and of teaching education, and to suggest further lines of research on teaching and teachers in these countries. Design/methodology/approach -The paper is based partially on a systematic review of 13 English-language papers that have been published in peer-reviewed journals in educational administration, teaching education, and comparative education. Findings -The review shows that teaching seems to be a kind of default or a supplementary form of income, from which male members seek constantly to escape, and many teachers are described as holding low qualifications with limited opportunities to participate in in-service trainings. Teaching is characterised in terms of knowledge-transmission, adherence to prescribed curriculum and textbooks, summative assessment of student achievements, and conservativeness. Practical implications -Future directions for further exploration of this area of study are suggested (e.g. exploring teacher career in developing countries, understanding professional needs). Originality/value -Despite the central role of teachers in the social and economic development of their societies, our knowledge base of the career of teachers in developing countries is limited and inchoate. The paper, then, is an initial attempt to accumulate our knowledge about the life and work of schoolteachers in developing countries, and to suggest directions for future research on these issues.

show abstract

Section: Motives For Career Entrymentioning

confidence: 99%

The context and profile of teachers in developing countries in the last decade

Oplatka

2007

International Journal of Educational Management

View full text Add to dashboard Cite

show abstract

“…Although new institutional structures of teacher education have also been established in the Districts, the formal teacher education programmes they offer continue to follow a top-down approach, and are mostly devised and funded at the State or even national level, following the internationally dominant 'skills-and knowledge-based' approach (Hargreaves & Fullan, 1992, p. 2;NCTE, 1998c). Such processes of teacher development are profoundly undemocratic, since they overlook the possibility of involving teachers as equals in programme development, even though they are central to the success of the proposed change-a curious phenomenon that persists in many educational systems (Villegas-Reimers & Reimers, 1996;Dyer, 1996). There is equally little evidence in India of teacher educators being involved in programme design or policy processes.…”

Section: Teacher Education In India: the Need For A More Democratic Amentioning

confidence: 93%

Democratising Teacher Education Research in India

Dyer¹,

Choksi²,

Awasty³

et al. 2002

Comparative Education

Self Cite

View full text Add to dashboard Cite

This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical re exivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education.

show abstract

“…Studies by Dyer (1996) and Uysal (2012) on English language teacher PD projects, in India and Turkey respectively, reveal significant issues resulting from centralised development projects. For example, the £250 million Operation Blackboard project in India aimed to enhance the quality of school education and teaching methods with a shift from textbook-centred to learner-centred, by supplying a second teacher to existing single primary teachers (Dyer, 1996). The project was undertaken via a mass orientation in the form of cascade training 'with little attention to how the gap between teachers' current practice and the desired behaviour was to be narrowed' (Dyer, 1996, p. 33).…”

Section: Standardised Teacher Professional Development Programmes: Onmentioning

confidence: 99%

“…The project was undertaken via a mass orientation in the form of cascade training 'with little attention to how the gap between teachers' current practice and the desired behaviour was to be narrowed' (Dyer, 1996, p. 33). As a result, some teachers rejected the teaching and learning aids due to lack of relevance to their teaching needs, poor quality, lack of explanation and strategies to implement the teachings aids by the trainers (Dyer, 1996).…”

Section: Standardised Teacher Professional Development Programmes: Onmentioning

confidence: 99%

Issues With Effective Design of an Esl Teacher Professional Development Programme in Sabah, Malaysia

Hiew¹,

Murray²

2018

MANU

View full text Add to dashboard Cite

Abstract This study investigates English as Second Language teachersâ€™ perceptions and the impact of the Professional Up-skilling of English Language Teachers programme, which was designed and conducted by the British Council Malaysia. A review of previous studies revealed a paucity of research focusing on large-scale, standardised teacher professional development programmes that involved English language teachers from both heterogeneous teaching levels (i.e. primary and secondary schools) and heterogeneous districts (i.e. urban and rural). The limited published studies available have been critical of this mode of professional development for a number of reasons, and the purpose of this study was to investigate these issues in the Malaysian context. A mixed methods explanatory sequential design was adopted, which utilised a questionnaire survey, interviews and focus group with the teachers and District English Language Officers. However, this article will focus on the qualitative findings. The findings reveal four major limitations of the programme: in the coursebook materials; negative emotional impact on the teachers, which compromised the potential benefits of the programme; selection of participants; and the amount of follow-up support. The findings have implication on programme designers and providers in designing future teacher professional development programmes. Keywords: Teacher professional development, English language teachers, standardised program, developing country, Malaysia.

show abstract

Primary teachers and policy innovation in India: Some neglected issues

Cited by 35 publications

References 1 publication

The context and profile of teachers in developing countries in the last decade

The context and profile of teachers in developing countries in the last decade

Democratising Teacher Education Research in India

Issues With Effective Design of an Esl Teacher Professional Development Programme in Sabah, Malaysia

Contact Info

Product

Resources

About