These resources explore research into teacher and teacher educators' continuing professional development and innovative practice in India and beyond. Further information on our work relating to continuing professional development can be found here.
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Michelle Bambawale, Jemima Hughes and Amy Lightfoot
This report is published in conjunction with a review of the global literature on teacher evaluation (Borg 2018). It offers an exploration of the policies and practices relating to the evaluation of teaching currently being used within the government school system in India. The publication highlights three national-level tools – ADEPTS, PINDICS and the Shaala Siddhi framework – which have been developed and used in in different ways across the country. Drawing on input from a group of educational specialists and four teacher focus groups, the case study highlights their perceptions of key features of a successful system of teacher evaluation. It also identifies some of the most critical enabling factors that can support such a system. Exploratory in nature, the report provides an excellent basis for further discussion, to inform future decision making around this important area at the school, state and national levels.
Edited by Dr Martin Wedell
The handbook provides advice and strategies and is based on the British Council’s experience of working on teacher education projects in India, South Asia and around the world. The handbook sets out and introduces key components anyone involved in teacher education should consider when they are designing and planning effective large-scale teacher education models, which are based on sound principles of educational change management and reflect the goals and strategies articulated in international and national policy documents. The whole handbook could be followed step by step by those responsible for these stages of teacher education provision. It could also be used for reference, to be dipped into for suggestions about what needs to be thought about or considered at a particular stage of planning or designing of teacher education programmes
Edited by Dr Gary Motteram
Jointly published by British Council India and Central Square Foundation, this collection of case studies illustrates teachers and organisations using technology in innovative ways in schools and classrooms across India. The 22 case studies show a wide range of hardware and software being used to improve learning for students and for teachers’ professional development. By highlighting this good practice, we aim to inspire future action by others to experiment with these innovations in similar contexts.
Technology for professional development: access, interest and opportunity for teachers of English in South Asia
This report highlights the findings from a study into English language teachers’ attitudes and preferences for using technology for professional development in South Asia. The study was conducted with the support of the research agencies ZingerLabs and EZ Vidya, based in India, and surveyed 892 teachers across the region. Focus groups were conducted, along with interviews with interview experts and school leaders. The report also aims to highlight many of the existing initiatives in South Asia where teachers use technology for professional development and provide the reader with a clearer understanding of the regional digital context. Using what we have learned, we aim to continue working in partnership with UK and South Asian organisations and institutions on teacher education projects, using technology appropriately and creatively to achieve our common goals.
Edited by David Hayes
This publication offers global perspectives on the CPD of English language teachers across a range of levels – sector-wide, institutional and personal. The chapters are grounded in practice and informed by theory, offering examples of innovations that have been tried and tested and which illustrate the vibrancy of English language teacher development worldwide. As a whole, the chapters illustrate the multi-faceted, lifelong nature of CPD as well as its extent, taking place inside as well as outside the workplace and often moving beyond the professional and into the realm of teachers’ personal lives.
Edited by Rod Bolitho and Amol Padwad
This collection of case studies and experience reports refers mainly to CPD in the teaching profession in India. While the papers raise some important issues and concerns in CPD, they also report on various innovative attempts at tackling them.
Amol Padwad and Krishna Dixit
This bibliography will help raise awareness about CPD among teaching professionals by listing in one place a wide range of material dealing with numerous aspects of and perspectives on CPD. It will also be a useful resource for anyone who wishes to venture into CPD, whether as a researcher, practitioner or both.