IN=SERVICE TRAINNING

Objective of in-service Training

These are the objectives of in-service training:

1. Incentives: In-service is necessary for the skill development as well it is required for the  

     promotion of the teachers.

2. Solution of educational problems: There are so many problems in the field of education  

    while teaching and learning as well as managing the institutions. Here solutions are   

    suggested to solve these problems.

3. Methods of teaching: There are new methods which come up based on research and

    innovations. The teachers can be introduced to these methods.

4. Modern Technologies: The use of technology in the field of education has revolutionized

   the education scenario but teachers need to be trained through in-service training.

5. Mental Outlook: It changes the attitude of the teachers towards education.

6. Professional efficiency: In-service training program enhances the skills of the teachers and    

   make them more professional.

Models of in-service programes

a)      Face-to-Face Institutional Model: In this model, the training institution offers in-service training progress at its premises using direct face-to-face training approach.  It is most effective when the number of participants is around 30 to 40. 

b)      Cascade Model:  In this model, the number of persons to be trained is very large and the training design is built on two or three-tier systems.  In the first lap,  the key resource persons are given training.  They train resource persons who, in turn, train teachers. 

c)      Media Based Distance Education Model:  With the advent of satellite technology and computers many training programes are imparted using electronic media.  Audio-conferencing and Tele-conferencing are already being used.   In these, the electronic media play the key role and the print material a supportive role. 

Types of In-service Programes

a)      Short  term course and Long Term Courses;

There are topics where  training could be given in short duration DIET could design and offer courses in specific topics such as ‘teaching fractions’, developing secular attitudes among children’, ‘aids education’ etc.  This could be of the short duration and can be conducted in 4 to 5 days. Whereas there are topics which need to be delt extensively over a period of one to three months. e.g. using theatre in the classroom, organizing and managing group activities etc

b)     The Use of Distance Media;

ICT including TV, radio and internet are useful as resources and providing access to ideas, or for the wider dissemination of information. Distance media can be effectively used to keep teachers in touch with other professionals in the field and to give access to professionals in education as well as in pure academic disciplines (within universities).

c)      Sabbatical for Study and Research:

Teachers could be provided with the option of taking a year off (paid or unpaid), in order to pursue a course or spend time at another school, university or NGO, in order to learn and study.

d)     Professional Conferences and Meetings:

Attending meetings and conferences connected to the profession, e.g. on one’s subject areas, etc. could be also counted towards professional development and teachers could be permitted to avail of duty leave 3 to 4 days a year to attend such meetings. Some funding support to travel to and attend such meetings could also be provided. Workshop, seminar and symposiums can be conducted to train the in-service training.

e)      Professional Forum, Resource Rooms and Materials:

Providing professional forum such as meetings in the school and in the cluster to discuss and review one’s practice, to plan for annual work calendars, and on a weekly and monthly basis to plan for one’s teaching as well as to discuss with colleagues, the school academic head and resource persons at the cluster or block level, is an essential aspect of the teaching profession.

f)       Faculty Exchange Visits and Fellowships:

A few exchange teacher fellowships could be provided for each district, to enable selected teachers to go for a period of three months to one academic year to a school in another state within the country, or even outside the country, to teach and learn there. Similarly, schools could play host to such visiting teachers and plan how best to utilize their services during the period of their stay.

g)      Orientation Course:

This is organized for the newly appointed lectures to train them for effective teaching and class room management.

h)     Refresher course:

This is organized for the teachers to learn some innovative techniques of teaching particular subject. Usually after appointment within five years teachers have to go through refresher course.

i)        Bureau of publication and professional writing:

Through the writings also new innovation and research could be circulated to large number of teachers.

Agencies which provide the in-service Training

These are a few agencies which provide the  in-service training programes; State institute of education, National council of educational research and training, University Grants Commission ,University Department of education, Regional institute of education and so on.

Problems of  In-service Training

These are a few problems in conducting in-service Training:

            i.            Lack of incentives and motivation: Often incentives in terms of Travelling allowance and other needs is not provided this creates disinterest in teachers.

          ii.            Inappropriate methods and techniques: Often the methods and techniques used to conduct the in-service is not apt with respect to targets groups.

        iii.            Inadequate evaluation techniques: The effectiveness of in-service program is not properly evaluated.

        iv.            Inadequate curriculum and course: Often the course material chosen for in-service training is not relevant to the present needs.

          v.            Inadequate facility and resources:  Because of the lack of facilities and resource persons organizing agencies find it difficult to arrange.

        vi.            Lack of proper coordination: Often proper coordination lacks by the administrators responsible for organizing the in-service program.

      vii.            Lack of financial resources: There is lack of funds for in-service training of teachers this makes difficult the arrangement.

    viii.            Lack of follow up: Often there is no follow up so it loses its effectiveness.

Suggestions for improvement

           I.            Expansion of ISET: The institute of State Education and Training should be expanded in terms of resource persons, facilities and programs.

        II.            Cooperation of various Agencies: Often the collaboration and cooperation is lacking among the different agencies who conduct the in-service programs. For better effectiveness they should collaborate with each other and cooperate.

     III.            Role of inspectors: The role of inspectors is very important as this can enhance the quality of in-service training.

     IV.            Well planned program: There should be good planning before executing the in-service program.

        V.            Quality resource persons: The resource persons should be of high quality experts in their own field.

     VI.            Follow- up:  There should be follow up program for the better effectiveness.