Issues Ideas Educ.

Continuous Professional Development of Teachers Through Open and Distance Learning: Perception and Concerns

Gaurav Singh

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  • DOI Number
    https://doi.org/10.15415/iie.2018.61004
KEYWORDS

Teacher Training, Continuous Professional Development (CPD), Open and Distance Learning (ODL)

PUBLISHED DATE March 2018
PUBLISHER The Author(s) 2018. This article is published with open access at www.chitkara.edu.in/publications
ABSTRACT

Faculty development is the key thrust area at all levels of education. “A good teacher is teacher until he is a learner.” This famous saying is giving the impression that continuous development of knowledge, skills and personality are essential for a successful teacher. School of Education (SOE), Indira Gandhi National Open University (IGNOU) has made an effort to provide training for continuous professional development to Teachers of Kendriya Vidhyalaya Sangathan (KVS) and developed six-months Certificate Programme for Professional Development of Primary Teachers (CPPDPT).
The present study was carried out on learners of CPPDPT Programme i.e. teachers of KVS regarding their readiness, perception about continuous professional development through open and distance learning (ODL), who are enrolled in CPPDPT.
A self made rating scale was administered on 198 teachers (i.e. participants in CPPDPT Programme) at five (05) programme study centers under Three (03) regions i.e. Regional Center Delhi-2, Regional Center, Noida and Regional Center, Ranchi. Interview of 18 Academic Counsellors (ACs) and 05 Programme Study Center In-charges (PICs) was also conducted. Quantitative as well as Qualitative data was collected and analyzed.
Results have indicated that there is positivity in perception towards continuous professional development but there are genuine concerns about operational issues through ODL mode.

Page(s) 63–86
URL http://dspace.chitkara.edu.in/jspui/bitstream/123456789/679/1/61004_IIE_Gaurav.pdf
ISSN Print : 2320-7655, Online : 2320-8805
DOI https://doi.org/10.15415/iie.2018.61004
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