Abstract
The Professional Development Centre (PDC) at Mallya Aditi International School, Bangalore, India, began teacher training when Covid-19 hit and all interaction moved online. The aim was to create a democratic and organic training process with equal understanding of one’s colleagues as well as the goal ahead. PDC also reflected on generic training practices that never inquired about, or acknowledged, teachers’ classroom strategies. This paper will present how we accentuated teachers’ voices. The projects involved all 120 teachers, including the principal, irrespective of the department or section a teacher belonged to. Three projects continued over two years while we, as trainers, catered to awareness, sensitivity, and successful utilization of technology. The three major endeavours are incorporated in this paper.
–The Aditi Learner Traits came from the floor and brought forth the attributes that teachers wanted to cultivate in students.
–The Aditi Teacher Talks included a series of sessions sharing ideas throughout school and honing workshop presentation skills.
–The Reading PoDs, in groups of three, focused on discussing eclectic articles, individual teacher philosophies and creating teacher portfolios. We stitched these conversations together to weave the Aditi Teacher Philosophy.
Professional development is most effective when the whole diet of innovative implementation has the teacher as the main stakeholder, who has joyfully engaged with the shifting contexts in a dynamic educational model. Such off-site insights led to the Education Reimagined Project which lays out a clear vision for the future of teaching and learning.
Author Information
Sateja Joshi, Mallya Aditi International School, India
Suravi Banerjee, Mallya Aditi International School, India
Preetha S Kumar, Mallya Aditi International School, India
Paper Information
Conference: BCE2022
Stream: Professional Training
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Joshi S., Banerjee S., & Kumar P. (2022) ‘Off-Site Insights’ – A Qualitative Study of Teacher Professional Development Through the Pandemic and Beyond ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.3
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.3
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