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A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol

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A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 1 Index Sl. Paper Title Author Page No. No. 1. Learning outside the box: Peer Atiya Khan 04-18 networking for teacher professional development in India 2. Mentoring At-Risk Students Dr Shalini Yadava 19-24 through the Hidden Curriculum of Higher Education (Book Review) 3. Centre for research and education Dr.Baiju K.Nath 25-34 for social transformation (crest) as & an institute for the empowerment of Anila.M.A scheduled caste and scheduled tribes in kerala 4. A Study of the Perceptionof English Divya Talwar Tandon 35-45 Language Teachers on Formative Assessment and General Pedagogic Practices Adopted by them at Secondary Level 5. Reviewing the Braille Basics in Kavita Choudhary 46-67 Teaching: A Conceptual Framework & Dr. Rajesh Kumar 6. ICT integration in education for Sutapa Bose, 68-86 supporting knowledge construction and developing knowledge workers at schools: The affordances and the constraints dominating the Indian context 7. The spiral model of creativity: Re- Mrs. Moumita Saha 87-100 defining creativity with the Octahedral Structure of Intellet 8. Ensuring multicultural education Sushil Kumar Tiwari 101-119 through inclusion: some & pedagogical interventions Dr. Aejaz Masih 9. Problem Solving Ability of Vijay Jaiswal 120-131 Adolescents in Relation to their & Cognitive Styles Pratibha Verma 10. A study of the impact of Sushil Kumar Tiwari 132-148 organisational climate and job involvement on school effectiveness Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 2 11. Self Concept of Secondary School Rafeed ali 149-158 principals in kerala: A Study 12. Students’ Attitude towards Arup Kundu 159-180 Mathematics in Higher Secondary & Schools of Southern Districts of Aditi Ghose West Bengal 13. The scenario of teacher education Dr. Vikrant Mishra 181-192 institutes in india 14. Underachievement of Sarva Siksha Honey Premendra 193-210 Abhiyaan(SSA): A Comparative Study. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 3 Paper-1 LearningA Study outside on Relationship the box: Peer between networking Personalityfor teacher a professionalnd Socio Economic development Status in o f Student Teachers India S. Prakash Dr. S. Amaladoss Xavier.Atiya Khan S. J. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 4 Learning outside the box: Peer networking for teacher professional development in India Atiya Khan1 Abstract In this paper, I would like to present an account of how peer networkingas an aspect of professional learning can improve the professional development of teachers in India. The review is more concerned with collaborative and social learning as an aspect of the professional development of teachers, because this issue is somewhat off the beaten track in India; most practices of teacher professional development in India deal with formal, large-scale and workshop- based in-service teacher training. The literature reflects current thinking and practice ofteacher professional development, with a special focuson online professional learning networks. The aim is to exploreand suggest opportunities for teachers in India to engage in peer learning for enhancing theirprofessional development. Keywords-Teacher professional development, peer networking, peer learning networks, online professional learning networks Teacher professional development in India: Is there a problem? There is a growing concern in India (Padwad& Dixit, 2014; Prince & Barrett, 2014; Stannard&Matharu, 2014) and elsewhere (Ingvarson, Meiers& Beavis, 2005; Kemmis& Smith, 2008; Muijs& Lindsay, 2008; Timperley, 2011, Wei; Darling-Hammond & Adamson, 2010), about maintaining teacher quality and promoting a professional learning culture within schools (Bedadur, 2012). 1 PhD Research Scholar, University of Melbourne, Melbourne Graduate School of Education, Melbourne, Victoria, Australia, Email: [email protected] Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 5 Bolitho and Padwad (2012) present an overview of challenges that our school system in India is faced with, including, but not limited to expected teacher shortages and absenteeism, inequity in education, keeping up with the on-going rapid pace of ICT revolution in our society. Bolitho and Padwad (2012) argue that these challenges have a serious impact, not only on the professional development of teachers, but also in terms of our thinking about how we approach the professionaldevelopment of teachers in terms of educational research. We need to adopt a broader perspective on professional development. Time after time, researchers have reminded us that good education necessitates capable teachers (Hattie, 2009; Kendall & Marzano, 2008) and that anemphasis principally directed by formal education and training merely is not enough (Hargreaves &Fullan, 2012; Knight, 2002; Lieberman & Miller, 2008, 2010; Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). These researchers emphasise making a connection between professional development policies and their relevance to day-to-day practice and the difficulties that teachers experience during their teaching. Formal learning refers to planned education and training initiatives provided by experts. This formal approach restricts professional autonomy and creative intervention of teachers. There is an overshadowing dominance of formal education in the professional development practices of teachers in India. Teacher professional learning has been centralised and institutionalised in India. Anything else – any professional learning led by teachers is not encouraged (Bolitho &Padwad, 2012). Formal professional learning has asignificant role in professional development, but it is not all there is. According to a study by Lovett and Cameron (2011), only 40% of the influences on teachers’ professional development derivesfrom books, seminars, workshops and articles. The remaining 60% of the influences come from communications with colleagues, experiences with students and their families, and their everyday Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 6 practice-centred experiences. There is a need for teacher autonomy over management control, and there is a need for increased professional space and active professional participation in policy change and innovation. I would like to invite you to embark on the road less takento explore new possibilities of teacher learning that are yet unknown to us;possibilities that can have an important impact on performance and learning of teachers. Enabling peer learning spaces- Peer learning networks is an evolving prospect in the field of professional development that directs to comprehend social learning processes used forprofessional learning and development (Haythornthwaite& De Laat, 2012). A familiar example of a closely knit social network structure is the concept of communities ofpractice (Wenger, White, Smith, & Rowe, 2005). In these communities, people have interconnected and ongoing networks, used to develop their practices and knowledge domains.According to de Laat (2012), “From a professional development point of view it is important to get in touch with this reality and find a way to facilitate the learning that these networks make possible. Rather than putting the emphasis on management control, the emphasis should be on promoting and enabling access to peer learning spacesin which professionals learn together and from each other” (p.11). The social aspect of professional learning is often overlooked. The social and cultural aspects that characterise professional learning in the workplace also should be taken into consideration (Smith, 2008), rather than reserving our focus predominantly on teacher learning outcomes on student achievement. That will involve institutionsto reconsider their approach to professional development and try to progress from a results-driven culture towards a culture that supports the importance of being engaged in social learning processes. Boud& Hager (2012) put the emphasis on the understanding that professional Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 5, Issue-3, August-2016. Page 7 development is acontinuing process. In their opinion, “learning is a normal part of working, and indeed, of most other social activities. It occurs through practice in work settings from addressing the challenges and problems that arise. Most learning takes place not through formalisedactivities but through the exigencies of practice with peers and others, drawing on expertise that is accessed in response to need. Problem-solving in which participants tackle challenges that progressively extend their existing capabilities and where they learn with and from each other appears to be a common and frequent form of naturalistic development” (Boud& Hager, 2012, p.22). In this outlook, the most prominent features of professional learningare participation, construction and becoming. Boud and Hager’s (2012) statement reads as a strong appeal for positioning professional development in a social environment/space
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