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ERIC Number: EJ816200
Record Type: Journal
Publication Date: 2007-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-1367-4587
Participation of In-Service Teacher Participants and Student-Teacher Interaction in the Regular Classrooms: A Study Conducted in India
George, Babu P.; Sankaranarayanan, K. G.
Journal of In-service Education, v33 n3 p377-379 Sep 2007
In India, like in most other countries in the East, lecturing used to be the predominant method of classroom instruction. This practice was rooted in the cultural values that posit a teacher as one who is venerable, flawless and unquestionable. When students construct knowledge from active participation in a course, real learning and critical thinking occurs--but this is a relatively new idea in Indian educational philosophy and practice. However, since the late 1990s, thanks to the many empirical studies that have established beyond doubt the overarching merits of participatory learning coupled with the compulsions of a globalizing educational environment, there has been a significant shift away from the conventional lecturing style to the more interactive learning styles. In the new educational context in India, two of the supposedly vital values that are intended to be imparted to teacher-participants through in-service teacher training programs are "student-centred learning" and "teacher-as-facilitator." Trainers who handle the sessions believe that these objectives could best be achieved by rewarding those participants who participate more during the sessions with higher grades. The present study critically examines this assumption and finds that those teacher-participants who participate the most during the sessions of the training programs are the least participation-facilitative teachers in their regular teaching roles.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India