Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

Harini Raval; Susan McKenney; Julius Marie Pieters

doi:10.1016/j.ijedudev.2014.02.004

Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

Harini Raval, Susan McKenney, Julius Marie Pieters

Research output: Contribution to journal › Article › Academic › peer-review

4 Citations (Scopus)

Abstract

This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection of daily lessons. The study investigated lesson plans, enactment and pupil outcomes to assess the extent to which para-teachers could plan and enact well-structured learner centered lessons. The study suggests strong evidence that the program was successful in helping para-teachers achieve greater quality of lesson planning, enactment and pupil learning.

Original language	English
Pages (from-to)	87-93
Journal	International journal of educational development
Volume	38
DOIs	https://doi.org/10.1016/j.ijedudev.2014.02.004
Publication status	Published - 2014

Keywords

METIS-304818
IR-91625

Access to Document

10.1016/j.ijedudev.2014.02.004

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title = "Remedial teaching in Indian under-resourced communities: Professional development of para-teachers",

abstract = "This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection of daily lessons. The study investigated lesson plans, enactment and pupil outcomes to assess the extent to which para-teachers could plan and enact well-structured learner centered lessons. The study suggests strong evidence that the program was successful in helping para-teachers achieve greater quality of lesson planning, enactment and pupil learning.",

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AB - This paper presents a summative evaluation of a professional development program for para-teachers within an Indian NGO. The program aimed to support para-teachers in well-structured learner-centered enactment by introducing planning and reflection of daily lessons. The study investigated lesson plans, enactment and pupil outcomes to assess the extent to which para-teachers could plan and enact well-structured learner centered lessons. The study suggests strong evidence that the program was successful in helping para-teachers achieve greater quality of lesson planning, enactment and pupil learning.

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