Wednesday, October 27
2:30 PM-3:00 PM

Implementation Strategies and Challenges in an Online Teacher Professional Development Program in the COVID-19 context

Live Paper Presentation ID: 59065
  1. aaa
    Sohini Sen
    Tata Institute of Social Sciences
  2. aaa
    Amina Charania
    Tata Institute of Social Sciences
  3. Durba Sarkar
    Tata Institute of Social Sciences

Abstract: The UDISE data (India) 2018-19 says 22.59% teachers in Assam (Eastern Indian state) lack any professional qualification required for teaching & less than 20% are trained in computers. When schools closed during COVID-19 lockdown, teachers shifted to online teaching-learning. Teacher Professional Development program including 3 online micro-credential courses leading to digital badges was offered by a deemed university in India catering to 500 teachers from government schools of Assam. The courses explored constructive pedagogies, using distance technologies for active & collaborative learning, 21st-century skills, and OERs for active teaching-learning. The major focus was to enable teachers to conduct project & problem-based learning for students using technology (Charania et al., 2021). Courses included scope to engage in active learning through peer assessments, discussions, and synchronous sessions by faculty, implementation of practice-based assignments followed by reflection & feedback. The paper will analyze the courses’ pedagogic approach, compared with characteristics of effective professional development (Darling-Hammond et al., 2017). The paper will report feedback from participants about effectiveness of the implementation strategies for successful completion of the courses.

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