Introduction
Teachers are the backbone of education, and their continuous professional growth is essential for improving the quality of learning in schools. In-service Teacher Education Programmes are designed to update teachers’ skills, enhance their subject knowledge, and introduce them to modern pedagogical practices.
However, despite numerous efforts by national, state, and district-level agencies, these programmes often fall short of expectations. The gap between theoretical training and practical classroom application remains wide, and teachers frequently return to schools without noticeable improvement in teaching effectiveness.
This article examines the shortcomings of in-service teacher education programmes and provides practical suggestions for overcoming them.
Shortcomings of In-service Teacher Education Programmes
In-service teacher training in India faces several systemic, structural, and practical challenges. Below are the major shortcomings:
1. Lack of Need-based Planning
Many training programmes are general in nature and not designed according to the specific needs of teachers.
Teachers from different subjects and contexts are often grouped together, making training less relevant.
2. Overemphasis on Theory
Programmes frequently focus on theoretical discussions rather than practical demonstrations.
Teachers find it difficult to apply abstract concepts to real classroom situations.
3. Short Duration of Training
Most workshops and orientation sessions last only a few days, which is insufficient for skill development.
Short-term programmes fail to bring long-lasting behavioral or pedagogical change.
4. Lack of Follow-up and Monitoring
After the training, teachers are rarely guided or monitored to ensure implementation of new strategies in classrooms.
Absence of follow-up results in training outcomes being forgotten.
5. Poor Infrastructure and Resources
Many training centres, especially in rural areas, lack technological facilities, teaching aids, and proper training material.
This hampers effective learning during in-service programmes.
6. Limited Use of ICT and Digital Tools
Despite emphasis on digital education, most programmes still rely on traditional lecture methods.
Teachers remain untrained in using ICT, e-learning platforms, and digital classrooms.
7. Lack of Motivation among Teachers
Teachers often see training programmes as formalities rather than opportunities for growth.
Overloaded schedules, lack of incentives, and routine methods reduce interest.
8. One-size-fits-all Approach
Programmes fail to consider diversity among teachers, such as teaching level (primary, secondary), subject specialization, and school context.
The same content is delivered to all, reducing its effectiveness.
9. Language and Communication Barriers
Training materials are sometimes available only in English or Hindi, creating difficulties for teachers from regional language backgrounds.
10. Insufficient Coordination among Agencies
Suggestions for Improving In-service Teacher Education Programmes
To overcome the above shortcomings, several measures can be taken. The following suggestions can help make in-service training more effective:
1. Need-based and Context-specific Training
Conduct need assessment surveys before designing programmes.
Provide subject-specific and level-specific training modules (e.g., separate for science, mathematics, language teachers).
2. Balance Between Theory and Practice
Use demonstration lessons, case studies, and model classrooms.
Encourage hands-on practice and micro-teaching during training sessions.
3. Extend Duration and Provide Continuous Support
Instead of short workshops, design longer and continuous training programmes spread over the academic year.
Introduce modular training so teachers can learn in phases.
4. Introduce Strong Follow-up Mechanisms
Create mentoring systems where experienced teachers guide participants.
Use BRCs and CRCs for continuous monitoring and classroom support.
5. Strengthen Infrastructure and Digital Resources
Upgrade training centres with smart classrooms, internet access, and teaching aids.
Develop quality training materials, handbooks, and e-resources.
6. Promote Use of ICT and Online Platforms
Encourage teachers to use SWAYAM, MOOCs, and DIKSHA platforms.
Introduce blended learning combining offline workshops with online courses.
7. Motivate and Incentivize Teachers
Provide certificates, credits, promotions, or financial incentives for completing training.
Recognize and reward innovative teachers.
8. Differentiated Training for Different Levels
Separate training modules for elementary, secondary, and higher secondary teachers.
Tailor programmes to address specific challenges of rural and urban schools.
9. Use of Regional Languages
Ensure that training materials are available in local languages to maximize participation and comprehension.
10. Better Coordination among Agencies
Establish collaborative frameworks among NCERT, SCERT, DIET, NGOs, and universities.
Avoid duplication by maintaining a national database of training programmes.
Role of Agencies in Implementing Effective Suggestions
NCERT: Should design national-level frameworks for effective training and integrate ICT in teacher education.
SCERT: Must localize training modules according to state curriculum needs.
DIETs: Should provide school-based and need-specific support.
BRCs/CRCs: Must focus on follow-up, mentoring, and hands-on classroom support.
NGOs and Private Agencies: Can introduce innovative models, community participation, and technology-driven training.
Conclusion
In-service Teacher Education Programmes are vital for enhancing the quality of teaching and learning. However, the existing system suffers from shortcomings such as lack of planning, poor infrastructure, short duration, and absence of follow-up mechanisms.
To improve effectiveness, training should be need-based, practical, continuous, and supported by strong infrastructure. The integration of ICT, incentives, and collaborative efforts of agencies can transform in-service training into a powerful tool for teacher empowerment and student success.
A well-planned, dynamic, and teacher-friendly in-service education system will ensure that teachers remain lifelong learners, capable of adapting to the ever-changing educational landscape.
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