Garg, Kuldeep
(2017)
If the destination is emancipation of teachers then one of its major routes is reflective practice : some insights from personal experiences of an education worker.
Learning Curve (26).
pp. 46-49.
Abstract
Any professional development of teachers requires a continuous support1 at various stages of teachers’ careers, but in India today we have seen the dismal conditions of all such support both in their availability as well as their quality. Another interesting aspect is that wherever such support, particularly good interventional, fixed-time support is available, two things have happened. The first, its effectiveness stagnates after about five years, second, when the project winds up, the new initiatives and practices dip significantly and gradually die out. So external support neither works for a long period nor does it sustain its initiative and accomplished changes when it gets closed down. At least, I have personally observed this (being a part of different teams in Digantar2) in the fields throughout particularly during the last decade (2005 to 2012) with regard to different interventional projects viz. Shiksha Samarthan Pariyojna, Phagi and the Quality Education Programme, Baran.
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