A Conceptual Model for Supporting Para-Teacher Learning in an Indian Non-Governmental Organization (NGO)

Autor/inn/en	Raval, Harini; McKenney, Susan; Pieters, Jules
Titel	A Conceptual Model for Supporting Para-Teacher Learning in an Indian Non-Governmental Organization (NGO)
Quelle	In: Studies in Continuing Education, 32 (2010) 3, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
Schlagwörter	Foreign Countries; Nongovernmental Organizations; Models; Lesson Plans; Workshops; Coaching (Performance); Barriers; Program Descriptions; Elementary Schools; Reflection; Learning Activities; Educational Principles; Reflective Teaching; On the Job Training; Inservice Education; Staff Development; Teacher Aides; Developing Nations; Educational Development; Educational Policy; Microteaching; Staff Role; India + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Lesson planning; Unterrichtsplanung; Lernwerkstatt; Schulung; Elementary school; Grundschule; Volksschule; Lernaktivität; Bildungsprinzip; Training-on-the-Job; Berufsbegleitende Ausbildung; Personnel development; Personalentwicklung; Handreichung; Lehrerhilfe; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Indien
Abstract	Non-governmental organizations (NGOs) are being recognized globally for their influential role in realizing the UN Millennium Development Goal of education for all in developing countries. NGOs mostly employ untrained para-educators for grassroots activities. The professional development of these teachers is critical for NGO effectiveness, yet para-teacher learning in such contexts is rarely researched. To facilitate much-needed research on para-teacher professional development, this article offers a contextually relevant on- the-job learning model for para-teachers. The model suggests that para-educators can effectively learn when their work and learning are integrated by systematizing a simple daily cyclical routine of lesson planning, enactment and reflection for everyday instruction. It also suggests other supports to stimulate learning alongside the cyclical routine. (Contains 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10