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.

Citation

Raval, H., Mckenney, S. & Pieters, J. (2014). Remedial teaching in Indian under-resourced communities: Professional development of para-teachers. International Journal of Educational Development, 38(1), 87-93. Elsevier Ltd. Retrieved December 10, 2019 from https://www.learntechlib.org/p/195702/.

Keywords

• india
• Para-teachers
• professional development