Education

In the “Ground Zero” piece, Dravina Seenivasan discusses the work of three organizations from across the country to show why keeping teachers’ lives, lifeworlds and agency at the centre of their professional development is the most important part of the process.

The piece by Subir Shukla discusses the origins of CPD for teachers in India, in the way we understand it now, by tracing the path back to the systems and processes instituted by DPEP (District Primary Education Program) in the mid-1990s.

Archana R and Rishikesh B. S., in their perceptive piece, share with us the work of Azim Premji Foundation in Teacher Professional Development, by focusing on the interventions undertaken in its Teacher Learning Centres.

In her essay titled “Our journey toward collective growth,” Nisha Subramaniam reflects on how the process of capacity building for the teachers her organization works with, has been built on the foundation of the deep relationships sustained over the years with the teacher community.

In this piece, they show how a data-driven approach can play a key role in reforming the public education system with respect to CPD.

What does continuous professional development (CPD) for teachers entail While discussing continuous professional development (CPD) for teachers, one often begins with the question, “What is continuous professional development?”. A simple online search or a textbook will throw up many answers, one of them being – CPD is a set of learning experiences that help you […]