Professional Development

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.

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.

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 the “Resources and Reviews” section, Shivaranjani shares a set of resources in the space of CPD for teachers, which can help us support the process of honing reflexivity, pedagogical content knowledge, self-assessment, dialogic engagement, and self-directed learning among our teachers.

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 an interview, Dr Bindu Thirumalai, an academic working closely with communities of practice (CoP) of teachers, reveals their potential in acting as important facilitators of teacher’s learning processes, and the conditions in which CoP can flourish.