teachers

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.

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.

Gowtham tries to figure out what works in CPD for teachers, why and how, by discussing these organizations’ interventions in the domain, the approaches involved, the impact produced, and the challenges encountered.