Changes

=== PLC as a continuing model of TPD ===

=== PLC as a continuing model of TPD ===

The PLC-OER approach for teacher education provides a model for a sustained  'content agnostic'  program, meaning the program can focus on subject matter or pedagogy or philosophy of education or ICT or a combination of these, in any year. The program content would be available on the OER portal and be the subject of on-going discussions on the virtual forums. Hence it is possible to 'continue' as well as 'cumulate' such learning. Gradually  the PLC approach would not be adopted for a specific teacher education program, but its principles (forming teacher learning communities, who have been part of the specific learning program/processes) could apply to all of the in-service teacher education program of the state. By making the access to an ICT lab a necessary part of the teacher education program, it also has the incidental benefit of restricting the number of participants in any program to a reasonable number, allowing for greater participation of the teachers.

The PLC-OER approach for teacher education provides a model for a sustained  'content agnostic'  program, meaning the program can focus on subject matter or pedagogy or philosophy of education or ICT or a combination of these, in any year. The program content would be available on the OER portal and be the subject of on-going discussions on the virtual forums. Hence it is possible to 'continue' as well as 'cumulate' such learning. Gradually  the PLC approach would not be adopted for a specific teacher education program, but its principles (forming teacher learning communities, who have been part of the specific learning program/processes) could apply to all of the in-service teacher education program of the state. Since the STF is a generic program, focusing on learning ICTs for TPD, it can incorporate any formal content. For instance, a topic like CCE or Adolescent education could be chosen and the methodology of accessing the web for available resources, creating text-audio-video-semantic map resources in a collaborative manner by participating teachers can help in building understanding of the topic, and support teachers peer learning, during the workshop and also subsequently in the mailing-list conversations. As more teachers become members of the mailing-lists, the program team organising the training, can share indicate program notes, containing aims, scope, contents and methodology of the program on the mailing-lists and invite comments from teachers, and use these to further refine the program design. For instance, in the Karnataka STF program, the teachers came for a second round of training after a couple of years. In the second round, formal OER creation using these tools was focused on. 

 

By making the access to an ICT lab a necessary part of the teacher education program, it also has the incidental benefit of restricting the number of participants in any program to a reasonable number, allowing for greater participation of the teachers.

=== PLC - Participatory TPD model ===

=== PLC - Participatory TPD model ===