06Fri
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Friday, May 6, 2022 [2:30 pm]
https://hbcse-tifr-res-in.zoom.us/j/96144918745?pwd=bXVpeUVYVXltdEtyS21tSFBtYVk1QT09
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437271
Designing and implementing a collaborative teacher professional development model for planning project-based learning in Indian schools
The thesis is focused on designing and implementing a model of teacher professional development (TPD) through Project Based Learning (PBL) modules in Indian schools. The work began with developing a model of PBL as curriculum response to NCF 2005, but is applicable in the context of NEP 2020. The proposed PBL model was shared with teachers and their views on projects and practices of conducting projects in school were explored. A series of three workshops were conducted within a span of 6 months to engage teachers in planning PBL units for implementation in classrooms. Thirteen schools were visited to observe the process, issues, and concerns related to the implementation.
Students’ views of PBL were also gathered and two PBL units were developed and implemented with them. One of these units was shared with teachers for feedback and evaluation. The transaction of these two units indicated that these could ensure students’ disciplinary engagement as well as facilitate critical self and peer assessment. The engagement with teachers confirms the plausibility of implementing PBL in Indian classrooms with adequate teacher support and systemic changes in the school operation. Teachers’ productions in terms of teaching plans indicated an evolution of their ideas about PBL with respect to aspects of subject integration, assessment, group work, and classroom management.