Educating the teachers / Shyni Duggal

Includes bibliographical references.

1. Philosophical basis of INSET -- 2. History of INSET -- 3. Spectrum of INSET -- 4. DIET: a key agency of INSET -- 5. Roadmap for organization -- 6. INSET training session -- 7. Theoretical basis of INSET evaluation -- 8. Key aspects of INSET programs evaluation -- 9. Review of the related literature -- 10. Procedures of the study -- 11. Major findings and conclusion.

For a good teacher, every facet of her/his knowledge, skills, personality and interests is of potential professional value. Teachers require a continual updating of their professional acumen. For this, they need INSET, i.e. in-service teacher education on a regular basis. The importance of INSET programs has been emphasized by Levin (1962), "…the further quality improvement in teachers helps to protect from the commonest disease teachers suffer from, i.e. 'Arteriosclerosis', that is, long-set habits that become a second nature forcing them to act always in the old well-established way, independently of the transformed world around them." Prima facie, obsolescence and explosion of knowledge are the root causes of professional updating of the teachers. Though, the purview of in-service education is very wide, as it is considered to be a lifelong education, in India, by and large, its connotation limits itself to participating in the short-term courses and programs. This is a study conducted to evaluate the in-service education programs organized for assistant teachers working with different types of primary schools in Delhi. In pursuance of NPE - 1986, the onus of providing quality 'Elementary Teacher Education' of both the types, viz. pre-service and in-service has been entrusted upon the DIETs, hence, this study focuses on the in-service education program conducted by DIETs for these teachers.