The presentation focusses on teacher training process

1. EVALUATING THE IN-SERVICE
TEACHER TRAINING PROCESS IN
UTTARAKHAND
Atul Bamrara | School of Education | Uttarakhand Open University

2.  There are serious drawbacks in teacher preparation
programs both in the service and before the service
(Darling-Hammond, 2000; Gupta et al., 2006)
 Teachers' education persists with low "ecological validity"
and underlines the tensions in the selection and technical
experience of DIET staff and in their attitudes towards
basic teachers, which limit their engagement in local
contexts (Dyer et al., 2004; ).
Teacher Training (TT) Scenario

3.  There is no alternate of a good teacher and the capacities
of teachers must be developed to perform better via high
quality teacher trainings (Behar, 2015).
 High standard recruitment practices and conditions to
support professional satisfaction are some key areas which
should be kept in consideration (Schoepp, 2005)
 The teachers must be trained and paid better, which will
then lead to improvement (Ballou & Podgursky, 1997).
Why to focus on TT

4.  To explore the correlation between the design
& development of training and experience of
trainers
 To explain the relationship between the
design & development of training program
and academic background of the trainers
Research Objectives

5.  H0: There is no significant relationship between
qualification of the trainers and Design of Training
(DoT) Program
 H0: There is no significant relationship between
Experience of trainers and Development of the
Training Program
Research Hypotheses

6. Data Collection Tool: Questionnaire
Sampling Method: Stratified Random
Data Source: Primary Data from school teachers of Uttarakhand
Secondary Data from Internet, Journals and Books
Statistical Software Used: SPSS 20
Statistical Methods: Chi-Square Test
Pearson Coefficient of Correlation
Research Methodology

7. 13 DIETs of Uttarakhand
8 (Approx.) Teachers from one DIET
Sample Size
100
Sampling Universe

8. SN Proposed Relationship Correlation ϗ2
Result
1 Formulation of learning objectives and
trainers’ qualifications
Positive Rejected
2 Applying a mix of instructional
methods and trainers’ qualifications
Negative Rejected
3 Designing the content outline and
trainers’ qualifications
Positive Rejected
4 Development of content
plan/instructional methods and
trainers’ qualifications
Negative Rejected
5 Developing the training program with
the Help of scholarly books/ journals/
magazines and trainers’ qualifications
Positive Rejected

9. SN Proposed Relationship Correlation ϗ2
Result
1 Formulation of learning objectives and
trainers’ experience
Negative Rejected
2 Applying a mix of instructional
methods and trainers’ experience
Negative Rejected
3 Designing the content outline and
trainers’ experience
Negative Rejected
4 Development of content
plan/instructional methods and
trainers’ experience
Negative Rejected
5 Developing the training program with
the Help of scholarly books/ journals/
magazines and trainers’ experience
Negative Rejected

10. Conclusion
1. A significant relationship has been observed between the
development (Content Plan/ Instructional methods, use of
internet/online tools, Use of Books and magazines,
coordination with subject matter experts etc.) of the
training program and experience as well as qualifications
of the trainers.
2. As the qualification of the faculty members improve, the
design and development process also gets improved. It
has been observed that as the experience of the trainers
increase, they develop the training program based on their
experiences instead of being reluctant on books,
magazines or online tools.

11. Recommendations
1. In order to design and develop effective training programs
the trainers must follow the standard instructional design
models (e.g., ADDIE Model, Rapid Prototyping, Dick &
Carey and Kemp ISD, Gagne’s Model, Kilpatrick’s Four
Level Evaluation Model.
2. During development of the training program - online tools,
internet, books, magazines, journals and subject matter
experts must be involved in the process to impact the
design of training program.

12. Thank you for your patience !

13. Sample Size Calculation
Where,
z = 1.96, p = 0.02, q = 1-p, N = 215, e = 0.02
n = 97
~ 100 (Approx.)
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14. Formula Details
z = The value of the standard variate at a given confidence level
p = Sample proportion
q = 1-p
N = 215
e = Acceptable Error
N = Sample size
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