In-Service Training at Elementary School Level: Impact on Classroom Practices

Teacher Education includes both pre-service and in-service training to the teachers (Trainees). Here, in the present study, in-service training for teacher at elementary education level has been taken for research to explore any Changes in Classroom Practices of Elementary Schools as a result of such training. Both multi-stage and incidental sampling techniques were followed for selection of sample. As the objective of the study was to assess effectiveness/impact of in-service training for elementary school teacher, the classroom teaching processes were observed through a Classroom Observation Schedule from 90 (ninety) classes of both trained and un-trained teachers working in elementary schools. The analysis was made through simple percentage calculation on the activities of the teachers and critical ratios (CR) were calculated to find the significance of the difference between two percentages obtained from classes of trained (56 classes) and un-trained (34 classes) teachers. The results depict that in-service training has significant positive effects, in favour of trained teachers, on the skills of introducing the lesson, skills of teachers for presenting the lesson in the classroom teaching; explain the lesson by giving suitable example, skill of explanation in the classroom with demonstration, asking question and students participation for seeking more elaboration on the lesson taught.