Impact of Induction Training on Pedagogical Skills and Classroom Practices of Elementary School Teachers in Punjab
Author(s) : Adila Khanam & Intzar Hussain Butt
The targets of quality education can be achieved through the efficient and trained workforce responsible for delivery of education. The study was conducted to investigate the impact of induction training on pedagogical skills and classroom practices of elementary school teachers in Punjab. Twenty teachers who were inducted in 2018 and gone through induction training were selected through convenience sampling to participate in this study. An observational protocol was developed to observe them teaching in their real time classrooms. Descriptive data indicated that newly inducted teachers didn’t show significant improvement in the pedagogical skills and classroom practices due to their participation induction level training. The skills, if any, they are applying are being used unknowingly and with least effect on the students. So, it can be concluded that the induction trainings offered by QAED have no greater impact on improving pedagogical skills of the newly inducted teachers. It is strongly recommended that these teachers should be followed by the training academy for first few years so that the impact of induction trainings can be made visibly significant.
Keywords: Effectiveness, Induction training, Teaching and learning, Pedagogical skills