A REVIEW ON THE DISTRICT PRIMARY PROJECT FOR THE REFORMS IN THE CULTURE AND THE CLASSROOM

  • Dr.Neetu Raina

Abstract

One of the fundamental aspects of educational reform is the reform in teaching and learning. In the multi-donor funded District Primary Education Project in Karnataka, India, this research investigates the effect of the reform process on teacher thought and classroom practice. A variety of topics dealing with teaching and learning are explored using both qualitative and quantitative methodologies to explain the degree to which improvements are taking place in the classroom. The study analyzes the influence of four cultural constructs in India that frame teaching and learning: holism as a shared worldview that promotes openness to regulation; the hierarchical structure as a regulatory social framework; knowledge as collectively discovered and attested; and the 'sense of duty' that defines the teacher's position (and student). The conclusion of the study is that the basic characteristics of conventional practice, namely rote and repetition, have not changed, although there are observable improvements in the classroom in the usage of instructional aids and activities during instruction. The openness and resistance of both teachers to change are portrayed as rooted in teaching and learning's cultural construction.

 

Published
2019-07-30
Section
Articles