Vol. 2, Issue 1 (2017)
Distance-Education Programme (DEP) is a major intervention started by the Ministry of Human Resource Development (MHRD), Government of India, on 1st July 2003 to train teachers of the country under SSA programme and the course is popularly known as Diploma in Elementary Education (D.El.Ed). This is intended to upgrade the professional competencies of working teachers in the elementary schools who have entered in the profession without formal training. This paper deals with the training of elementary teachers through Open and Distance Learning (ODL) mode in Chhattisgarh started under the supervision of SCERT from 07.05.2012 with the permission of NCTE. The main objective of this study was to find out the perception of the elementary teachers enrolled in the D.El.Ed. (ODL) programme regarding relevancy and applicability of this programme, academic support they get and impact of programme on untrained teachers. The researcher was used survey method under descriptive research for this study. The sample consists of 300 untrained elementary school teachers pursuing Diploma in Elementary Education through ODL mode as participants from the different study centres of the Chhattisgarh were selected for the study. The data in the study have been gathered through the questionnaire in which the open ended questions take part. Students were asked to give their feedback on areas associated with the relevancy and applicability of this programme, academic support and impact of the programme. To study the perceptions as perceived by the trainees, content analysis was incorporated. The collected data were tabulated and analyzed with the percentage technique. Analysis of data indicates that programme is relevant and applicable for the teacher trainees as they imbibe skills to transfer their implicit knowledge into practical knowledge but still there is a need to improve the programme to cater the expectations of trainees and society at a large. The areas that emerged to be a matter of concern in the present study are outdated course designing, absence of co-curricular activities, inadequate and less experienced resource persons, insufficient academic support.
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