The Effect of Changing Models for Changing Times in Context of a Teacher’s Continuous Professional Development Programmes in Innovative Pedagogical Practices

The global pandemic has made relevance in planning clearer from the perspective of planning for the present times, the future and the changing times. The discussion on Teacher’s Continuous Professional Development remains a key factor of policy perspectives for a nation’s socio-economic development. The NEP 2020 envisions holistic development of learners through a holistic curriculum to meet 21st Century Education needs UNESCO, SD “G 4 Quality Education”, for an Indian context deeply rooted in cultural identity. The earlier Education commissions-University Education Commission 1948, Secondary Education Commission 1952, and Education policies 1968, 1986, Plan of Action 1992 have given cognizance to teacher’s development. In alignment with educational policies, since 2009, the Faculty Development and Research Centre has been conducting Teachers Training programmes for CBSE affiliated schools. Having trained approximately 18,000 teachers through its offline and online modes, this paper discusses the changes in the training models in the wake of the changing needs and their effect on teaching in Covid times. The training models have been based on curriculum model, Values integration, integration of Instructional strategies, Innovative pedagogies and Technology integration. The recent pandemic has brought to document the effect of the Teachers training model in alignment to the National Mission on Education through Information and Communication Technology (ICT) in the basic, medium and advanced ICT integrated models based on the Koehler, M. J., & Mishra, P. (2009) TPACK model and the flipped classroom training models. Teachers’ competency to apply them during the Covid lockdowns has shown seamless progression in teaching-learning platforms from offline to online platforms. This seamless transition is an effect of accordance to a national mission, policy planning and management objective that directed the Teachers Continuous Professional Development. The planning ahead is to adopt an online Knowledge management model for teachers’ capacity building in preparation for changing times.