A conceptual model for supporting para-teacher learning in an Indian non-governmental organization (NGO)

Abstract

Non-governmental organizations (NGOs) are being recognized globally for their influential role in realizing the UN Millennium Development Goal of education for all in developing countries. NGOs mostly employ untrained para-educators for grassroots activities. The professional development of these teachers is critical for NGO effectiveness, yet para-teacher learning in such contexts is rarely researched. To facilitate much-needed research on para-teacher professional development, this article offers a contextually relevant on- the-job learning model for para-teachers. The model suggests that para-educators can effectively learn when their work and learning are integrated by systematizing a simple daily cyclical routine of lesson planning, enactment and reflection for everyday instruction. It also suggests other supports to stimulate learning alongside the cyclical routine.