EMPOWERING IN-SERVICE HIGHER EDUCATION TEACHERS IN CONTENT KNOWLEDGE AND TEACHING SKILLS THROUGH INTERACTIVE ANDRAGOGICAL AND PEDAGOGICAL APPROACHES

Abstract

The article describes the application of interactive teaching for the enhancement of content knowledge and pedagogical skills of one hundred thirteen newly inducted college teachers of various disciplines engaged during twelve days of induction training by focusing on modules such as leaner's psychology, curriculum and student assessment, college governance, effective teaching strategies, life, communication and presentations skills, computer (technology) skills, micro-teaching, service rules, and budgeting. The trainees were divided into three sections, and the uniformity of the trainers was observed. A pre-test was conducted before starting the training on the proposed modules. After twelve days' training, it was imparted through interactive discussions, demonstrations, question-answer sessions, mini-projects, simulations, interactive technology, and micro-teaching sessions followed by a post-test.  The pre and post-tests results were compared; the achievements/test scores reflect that after receiving training, the content knowledge and teaching skills of the newly inducted college teachers were enhanced to a great extent.  The study suggests that induction training should be made mandatory for all the teachers before engaging them at the tertiary level, i.e., college and university, because it provides the required knowledge and skills through hands-on training. They lack actual classroom experience in higher education. The training ultimately brings a marked change in their professional attitude; hence, the ultimately goal, academic growth of students of colleges and universities, can be achieved by training them.