The IUP Journal of English Studies
Teacher Intervention in the Curriculum: What? Why? How? Redefining the Scope of Continuous Professional Development (CPD) Programs

Article Details
Pub. Date : March, 2020
Product Name : The IUP Journal of English Studies
Product Type : Article
Product Code : IJES62003
Author Name : Anu P, P Bhaskaran Nair
Availability : YES
Subject/Domain : Arts & Humanities
Download Format : PDF Format
No. of Pages : 08



Availability of rich resources on the one side and high demand for them in the form of refined products on the other, still no intermediary agency to bring them together-this metaphor seems to represent Indian pedagogy in general. Teachers' resourcefulness and individual potentials go unexplored as they are forced to follow a prefabricated curriculum in a rigid administrative framework. On the other side, learners long for more humanistic approaches, diverse learning experience, and closer-to-life learning outcomes. This paper attempts to bridge this gap in classroom instruction with a special focus on English as a Second Language (ESL) by emphasizing the need for more freedom for teachers so that they can intervene in the curriculum at various stages. This curricular intervention, if made an integral part of Continuous Professional Development (CPD) programs, by using action research as a tool, is expected to result in a twofold change: in the participant teacher's greater involvement in the CPD programs and the learner's more productive participation in the ESL classes.


The curriculum is an open book kept before the society for the perusal of all the stakeholders and an open-ended document into which suggestions and modifications can be incorporated from time to time. The traditional notions of curricula, syllabi, textbooks, frameworks for testing and evaluation, etc. as produced by some experts and "given from above" for teachers to "put into practice," for learners to "gulp down," and for the society, which includes mainly parents, just to endorse, have become obsolete.


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