Designing for Technology-Enabled Reflective Practice: Teachers’ Voices on Participating in a Connected Learning Practice

  • Bindu ThirumalaiEmail author
  • Anusha Ramanathan
  • Amina Charania
  • Glenda Stump
Part of the South Asian Education Policy, Research, and Practice book series (SAEPRP)


Approximately 2000 secondary school teachers, many for the first time, experienced participating in a technology-enabled, practice-based, blended learning teacher professional development programme. A majority of the teachers work in schools situated in rural and remote locations, teaching students from socio-economically marginalised backgrounds. Thus far, the programme has enabled university-school linkages through the formation of teacher communities of practice and through certification courses. This chapter explores the teachers’ voices, experiences and changes in beliefs and practices through participating in the continuous professional development programme implemented at scale in the Indian context to evaluate the processes and argues that the integration of academic, administrative and policy goals at every level of the intervention is vital for sustaining teacher professional development quality at scale.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Bindu Thirumalai
    • 1
    Email author
  • Anusha Ramanathan
    • 1
  • Amina Charania
    • 1
  • Glenda Stump
    • 2
  1. 1.Centre for Education Innovation and Action Research (CEIAR), Tata Institute of Social Sciences (TISS)MumbaiIndia
  2. 2.Massachusetts Institute of Technology (MIT)BostonUSA

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