The training of teachers is started through an initial pre service training that is imparted to all teachers. This training is anchored in a holistic view of education that takes into consideration the trainees' view of education and worldview, the child's life situation, the community's worldview and the trainee's interaction with the community. One to two months in duration and residential in nature, it is conducted in a facilitative atmosphere encouraging trainees to address various educational and social issues. The emphasis is on developing the attitudes, competencies and capacities that would enable them to function effectively within preschools and communities to work under harsh conditions of few facilities and in the face of community resistance. An effort is likewise made to strengthen their reflective abilities, enhance collective feelings and bring about a change in attitude to children and community. The aspects covered in the pre-induction course include- orientation on the philosophy of education, theory of preschool play activities, health and education, understanding of child psychology, teaching methods and pedagogy and development of handicrafts and teaching material.
 
 In service programs for capacity building and training:
 There is need-based system for professional development of teachers in place. Regular workshops are held that include discussion on pedagogical issues and serve as the venue where decisions for implementation are made. Aspects included are:

 

 

1.    Academic Issues	2.    Management issues	3.  Personality Development Issues
1.1 Understanding        preschool 1.2  Curriculum 1.3  Programme planning 1.4  Scheduling 1.5  Teaching methods 1.6  Understanding child 1.7  Development	2.1 School Community             relations                                   2.2 School Management	3.1 Skill  Development

 

 

 

 

 

 

 

 

 

 

 

More specifically, the avenues for teachers' capacity enhancement for preschool teachers in Bodhshalas include:

 

  An annual workshop of thirty days for academic enrichment of  teachers, held during the  vacations.

  Monthly meeting of two days for experience sharing and capacity building in areas in which difficulty is experienced.

  Need based training for capacity enhancement of staff

  Weekly visit by coordinator or assistant coordinator specialized in ECCE.

  Weekly meetings within the school to discuss their areas of difficulty in content handling and planning.

 Exposure visits for both teachers and coordinators to expose them to latest developments in

     theory and practice in different institutions and organizations in the country