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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 1 what a teacher trainer needs to know
close this folderConsiderations in designing a training program
View the document(introduction...)
View the documentDefining program goals and
View the documentSelecting topic areas
View the documentDesigning learning activities
View the documentTraining rhythm and flow
View the documentIncorporating program evaluation
View the documentAnalyzing training constraints

Analyzing training constraints

Before you are truly ready to implement your training design, you need to consider and reconsider the obstacles you may encounter. The following questions (and others) must be answered and dealt with in your design before you can think about implementing it.

° WHO: What human resources do I have to conduct the program? (Will I be doing it alone, or will I have money to pay someone else, or have some assigned help? Are there other qualified people to assist me? Are there people in the community who may play a part? Could this include other Volunteers?)

° WHERE: Where will the training be located? Where is the most cost efficient and convenient place? (Of course you may not always have the choice.) Will I need to distribute money for travel expenses or provide transportation? Will I have to provide lodging and money for food?

° HOW MANY: Given the staff available, and the facilities and available time, how many teachers may I realistically and effectively work with?

° HOW MUCH & WHAT: What financial and other material resources do I have? What teaching aids are or can be made available? (Are there specific teaching materials such as books and texts that are needed?) What materials have to be made and how do I make them/copy them? Are there any visual aids, overhead projectors, videos, etc. available at the training site? (See Chapter 2, Materials Development and Resource Utilization for more details in this area).

ACTIVITY BOX

1. Make a list of all of the people who might have input into your training program. Indicate how you would contact them, what information they might provide and what role would they play in the training program.

2. List the key obstacles or constraints you might expect to encounter as you design an in-service teacher training program. Note down how you would adjust for time, logistical, cost, etc. constraints in your training design.

3. Use the needs assessment information (hypothetical or actual) that you gathered in the previous section to design a training program you can implement when you return to your site. As you design the program, keep each of the six major considerations of program design in mind.