Nowadays people are experiencing the digital revolution and redefining the globalization at very high speed. So the age-old practices of teaching-learning in this information era may not help in all aspects of school education. Hence the transformation is need of the hour as every aspect of the teaching-learning imbibes with the traditional values and systems.

As Malala Yousafzai says, “One child, one teacher, one book, one pen can change the world", one can understand the role of a teacher in the social transformation and overall development of a child. As the trends in education, all around the world are changing, the teacher should adapt to the present changes and for the future. Hence the professional development of school teachers is an important aspect of school education nowadays. Many authors presented the different aspects of professional development.

However, professional development of teachers' practical knowledge in science education is needed in the context of current reforms. These reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account (van Driel, Beijaard, & Verloop, 2001).

Professional development on teachers' instruction is also a key aspect and the teachers should focus on specific instructional practices that increase teachers' use of those practices in the classroom (Desimone, Porter, Garet, Yoon, & Birman, 2002).

Another key area is the teacher-child interaction and it is useful to mitigate the stress. Moreover, engagement in professional development is important for early childhood teachers. It gives a huge impact on early childhood education and care (Sandilos, Goble, Rimmkaufman, & Pianta, 2018; Egert, Fukkink, & Eckhardt, 2018).

Student achievement is directly associated with teachers' professional development with teaching practices (Fischer et al., 2018). The change in a teacher is vital for better teaching practice and it could be done through professional development (Guskey, 2003). More importantly, improvement in teacher learning could be done through professional development courses (Borko, 2004). In the climate of educational reforms, staff development programs are essential for effective curriculum transaction and student achievement (Joyce & Showers, 2002; Little, 1993). Many works have been presented in this area across the world and moreover professional development in India is reviewed by Selvaraj Alagukanna and Suganya (2015).

The significance of the present study is as follows

• Highlight the need for professional development in school education
• Aspects of professional development in the effective teaching-learning process
• Present the facilities for the professional development of a school teacher in India

School education in India is contributed by (i) Government supported public schools and (ii) Private schools funded by private management. These public schools are controlled and funded in three levels, such as central, state, and local. As per the Constitution of India, free and compulsory education is provided as a fundamental right to children between the ages of 6 and 14. The Gross Enrollment Ratio (GER) in education is increasing at a steady rate as shown in Figures 1 and 2. One can also observe the status of GER in 2015-16 in school education from Table 1. The growth in Education is often cited as one of the prime factors of economic development.

Figure 1. Enrolment (in Lakhs) from 1950 - 2010 in India (MHRD, 2018)

Figure 2. Enrolments (in Lakhs) from 2000 -2001 to-2011-2012 in India (MHRD, 2018)

Table 1. Status of GER in 2015-16 in School Education (MHRD, 2018)

The schools are classified in another way as below

(i) Government schools

(ii) Government aided schools

(iii) Private schools

Government schools are run by Central, State Governments, and local bodies. In central government funded schools are categorized as Kendriya Vidyalayas (in urban areas), Jawahar Navodaya Vidyalayas (for the gifted rural students) and Kasturba Gandhi Balika Vidyalayas (for girl students of backward communities like SC, ST, and OBC). The state governments are also providing school education as residential schools and non-residential schools.

Government aided schools are run by charitable trusts foundations, missionaries and other organizations with partial funding from the state governments. The levels of school education in India are shown in Figure 3, viz., preprimary, primary, and secondary.

Figure 3. Levels of School Education in India

Pre-primary related to the age group of children from 2 to 3 years who are engaged in play-way kind of teaching. The children from 3 to 4 years are joining in nursery. It provides joyful learning environment and improves the mental and physical abilities of the children.

In India, primary education is referred to as elementary education for the children of aged 6 to 14 years old. The primary education, in general is classified as lower primary (age 6 to 10), upper primary (age 11 to 13), secondary (age 14 and 15) and higher (senior) secondary (age 16 and 17). However as the education sector is dealt with by both center and state governments, the duration of the primary education varies across Indian states. In spite of many efforts, such as banning child labor, free, and compulsory education by the Indian government, the universalization of primary education is taking more time due to economic disparities and other social conditions. About 80% of schools are government supported and recognized schools and contribute to the primary education in India.

However, many other shortages like infrastructure facilities, higher PTR (Pupil to Teacher ratios), poor levels of teacher training, lack of political will, absenteeism of students, etc. are prevailing especially in rural areas.

The Government of India has initiated Sarva Shiksha Abhiyan scheme for universalization of education for all, which is one of the largest education initiatives. This resulted in improvement in gross enrollment, staffing, and reducing the gender gap in education.

Secondary education in India for the children aged 14 to 18 and the final two years is often called Higher Secondary (HS), +2 or Senior Secondary. Secondary education starts form class VIII or IX depending upon the states or union territories. One can observe the Gross Enrollment Rate (GER) of children from primary to secondary level as shown in Figure 4.

Figure 4. Gross Enrollment Rate (GER) based on Table 1 (MHRD, 2018)

There are different independent and subordinate governing bodies to regulate education at different levels in India from primary to higher education. They suggest and assist center and state governments on academic matters of education. The major governing bodies are as under

• National Council of Educational Research and Training (NCERT)
• Central Board of Secondary Education (CBSE)
• Council of Indian School Certificate Examination (CISCE)
• State Government Education Boards
• University Grants Commission (UGC)
• National Institute of Open Schooling Board

According to the Cambridge Dictionary, professionalism means, “the combination of all the qualities that are connected with trained and skilled people”. However, professional development means, “training that is given to managers and people working in professions to increase their knowledge and skills". Hence, professional development of a teacher is nothing but developing the skills and knowledge of a teacher.

Professional development causes improvement in every aspect of the teaching-learning cycle as shown in Figure 5.

Figure 5. Professional Development Causes Improvement in Teaching-learning Cycle

The professional development training leads following advantages

• It gives the habit of life-long learning through meaningful engagement with colleagues, books, and materials.
• Provides scope for social, emotional, and intellectual engagement.
• Supports collaborative learning with successful teaching mythologies, evaluating the curriculum, identifying the curriculum gaps, solving educational issues.
• Improves classroom and school practices.
• Improves the cognitive base of teachers. Develops the sense of integrity and ethics of the teaching profession.

Regulatory bodies and independent organizations of education are conducting Professional development programs for teachers. Especially, NCERT is taking the following important measures for the professional development of teachers and teacher educators (MHRD, 2018).

• National Institutes of Education (NIE) are conducting short-term/long-term courses/programs.
• NIE is organizing in-serve training for key resource persons and teacher educators for capacity building and implementing school improvement schemes.
• Department of Educational Psychology and foundations of education under NCERT are involving in the major thrust areas of educational psychology, guidance, and counseling. It extends its resources and collaborates in providing training in psychological perspectives to different aspects of school education. Organizing training programs for teacher educators in identifying and creative potential, learning and development, and behavior modification.
• Department of Educational Psychology and foundations of education offers PG Diploma in Guidance and Counseling to train counselors in schools.
• Department of Teacher Education (DTE), focuses on research, development of study materials, capacity building of teachers, and teacher educators. It organizes in-service and continuing education programs of different durations at different levels using ICT and EDUSAT facilities.
• DTEs are providing academic support for centrally sponsored institutions of Teacher Education like District Institute for Education and Training (DIET), State Council of Educational Research and Training (SCERT), Career and Technical Education (CTE), and Institute of Advanced Studies in Education (IASE) and promoting innovations and experimentations in teacher education and school education.
• NCERT conducts national level training programs, national meets, and conferences in planning, implementing and monitoring of Early Childhood Care and Education (ECCE).
• NCERT also organizes capacity building program for various stakeholders under the Early School Mathematics Programme (ESMP) to develop material and pedagogic strategies for mathematics in early primary grade (Classes I and II).
• Department of Education in Languages (DEL) was set up in 2005 and actively promoting language education and conducting professional development of teachers in language education.
• Department of Education in Languages is regularly organizing training programs for key resource persons, teachers, and master trainers to apprise them of new and effective pedagogies, assessment practices, material development, issues related to classroom transactions, and avenues of teachers’ professional development.
• The Department of Education in Social Science (DESS) promotes quality improvement in curricular issues in social sciences subjects and conducts need-based capacity building programs for school teachers.
• Department of Education in Arts and Aesthetics (DEAA) promotes various studies of arts education in schools and conducting teacher educators and inservice teachers in arts education.
• Divison of Educational Kits (DER) was started in 1964 and is providing academic assistance to design and develop kits for teaching science. It provides handson training for teachers and teacher educators.
• Department of Curriculum Studies (DCS) looks after various aspects of curriculum research and development.
• Library and Documentation Division (LDD) has the largest collection of books and journals in the field of education. It collects, organizes and disseminates primary, secondary, and tertiary resources for school education.
• Central Institute of Educational Technology (CIET) was started in 1984 to promoting utilization educational technologies viz., radio, TV, films, cyber media, and satellite communication.
• Regional Institutions of Education (RIE) cater to the needs of in-service and pre-service education. It offers pre-service educational training programs to prepare school teachers.
• RIE involves in the development of innovative preservice teacher education courses, viz four–year integrated courses like B.A, B.Ed or B.Sc, B.Ed, etc.
• Journals are published for providing a forum for teachers, students and teacher educators.

All these practices are can be categorized as follows

• Professional development in pre-service teacher education (Initial Teacher Education).
• Professional development in In-service teacher education (Continuing Professional Development (CPD).
• Collaborative Professional Development
• Professional development in counseling & guidance for behavior modification.

In this computer era, with the availability of more information to the students, one should update his/her knowledge to sustain in their present profession. The teaching profession is also challenging like any other professions; the professional development of teachers plays a major role in teaching-learning of school education.

In this paper, the scope of professional development to improve the teaching-learning has been reviewed exhaustively and highlighted the professional development practices supported by government agencies in India.

Recommendations

In this paper following recommendations are made for further development in this area:

• The Government bodies in education should provide more professional development courses in diversified areas during summer vacation for school teachers and teacher educators.
• The corporate sector in India should support and provide facilities for professional development courses for government school teachers in the form of corporate social responsibility.
• The attitude shift among teachers is required to learn new concepts and update their skills
• The teachers should be encouraged to attend at least a one-week refresher course every year during summer or winter break.
• Teachers need to involve by undertaking action research projects.
• The institutes and school management should support the professional development programmes to their faculties.
• The management also need to attend the Professional development programs along with their teachers.
• The school management should encourage their teachers to participate in more professional development courses and allow them to share their knowledge with other colleagues.
• Professional development courses should be more practical and relevant for school teachers and teacher educators.