Coping with Curricular Change with Limited Support: An Indian English Teacher’s Perspective

  • Amol PadwadEmail author
  • Krishna Dixit
Part of the International Perspectives on English Language Teaching book series (INPELT)


Padwad and Dixit discuss an experienced, motivated teacher’s encounter with a new textbook, the symbol of an English curriculum change, introduced without any communication with local leaders or implementers. Initially, he ignored the book’s introduction which outlined the new approaches and roles expected, and continued to teach as before. Later, in-service training focussed on how he might introduce change practices in his classroom. He has begun to do so, but remains isolated, since many colleagues and leaders in his school are still unclear about what the change hopes to promote. The authors conclude that while change initiators continue to ignore evidence of the need to involve and inform stakeholders, teachers will need great motivation to overcome the self-doubt and contextual indifference that makes implementation so challenging.


  1. Argyris, C., and D. Schön. 1974. Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.Google Scholar
  2. Bolitho, R. 2012. Projects and programmes: Contemporary experience in ELT change management. In Managing change in English language teaching: Lessons from experience, ed. C. Tribble, 33–45. London: British Council.Google Scholar
  3. Council, British. 2013a. Maharashtra English language initiative for secondary schools: Master trainer training notes. Mumbai: British Council & RMSA.Google Scholar
  4. Council, British. 2013b. Maharashtra English language initiative for secondary schools: Teacher workbook. Mumbai: British Council & RMSA.Google Scholar
  5. Chin, R., and K.D. Benne. 1984. General strategies for effecting changes in human systems. In The Planning of Change, eds. W.G. Bennis, K.D. Benne, and R. Chin. New York: Holt, Rinehart and Winston.Google Scholar
  6. Department of School Education (DSE), Government of Maharashtra. 2010. State curriculum framework. Mumbai: DSE.Google Scholar
  7. Dixit, K.K. 2007. Towards a proposal for facilitator development for English Language Teachers’ Clubs in India. Unpublished MEd Dissertation, College of St. Mark and St John, University of Exeter.Google Scholar
  8. Fullan, M. 1992. The new meaning of educational change. London: Cassell.Google Scholar
  9. Fullan, M., and A. Hargreaves. 1992. Teacher development and educational change. In Teacher Development and Educational Change, eds. M. Fullan, and A. Hargreaves, 1–9. London: Falmer Press.Google Scholar
  10. Hargreaves, A. 1994. Changing teachers changing times. London: Cassell.Google Scholar
  11. Hoban, G.F. 2002. Teacher learning and educational change. Buckingham: Open University Press.Google Scholar
  12. Kennedy, C. 1987. Innovating for a change: Teacher development and innovation. ELT Journal 41 (3): 163–170.CrossRefGoogle Scholar
  13. Krishnaswamy, N., and A.S. Burde. 1998. The Politics of Indian’s English. New Delhi: Oxford University Press.Google Scholar
  14. Krishnaswamy, N., and T. Sriraman. 1995. English teaching in India: Past, present and future. In English Language Teaching in India: Issues and Innovations, eds. R. Agnihotri, and A.L. Khanna, 31–57. New Delhi: Sage.Google Scholar
  15. Maharashtra State Board of Secondary and Higher Secondary Education (MSBE). 2012. English reader: A coursebook in English, Std. IX. Pune: MSBE.Google Scholar
  16. Maharashtra State Board of Secondary and Higher Secondary Education (MSBE). 2013. English reader: A coursebook in English, Std. X. Pune: MSBE.Google Scholar
  17. National Council for Educational Research and Training (NCERT). 2005. National Curriculum Framework. New Delhi: NCERT.Google Scholar
  18. NCERT. 2006. Position paper—National focus group on teaching of English. New Delhi: NCERT.Google Scholar
  19. NCERT (n.d.). Eighth All India School Education Survey: Flash Statistics. New Delhi: NCERT. Available at
  20. Nias, J. 1998. Why teachers need their colleagues: A developmental perspective. In International Handbook of Educational Change, eds. A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, 1257–1271. New York: Kluwer Academic.Google Scholar
  21. National Knowledge Commission. 2009. National knowledge commission: A report to the nation. New Delhi: National Knowledge Commission.Google Scholar
  22. Padwad, A. 2005. Final report on English Teachers’ Clubs (ETCs) Project submitted to British Council, London. Mimeo: Unpublished.Google Scholar
  23. Padwad, A., and Dixit, K. 2008. Impact of professional learning community participation on teachers’ thinking about classroom problems. TESL E-Journal, 12/3 (1–11). Available at Accessed 1/9/15.
  24. Padwad, A., and K. Dixit. 2015. Exploring professional development: English teachers’ clubs in Central India. In Experiences of Second Language Teacher Education, eds. T. Wright, and M. Beaumont, 153–173. Basingstoke: Palgrave Macmillan.Google Scholar
  25. Palmer, C. 1993. Innovation and the experienced teacher. ELT Journal 47 (2): 166–171.CrossRefGoogle Scholar
  26. Planning Commission of India. 2011. Faster, sustainable and more inclusive growth: An approach to the Twelfth Five Year Plan 2012-2017. New Delhi: Government of India.Google Scholar
  27. Sarason, S. 1995. Some reactions to what we have learned. Phi Delta Kappan 77 (1): 84–85.Google Scholar
  28. Sirotnik, K. 1998. Ecological images of change: Limits and possibilities. In International Handbook of Educational Change, eds. A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, 181–197. New York: Kluwer Academic.Google Scholar
  29. Wedell, M. 2009. Planning for educational change: Putting people and their contexts first. London: Cassell.Google Scholar
  30. Wedell, M. 2010. Managing Educational Change in a Turbulent Environment. LAP Lambert Academic Publishing.Google Scholar
  31. Wedell, M. 2013. Understanding ELT Contexts: The starting point for developing appropriate ELTE programme goals, content and process. In English Language Teacher Education in Diverse Environments, eds. P. Powell-Davies, and P. Gunshekhar. New Delhi: British Council, India.Google Scholar
  32. Wedell, M., and A. Malderez. 2013. Understanding language classroom contexts: The starting point for change. London: Bloomsbury.Google Scholar
  33. Whitaker, P. 1993. Managing change in schools. Maidenhead: Open University Press.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.J.M. Patel CollegeBhandaraIndia
  2. 2.Yeshwant College of Arts and CommerceSelooIndia

Personalised recommendations