DESIGN AND EVALUATE HYBRID IN-SERVICE TRAINING MODEL (HIST): A FRAMEWORK FOR IN-SERVICE TRAINING PRACTICE

Training the teachers has been very often understood as a set of courses which teachers attend more or less
actively, being expected great changes to take place, as far as their competences and practices with their students
are concerned. Inclusion of information and communication technology tools is teaching learning process
become common in present technology era. The present study is envisioned to integrate the online and face to
face mode of transaction of content and development of required skills in it. The hybrid in-service training model
(HIST) concept of hybrid model of learning and designed for this study includes availability of learning content
in online and face to face which enable discussion and feedback on learned content and facilitates meta-learning.
This is an experimental study concerned in design and evaluated the effectiveness of HIST in accessing training
content by the participants in own place, attaining the required skills, explores required content support,
enabling space for reinforcement and affords meta-learning among the teachers. Findings of this study are inservice
training engrossed the teachers in learning content by their own at anywhere and anytime and it allows
interact themselves in useful manner. Opportunity to accessing the learning content in different modes, active
participation by means of reinforcement and meta-learning is underlined. HIST ensures that upgrading the skills
among the teachers is higher than usual mode of in-service training and minimized the duration of time
consumed. Teachers are expressed their greater satisfaction and comprehensiveness on objectives of the
training