Papers by Sasikala Kugamoorthy
OUSL Journal, Jul 31, 2017
This paper examines the contribution of Information and Communication Technology (ICT) and Open E... more This paper examines the contribution of Information and Communication Technology (ICT) and Open Educational Resources (OER) integrated teaching and learning for supporting social change among teachers in the post war Northern Sri Lanka. It is a case study exploring the experiences and reflections of a cohort of teachers from Northern Sri Lanka who were very recently exposed to use, create and share OER in their teaching-learning process, using ICT. Data was collected from 38 student teachers of Post Graduate Diploma in Education Programme at the Jaffna Regional Centre (JRC) of the Open University of Sri Lanka (OUSL) using questionnaire surveys, interviews, concept mapping, classroom observations and self-reflections. Findings revealed that ICT and OER-integrated teaching and learning has been instrumental in changing teachers' thinking patterns and their social behaviours in a positive manner as well as building social relationships. These indicate the important role of ICT and OER-integrated teaching and learning in bringing about social change in a post-conflict social setting.
Infants & Young Children, 2012
The fields of special education/early intervention and infant mental health are moving closer, as... more The fields of special education/early intervention and infant mental health are moving closer, as practitioners find common ground in understanding and intervening to support vulnerable infants and toddlers. The importance of the impact of relationships on all developmental domains has been brought to the foreground. This includes relationships between parent and interventionist, as well as parent and child. Ongoing professional development in the form of reflective consultation supports the work of interventionists by fostering reflective functioning and facilitating a greater understanding of the impact of interactions and emotions in their work with families. This may lead to a broader and deeper range of intervention approaches and a better choice of intervention based on a better understanding of individual and family needs. This article describes a collaborative pilot project that integrates an infant mental health approach to support early interventionists within a special education system. The project supported the services of an infant mental health consultant to facilitate ongoing reflective consultation for 2 home-based school district teams working in an urban community. Data were collected to explore the effects of reflective consultation in supporting early interventionists, decreasing burnout, and increasing skills needed to work with diverse families. As a result of this project, the participants advocated for use of district professional development funds to continue reflective consultation with the consultant.
We live in a modern society where the demands placed upon teachers have become complex. Therefore... more We live in a modern society where the demands placed upon teachers have become complex. Therefore, teachers should be trained in order to meet the changing needs of the society. Professional training and quality professional development activities should be available to all teachers for development of the society. In the post war context, teachers in Jaffna district face challenges when trying to improve their professional competencies in order to enhance the efficiency and effectiveness of the school activities. School based teacher development activities are important for the improvement of teachers’ professional competencies and student achievement in the war affected region. A competent teacher is able to exercise effective discipline and is able to establish a positive relationship with the staff, pupils and parents. The prevailing situation of the current society in Jaffna district expect this type of positive relationship to be rebuilt among the individuals. This will enable ...
OUSL Journal, 2017
This paper examines the contribution of Information and Communication Technology (ICT) and Open E... more This paper examines the contribution of Information and Communication Technology (ICT) and Open Educational Resources (OER) integrated teaching and learning for supporting social change among teachers in the post war Northern Sri Lanka. It is a case study exploring the experiences and reflections of a cohort of teachers from Northern Sri Lanka who were very recently exposed to use, create and share OER in their teaching-learning process, using ICT. Data was collected from 38 student teachers of Post Graduate Diploma in Education Programme at the Jaffna Regional Centre (JRC) of the Open University of Sri Lanka (OUSL) using questionnaire surveys, interviews, concept mapping, classroom observations and self-reflections. Findings revealed that ICT and OER-integrated teaching and learning has been instrumental in changing teachers' thinking patterns and their social behaviours in a positive manner as well as building social relationships. These indicate the important role of ICT and OER-integrated teaching and learning in bringing about social change in a post-conflict social setting.
Abstract— With an increased participation in higher education, women are entering the work force ... more Abstract— With an increased participation in higher education, women are entering the work force in all sectors in larger numbers. Therefore, the status of women has to some extent improved. But in the family/society the most commonly held stereotyped view of women is that they should limit their activities to the role of a home-maker, wife and mother. Currently, there are many factors which remain as obstacles in the women teacher’s upward mobility in an institution. This study attempts to find out the factors influencing women teachers to manage their personal and professional roles for their professional mobility. Quantitative research approach was used in this study within a framework of a survey research design. This study was conducted on women teachers, at primary, secondary and tertiary levels of education in two different socio-cultural contexts i.e. India and Sri Lanka. This study was undertaken in the Sivagangai District of Tamil Nadu, India and Colombo District, Sri Lanka. Among the total sample of 600 women teachers, 494 women teachers responded to this study. The sample included 240 women teachers from Sivagangai District, Tamil Nadu, India and 254 women teachers from Colombo District, Sri Lanka. Two types of instruments were used for data collection namely (a) Professional Mobility Aspiration Scale (PMAS) and (b) Professional Mobility Determinants Inventory (PMDI). The dependent variable of the study is professional mobility aspiration and independent variables are personal factors and institutional factors. The data obtained were tabulated and analyzed applying statistical techniques such as percentage and chi-square. The study revealed that among the personal factors, role conflict as a working woman, a wife and a mother, child care, child education, care of family and family- work conflict emerge while among the institutional factors work load, limited promotional opportunities, official bottlenecks, work-family conflict and lack of work recognition are major barriers for their aspiration for promotions are noted. It is understood that due to various personal and professional reasons women teachers need to manage their family-work conflict and work-family conflict for their professional mobility. Overall, the analysis appears to suggest that women teachers should develop appropriate time management behaviour to balance their multiple roles performed in their family life and professional life.
Keywords — Women Teachers, Professional Mobility, Personal Roles, Professional Roles
The main purpose of this policy brief is to make recommendations to relevant regional and nationa... more The main purpose of this policy brief is to make recommendations to relevant regional and national policy makers to formulate effective strategies to continuously upgrade professional competencies of graduate teachers. This policy brief also provides an analysis of the professional development needs and aspirations of graduate teachers and assess their problems and issues to fulfill such needs and aspirations under the post-war context in the three Vanni districts of Sri Lanka which have been undergoing devastating experience for the last three decades due to civil war. Using a mixed research method the survey design was applied to collect data from a sample of five hundred (500) graduate teachers and also from other stakeholders such as education officers, principals and In-service advisors mainly through questionnaires and interviews. The data were analyzed using descriptive statistical techniques. The analysis revealed that the majority of the graduate teachers in the three districts did not have any professional training for a long time and whatever training they received were limited to a few components of a professional development programme. They identified various factors such as personal problems, official bottlenecks, transport difficulties, lack of higher education institution in the districts and lack of motivation due to civil unrest etc. for their current status in professional competency. However almost all the teachers expressed their willingness to get their professional skills updated and requested for appropriate networking and structures to be established in their districts. There is a solid demand for the Open University of Sri Lanka's educational programmes. Many respondents also regretted that their working environment was not conducive to show the best of their professional performance and requested immediate inputs to improve their working environment. The study has put forward many suggestions and recommendations for the relevant authorities with regard to the professional improvement of the teachers in the Vanni districts.
Conference Presentations by Sasikala Kugamoorthy
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Papers by Sasikala Kugamoorthy
Keywords — Women Teachers, Professional Mobility, Personal Roles, Professional Roles
Conference Presentations by Sasikala Kugamoorthy
Keywords — Women Teachers, Professional Mobility, Personal Roles, Professional Roles