A Reflective Study of Teacher Training Experiences and The Educational System of Sri Lanka

Abstract

This paper presents a reflective and analytical account of the author’s professional experience of conducting teacher training programmes in Sri Lanka. It examines the structure, philosophical foundations, and classroom practices of the Sri Lankan educational system, with particular emphasis on teacher preparation, curriculum design, pedagogical approaches, assessment practices, and classroom culture. Drawing on firsthand observations, professional interactions with teachers, and training sessions conducted during the visit, the study offers a comparative perspective by highlighting key similarities and contrasts between educational practices in Sri Lanka and India.
The paper further analyses the implications of these international experiences for professional growth, intercultural understanding, and pedagogical innovation in teacher education. The study concludes by identifying selected practices from the Sri Lankan context that may inform, adapt, and enrich teacher education programmes and classroom instruction in India, thereby contributing to the broader discourse on international exposure and professional development in Teacher Education.