Four Indian teachers gain global insights at UCSC through CENTA’s training program, bringing back fresh ideas to transform classrooms in India.
CENTA
When four Indian teachers, Prathika Shetty, Shaifali Bhatia, Priyanka Suri, and Ruchi Ratra, traveled to the University of California, Santa Cruz (UCSC) through a Centre for Teacher Accreditation (CENTA)-led international training program, they each carried with them years of classroom experience and a deep commitment to their professional growth. What they brought back was more than new strategies. They returned with renewed purpose, informed by global practices and grounded in a clear vision of what teaching and learning can look like in India.
1. What was the most eye-opening aspect of your training experience in California, and how has it influenced your perspective on teaching?
All of them agreed on one thing: classrooms come alive when curiosity leads the way. For Prathika, seeing Chemistry taught through phenomenon-driven and evaluative methods opened new doors. "The inclusion of analytical and evaluative elements made learning more engaging and meaningful," she said. This shift helped her move away from a content-heavy approach and toward one rooted in empathy and learner curiosity.
Shaifali was struck by the passion students showed for research. "It showed me that if guided well, students can contribute meaningfully to the process of research and gain valuable real-life experience." For all four educators, the exposure to diverse academic settings and inquiry-driven environments reminded them why learning should always feel exciting and full of discovery.
2. Can you share a classroom strategy or approach from the training that you’re excited to implement with your students in India?
Inspired by their mentors and student-led projects, the teachers are keen to integrate research-based and inquiry-led learning into their classroom routines. Ruchi observed a project where tools like ChatGPT and RStudio were seamlessly used in cognitive science research. "Students were encouraged to think freely, critique literature, and ask meaningful questions," she said. Her takeaway echoed CENTA’s belief that good teaching gives structure without taking away a child’s freedom to explore.
Priyanka was inspired by the collaborative nature of research at UCSC. "PhD, undergraduate, and school students worked together on projects. I’d love to recreate that ecosystem in India, where learners at different levels can share perspectives and skills," she said. Her vision reflects what CENTA has always stood for: bringing learners and teachers together across all levels to learn from one another.
3. In what ways did the training help you grow not just as a teacher, but as a mentor or leader within your school community?
Becoming students again gave them a new sense of empathy and a reminded of what it feels like to be on the other side of the classroom. For Prathika, the exposure to international classrooms was transformative. "This international experience has greatly enriched my academic repertoire and deepened my professional insight," she said. It helped her become more inclusive and understanding of students’ challenges.
Shaifali shared how engaging with diverse perspectives and new technologies prompted her to think more deeply about mentoring students from an early stage. The experience encouraged all four to focus more on inclusion, open conversations, and the idea that teachers should keep learning too.
4. Having engaged with CENTA’s certifications and training before, did you notice any alignment between what CENTA emphasizes and what you saw in global classrooms?
The resonance between CENTA’s programs and international classroom practices was evident throughout their time at UCSC. "Right from the thoughtfully framed Olympiad questions to the enriching training sessions during SIP at the University of California, several aspects of CENTA matched what they saw in global classrooms," said Prathika. She highlighted how CENTA’s session topics felt closely connected to what teachers everywhere are exploring today.
Priyanka pointed out that both CENTA and UCSC emphasize diversity, equity, and inclusion. "Both encourage collaborations across cultures and create access to global learning opportunities," she said. These reflections show that CENTA’s approach isn’t just relevant in India, it stands up anywhere in the world.
5. How do you see this international exposure contributing to your long-term career development as an educator in India?
The experience left a deep mark on each of them. For Priyanka, it opened up new ways of thinking about teaching and research. "It’s helped me bring new ideas and research practices into my classroom while building valuable international connections." Shaifali shared that the training made her reflect more seriously on her career path and leadership potential.
Prathika summed it up well: "Beyond enhancing my academic skills, the program helped me break away from complacency and monotony, rekindling my enthusiasm for continuous learning and innovative teaching." For each of them, this international experience was a stepping stone to the next stage of their journey as teachers.
6. What advice would you give to other teachers in India who aspire to pursue similar global learning opportunities?
The teachers had a common message: stay curious, stay open, and never stop learning. “An educator’s greatest strength lies in being a lifelong learner. Rekindling our curiosity keeps the classroom vibrant and meaningful,” said Prathika, who credited CENTA’s Olympiads for helping her look at innovation and global relevance in new ways.
Priyanka spoke about the importance of accessible professional development. “Through CENTA’s International TPO and Learning App, I’ve been able to strengthen my teaching, research, and digital skills,” she said. Ruchi added that real growth often begins when teachers step beyond their comfort zones and learn from diverse perspectives.
Across India, education experts increasingly note that teachers who gain global exposure bring back more than new techniques. They return with confidence, cultural understanding, and a renewed sense of purpose that can influence entire school communities. These four educators remind us that when teachers continue to grow, their students grow with them.
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