---------- Forwarded message ----------
From: Shubhangi Sharma <s.sharma@unesco.org>
Date: Thu, Jan 21, 2010 at 1:33 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 23
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear All,
The issue of pre-service teacher education is interesting as well as
challenging. As the NCF 2005 states - "Pre service training programme
needs to be more comprehensive and lengthy incorporating sufficient
opportunities for observation of children and integration of pedagogic
theories with practice through school internships". If the purpose of
the education is to help child to make sense of the world around her,
the objectives of teacher education should also get aligned to this
very expectation. Transacting information on a particular subject is
just one of the activities teacher is expected to perform in the
school setting, there are whole lot of valid expectations NCF 2005
places on teachers' for which their preparation needs to be completely
re-looked at, re-visioned and redesigned.
Keeping the above in mind, I would answer a few questions raised by Mr. Diwan
Do we require subject teachers at this stage? Should pre-service
elementary teachers be prepared and chosen as subject specialist
teachers. Should there be a common cadre of teachers' for primary and
higher classes of the elementary school OR there should be two or more
cadres? What capabilities do these teachers require?
I really don' think that subject specific selection of teachers' is
needed at the elementary level nor we should place undue emphasis on
'preparing' them to deliver subject specific knowledge in pre -service
training. The basic minimum qualifications prescribed to teach at the
elementary level give us enough reasons to believe that person
selected would at least possess the basic knowledge of the subject.
What they rather require is certain aptitude and skills to engage with
the students and involve them in the process of teaching and learning.
Creativity, empathy, reflective skills, understanding of the very
notion of education and the different ways through which it gets
imparted, etc.; are the requisite qualifications for the teachers'. In
my view, the common cadre of teachers' for primary and upper primary
classes which together constitute elementary education is not going to
harm anybody. In-fact it will ensure all teachers' at elementary level
being able to teach any subject with a set of skills and capabilities
to transact the subject specific content. In- service training, after
they join as teachers', can incorporate subject -specific sessions,
again placing sufficient emphasis on methodology of transaction which
is of utmost importance. A lot of people might argue that the kind of
teaching which is required from grade 6 to 8 would suffer if teachers
are not prepared enough during the process of pre- service training in
dealing with the subject specific content. However, as I clarified in
the earlier part of my response, the in- service recurrent trainings
are the forums where subject related issues can be dealt with, if any.
What should be the process of assessment and criteria for deciding if
an aspiring person is adequately prepared?
The current pre-service training programmes require aspiring teachers
to go through 'school experience program' in a rather artificial
setting and environment under the constant fear of being judged and
evaluated, which for me has to be treated as an obsolete concept.
Rather, one of the processes of evaluation could be to place teachers'
for at least a period of 3 to 6 months in a school. I also feel that
two necessary and sufficient conditions need to be fulfilled- no
teacher should get posted outside the block /district, he/she belongs
to; and teacher training institutes should only be allowed to train
those many people as teachers' who could be hired for the job at the
earliest possibility. This would require close co-ordination between
the block level educational administration and the pre-service teacher
training institutes in the area. Village Education committees and the
teachers serving in the same schools, can be roped in to hand hold and
review the performance of trainee teachers' in a supportive and
encouraging environment
Written assessment is important but recognition of its limits is also
necessary. If there is an agreement to the proposal that there is not
need to prepare subject specialist at the elementary level and the
capabilities which should be looked for in aspiring teachers are
creativity, reflective skills, empathy, inquisitiveness, learning
capability etc., then the evaluation has to combine the tools which
capture these very skills amongst individuals. Reasoning and creative
abilities need to replace memorisation and competitive spirit amongst
teachers as the NCF 2005 states.
One of the methods of assessment I propose should be by the children
themselves. Re-visioning on 'School experience program' or
'demonstration classes' with an inbuilt tool for assessment by the
pupil has a lot of potential to involve children in the process of
their own education. Many might argue that a teacher would obviously
behave 'alright' in such a circumstances, as he/she knows about the
assessment. However, I firmly believe that it is just not possible to
cover up oneself 'under the mask' in the company of young children for
a period more than a few days!
· What could be the alternative forms of School Experience
program for teachers?
As stated earlier, placement of aspiring teachers' as interns in the
schools for a reasonable period of time, is the best strategy. This
will enable them to understand the local environment, relate better
with the community, children and their immediate surrounding and use
methods which are informed of the context of the children and their
learning aspirations. It might also help in involving community and
the local level Panchayats in assessment of the aspiring teacher on
aptitude, attitudes and skills desired in a teacher.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
Teacher educators in my view should be the individuals who themselves
possess the skills and capabilities which are expected of an aspiring
teacher- a good listener, team worker, person with reflective and
creative abilities are needed to reform the pre- service teacher
education. A large part of the pre- service teacher training needs to
be delivered through the mode of discussion, group work, practical
exposure and experimentation. The institutes grounded in sound
educational philosophy, ready to experiment and reflect upon are
required to deliver pre- service education rather than training being
imparted by the institutes with dead, age old believes on
teacher-pupil relationship, systems and practices to impart teacher
education.
In the end, I am sure only a re-visioned teacher education program can
do justice to the huge challenge posed before the country in the form
of NCF 2005, the document which attempted to revision the
understanding, systems and the process of education to make it a more
relevant and enjoyable experience for a child rather than a 'drudgery'
which he has to go through in order to " succeed" in life.
Best
Shubhangi Sharma
UNESCO
New Delhi
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Thursday, January 21, 2010
Tuesday, January 19, 2010
Fwd: [se-ed] DISCUSSION: Replicating Innovative Indian Experiences for Implementation of Right to Education. Reply by 03 February 2010.
---------- Forwarded message ----------
From: Radhika Herzberger <radhika@rishivalley.org>
Date: Tue, Jan 19, 2010 at 4:01 PM
Subject: [se-ed] DISCUSSION: Replicating Innovative Indian Experiences
for Implementation of Right to Education. Reply by 03 February 2010.
To: Education Community <se-ed@solutionexchange-un.net.in>
Moderator's Note: Dear Members, we are initiating discussion on
learning from the innovative initiatives in order to implement Right
to Education Act, the historical legal commitment by Government of
India to provide for free and compulsory education to all children of
the Country. As a community of practitioners interested in sharing,
linking and learning, we all are aware of the importance of knowledge
in helping us improve our interventions. India has a range of very
innovative – creative experiments with a huge potential to learn from
and replicate. This discussion would help us in sharing ways and
methods to hold hands of the government in shouldering the
responsibility to make available quality education to all children.
We are happy to announce that Dr. Radhika Herzberger, a well known
name amongst the people working in the field of education in India and
across the borders, has agreed to Guest Moderate this discussion. Dr.
Radhika Herzberger teaches history and presently serves as Director of
Rishi Valley Education Centre, a pioneering educational initiative in
the Country. As an educational thinker, philosopher and practitioner
she has in her credit a number of well acclaimed books written on
various aspects of education. Her out of the box thinking and
reflection on the challenges in education and the pragmatic approach
to shape those ideas in the form of action has been widely received,
studied and used by interventions all over.
We look forward to a stimulating discussion on the issue.
Shubhangi
________________________________
Dear Friends,
The Right of Children to Free and Compulsory Education Act, 2009
received the assent of the President of India in August 2009. The
main provisions of the Act can be found at; web link
http://education.nic.in/Elementary/free%20and%20compulsory.pdf (Size
1.48 MB)
The debates on the Right to Education, especially in Solution
Exchange, has been on
"Innovative approaches to universalizing basic education"
(http://www.solutionexchange-un.net.in/en/Download-document/824-Innovative-Approaches-to-Universalizing-Basic-Education.html
)
"Legislation for the Right to Education"
(http://www.solutionexchange-un.net.in/en/Download-document/571-Legislation-for-the-Right-to-Education.html)
"Advocacy Material on Children's Right to Free and Compulsory
Education" (http://www.solutionexchange-un.net.in/en/Download-document/1157-Advocacy-Material-on-Children-s-Right-to-Free-and-Compulsory-Education.html)
"Right to Education Bill"
(http://www.solutionexchange-un.net.in/education/cr-public/cr-se-ed-08050901-public.pdf
) and
"Role of Local Governance System in implementation of Right to
Education Act" (http://www.solutionexchange-un.net.in/education/cr/cr-se-ed-decn-31080901.pdf)
The Consolidated Replies with respect to each of the discussion list
some innovations in education, and discuss critical issues pertaining
to the Right to Education (RTE)
We at the Rishi Valley School believe that education is the one most
critical aspect of human development that impacts all social and
economic development in a country and across the world. Now that the
right to education has been enacted, and the government is fully
committed to finding the solution to reaching large numbers, we feel
it is important to engage in a serious discourse on the quality of
education that we provide to children, especially at the primary
level.
We would therefore request inputs from the members of the education
community on the following key aspects of quality of education:
How can the government be supported to improve the motivation and
skills of existing teachers in government schools?
Moreover, are there effective ways of bringing into the pool of
teachers who are trained and motivated a large number of youths with
graduate degrees (sometimes even 'teacher qualifications'), who are
currently unemployed?
The Rishi Valley School's Rural Education Centre works with a
methodology, which has been replicated and scaled up in both rural and
urban locales within India, and has been nationally and
internationally acclaimed (URL). There are many such methodologies
worth replicating. Please share the teaching methodologies you have
used and found useful in enabling high quality learning teaching and
monitoring systems, and which can be scaled up by government schools.
Our belief is that school education must continue to be the
responsibility of the state and the state must invest in improving its
own capacity to deliver. We would invite comments from members on how
official resources are best directed in the implementation of the RTE
Act:
· In government schools
· Through NGOs and educational foundations
· Through Public-Private Partnership (PPPS) with for-profit
educational organization
Such a discussion will help reputed educational organizations to
provide pro-active support to the government in implementation of
RTEA, and help direct official resources towards high quality
education, that is innovative and suited to local needs. Post
discussion, it is also proposed to bring together a group of reputed
educational institutions within the country to share the lessons from
these approaches, and brainstorm to scale these up in different parts
of the country as appropriate? The new approaches can be incubated
with NGOs working in partnership with government schools, and
government resources can be allocated to these.
Regards
Radhika Herzberger and A. Kumaraswamy
Rishi Valley School
Madanapalle, Chittoor District
Andhra Pradesh
(www.rishivalley.org)
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: Radhika Herzberger <radhika@rishivalley.org>
Date: Tue, Jan 19, 2010 at 4:01 PM
Subject: [se-ed] DISCUSSION: Replicating Innovative Indian Experiences
for Implementation of Right to Education. Reply by 03 February 2010.
To: Education Community <se-ed@solutionexchange-un.net.in>
Moderator's Note: Dear Members, we are initiating discussion on
learning from the innovative initiatives in order to implement Right
to Education Act, the historical legal commitment by Government of
India to provide for free and compulsory education to all children of
the Country. As a community of practitioners interested in sharing,
linking and learning, we all are aware of the importance of knowledge
in helping us improve our interventions. India has a range of very
innovative – creative experiments with a huge potential to learn from
and replicate. This discussion would help us in sharing ways and
methods to hold hands of the government in shouldering the
responsibility to make available quality education to all children.
We are happy to announce that Dr. Radhika Herzberger, a well known
name amongst the people working in the field of education in India and
across the borders, has agreed to Guest Moderate this discussion. Dr.
Radhika Herzberger teaches history and presently serves as Director of
Rishi Valley Education Centre, a pioneering educational initiative in
the Country. As an educational thinker, philosopher and practitioner
she has in her credit a number of well acclaimed books written on
various aspects of education. Her out of the box thinking and
reflection on the challenges in education and the pragmatic approach
to shape those ideas in the form of action has been widely received,
studied and used by interventions all over.
We look forward to a stimulating discussion on the issue.
Shubhangi
________________________________
Dear Friends,
The Right of Children to Free and Compulsory Education Act, 2009
received the assent of the President of India in August 2009. The
main provisions of the Act can be found at; web link
http://education.nic.in/Elementary/free%20and%20compulsory.pdf (Size
1.48 MB)
The debates on the Right to Education, especially in Solution
Exchange, has been on
"Innovative approaches to universalizing basic education"
(http://www.solutionexchange-un.net.in/en/Download-document/824-Innovative-Approaches-to-Universalizing-Basic-Education.html
)
"Legislation for the Right to Education"
(http://www.solutionexchange-un.net.in/en/Download-document/571-Legislation-for-the-Right-to-Education.html)
"Advocacy Material on Children's Right to Free and Compulsory
Education" (http://www.solutionexchange-un.net.in/en/Download-document/1157-Advocacy-Material-on-Children-s-Right-to-Free-and-Compulsory-Education.html)
"Right to Education Bill"
(http://www.solutionexchange-un.net.in/education/cr-public/cr-se-ed-08050901-public.pdf
) and
"Role of Local Governance System in implementation of Right to
Education Act" (http://www.solutionexchange-un.net.in/education/cr/cr-se-ed-decn-31080901.pdf)
The Consolidated Replies with respect to each of the discussion list
some innovations in education, and discuss critical issues pertaining
to the Right to Education (RTE)
We at the Rishi Valley School believe that education is the one most
critical aspect of human development that impacts all social and
economic development in a country and across the world. Now that the
right to education has been enacted, and the government is fully
committed to finding the solution to reaching large numbers, we feel
it is important to engage in a serious discourse on the quality of
education that we provide to children, especially at the primary
level.
We would therefore request inputs from the members of the education
community on the following key aspects of quality of education:
How can the government be supported to improve the motivation and
skills of existing teachers in government schools?
Moreover, are there effective ways of bringing into the pool of
teachers who are trained and motivated a large number of youths with
graduate degrees (sometimes even 'teacher qualifications'), who are
currently unemployed?
The Rishi Valley School's Rural Education Centre works with a
methodology, which has been replicated and scaled up in both rural and
urban locales within India, and has been nationally and
internationally acclaimed (URL). There are many such methodologies
worth replicating. Please share the teaching methodologies you have
used and found useful in enabling high quality learning teaching and
monitoring systems, and which can be scaled up by government schools.
Our belief is that school education must continue to be the
responsibility of the state and the state must invest in improving its
own capacity to deliver. We would invite comments from members on how
official resources are best directed in the implementation of the RTE
Act:
· In government schools
· Through NGOs and educational foundations
· Through Public-Private Partnership (PPPS) with for-profit
educational organization
Such a discussion will help reputed educational organizations to
provide pro-active support to the government in implementation of
RTEA, and help direct official resources towards high quality
education, that is innovative and suited to local needs. Post
discussion, it is also proposed to bring together a group of reputed
educational institutions within the country to share the lessons from
these approaches, and brainstorm to scale these up in different parts
of the country as appropriate? The new approaches can be incubated
with NGOs working in partnership with government schools, and
government resources can be allocated to these.
Regards
Radhika Herzberger and A. Kumaraswamy
Rishi Valley School
Madanapalle, Chittoor District
Andhra Pradesh
(www.rishivalley.org)
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: V.B. Bhatia <bhatiavishnu@gmail.com>
Date: Tue, Jan 19, 2010 at 1:26 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear Friends,
I have been reading the views on pre-service training of teachers.
Some of the ideas expressed are excellent. But I do not think that
training by itself is going to make much difference to the way the
young children are taught. The primary school teachers are generally
not equipped to handle their wards. We must recognize that to
initiate young children into education is a very difficult, but
onerous, responsibility. The person who undertakes this
responsibility ought to be highly qualified and have a sufficient
breadth of knowledge. A person who has done only senior secondary,
even with distinction, however well trained, cannot do the job. For
this reason we must make radical departure from the past. We must
introduce two crucial reforms in the education system:
The salary band for all teachers, from the lowest to the highest
stage, should be the same, or nearly the same, and
The salary of a teacher should be fixed according to her qualification
and not according to what classes she teaches.
These reforms would make it possible for highly qualified persons to
opt for teaching young children, may be even for a few years. There
could be a regular exchange of teachers between schools, colleges,
universities and other institutes of higher learning. In fact,
teachers in institutes of higher learning could be encouraged to go
for a short stint in schools. The idea should be that children
develop skills of thinking, reasoning and self- expression, and
acquire self-confidence early in their lives. Once this happens, the
education scene in India will change drastically and our children will
be able to compete with the best in the world.
I also happen to think that four years is too long a period for
pre-service training. I would think that a year's training in the
training institute and a year's training in association with a school
would be sufficient. The school part of the training is essential
because the teacher would bring problems she faces in the actual class
room situation to the institute and seek solutions. The institute
will also get feedback and would be able modulate its training. In any
case, the training needs to continue throughout the life of a teacher.
A teacher who ceases to be a learner can not remain an effective
teacher.
But much more than training, the schools need to be upgraded in terms
of infrastructure. At present most teachers are not able to put to
practice what they learn during training. There could be three
reasons for this situation:
The training may be outdated, in which case the training programmes
have to be modernized,
The schools may not have infrastructure to enable teachers to practice
their art, and/or
The school authorities do not give sufficient autonomy to teachers to
teach the way they would like to teach. For example, some school
authorities do not favour that students learn by doing activities, and
much prefer that the students learn by rote so that they show good
'results'.
Pre-service training should be a part of an overall revamp of the
education system, which includes teachers, schools, school
authorities, parents, school inspectors and everybody else concerned
with children's education. This is a tall order. The moot point is if
we can do it. A strong will at the level of the government is
required. Does it have it? Your guess is as good as mine.
V.B.Bhatia
Independent Consultant
Faridabad
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: V.B. Bhatia <bhatiavishnu@gmail.com>
Date: Tue, Jan 19, 2010 at 1:26 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear Friends,
I have been reading the views on pre-service training of teachers.
Some of the ideas expressed are excellent. But I do not think that
training by itself is going to make much difference to the way the
young children are taught. The primary school teachers are generally
not equipped to handle their wards. We must recognize that to
initiate young children into education is a very difficult, but
onerous, responsibility. The person who undertakes this
responsibility ought to be highly qualified and have a sufficient
breadth of knowledge. A person who has done only senior secondary,
even with distinction, however well trained, cannot do the job. For
this reason we must make radical departure from the past. We must
introduce two crucial reforms in the education system:
The salary band for all teachers, from the lowest to the highest
stage, should be the same, or nearly the same, and
The salary of a teacher should be fixed according to her qualification
and not according to what classes she teaches.
These reforms would make it possible for highly qualified persons to
opt for teaching young children, may be even for a few years. There
could be a regular exchange of teachers between schools, colleges,
universities and other institutes of higher learning. In fact,
teachers in institutes of higher learning could be encouraged to go
for a short stint in schools. The idea should be that children
develop skills of thinking, reasoning and self- expression, and
acquire self-confidence early in their lives. Once this happens, the
education scene in India will change drastically and our children will
be able to compete with the best in the world.
I also happen to think that four years is too long a period for
pre-service training. I would think that a year's training in the
training institute and a year's training in association with a school
would be sufficient. The school part of the training is essential
because the teacher would bring problems she faces in the actual class
room situation to the institute and seek solutions. The institute
will also get feedback and would be able modulate its training. In any
case, the training needs to continue throughout the life of a teacher.
A teacher who ceases to be a learner can not remain an effective
teacher.
But much more than training, the schools need to be upgraded in terms
of infrastructure. At present most teachers are not able to put to
practice what they learn during training. There could be three
reasons for this situation:
The training may be outdated, in which case the training programmes
have to be modernized,
The schools may not have infrastructure to enable teachers to practice
their art, and/or
The school authorities do not give sufficient autonomy to teachers to
teach the way they would like to teach. For example, some school
authorities do not favour that students learn by doing activities, and
much prefer that the students learn by rote so that they show good
'results'.
Pre-service training should be a part of an overall revamp of the
education system, which includes teachers, schools, school
authorities, parents, school inspectors and everybody else concerned
with children's education. This is a tall order. The moot point is if
we can do it. A strong will at the level of the government is
required. Does it have it? Your guess is as good as mine.
V.B.Bhatia
Independent Consultant
Faridabad
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: F A Jami <jami.fa@gmail.com>
Date: Mon, Jan 18, 2010 at 3:17 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: se-ed@solutionexchange-un.net.in
Dear Members,
Teacher education as an enterprise to shape outlook and capacity of
teachers has to be evolved from a vision of the kind of education
process, we want to see happening in the schools. Whether teachers
need to be trained in the art of constructing building or conducting
cattle census or managing learning 'situation and processes' in
schools is guided by the vision of the school and the same should be
guiding the teacher education program. My experience in engaging with
teacher development programme especially in the north Indian states,
says that the premise of teacher development are vague and unclear or
at times working at cross purposes. There is a visible disconnect
between teachers' education programme and the function of teachers
especially in the elementary schools in most of the states of India .
This disconnect exists at various level:
Disconnect between assumptions about class room/school situation and
real life classrooms/schools,
Disconnect between content covered in teacher education and
issues/challenges faced by teachers in school and community
Disconnect between learning theory taught in the teacher training
institutions and the revised curriculum and text book in various
states,
This disconnect contributes to the view amongst many of the newly
trained teachers that there is limited relevance and utility of
pre-service teacher training.
Different designs and treatment of education of Para- teachers who
constitute a substantial percentage amongst elementary school teachers
in many of the states further complicates the issue. Promoting equity
and equality by 'educational establishment which are themselves
thriving upon on colonial like power and authority' needs to be
dwelled upon. There are many other equally important dimensions, but
points mentioned above are meant to illustrate the point.
The case of in-service teachers is even more fragmented. In-service
teacher training within SSA is annual feature but lacks vision of
professional development of teachers. Logical evolution of content of
training is generally missing; most of it appears to be quick-fix
solutions as determined by the educational managers at the state
level, based on their perception. Uniform training for all or most of
the teachers also contradicts with the principle of providing need
based support to teachers in their in-service training. Resource
centers, which provide support to diverse need of teachers in a
flexible manner, as mentioned by Avinash Verma will be a good medium
to provide in-service capacity building input.
Breaking the mould of regimented systems authorized to provide
training input is required. Professional and institutions having
requisite expertise needs to be engaged, based on critical appraisal
system. Professional development opportunities of teachers need to be
more flexible in terms of content, time, medium of interaction.
Aligning teacher development programme with NCF and the spirit of RTE
will be meaningful endeavor to overcome the crippling incongruities
and bring coherence and purpose to the whole enterprise. Lead with the
purpose to ensure meaningful experience to learners in a contextual
manner to enable learning has various implications.
Aligning to the NCF would not only require planning the content and
instruction method differently but will also require administrative
and political efforts to fill up vacancies in training institutes and
rationalization of teachers. Administrative and political backup will
be critical in institutional development and establishing
accountability. A DIET with two- three faculty members or a teacher
with seventy students, will not able to bring change in real terms
despite conceptual understanding and requisite skills.
Teachers in schools on different pay scale and service terms, will not
be motivated enough to manage classrooms as per learning need. There
needs to be similar service conditions in elementary and secondary
school teachers, especially if the beginning grades are to be equally
valued as higher grades, and this is critical to retain a majority of
enrolled students across grades with quality experience at the initial
classes. Accountability systems for teachers need to be established
and performance linked incentives have to be developed carefully,
while establishing teachers' autonomy. Transparency in teacher
recruitment is prerequisite for teacher motivation as teachers getting
appointment after paying bribe are bound act for different purposes.
Vision of community's role in schools has to move up from support in
school management to be the 'co-constructer of curriculum' and
'holding schools accountable for quality education'. This will not be
possible, unless teacher education prepares future teachers to
facilitate the process and educational administration makes structural
changes in its planning and operations.
The inspectoral line of education department running parallel with the
academic line in school administration is contradictory and often at
loggerhead in various states. Cutting off the umbilical cord of
colonial administrative set up for control and developing alternative
systems which are inclusive and democratic is imperative. Developing
educational administration personnel with attitude, skill and
understanding that promotes the approach articulated in NCF and RTE
needs to be planned. School level changes can not be sustained without
changing the overall approach and outlook of administrative set up of
education department.
F A Jami
CARE India
New Delhi.
________________________________
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher p reparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
the National Curriculum Framework 2005. Reply by 20 January 2010
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: F A Jami <jami.fa@gmail.com>
Date: Mon, Jan 18, 2010 at 3:17 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: se-ed@solutionexchange-un.net.in
Dear Members,
Teacher education as an enterprise to shape outlook and capacity of
teachers has to be evolved from a vision of the kind of education
process, we want to see happening in the schools. Whether teachers
need to be trained in the art of constructing building or conducting
cattle census or managing learning 'situation and processes' in
schools is guided by the vision of the school and the same should be
guiding the teacher education program. My experience in engaging with
teacher development programme especially in the north Indian states,
says that the premise of teacher development are vague and unclear or
at times working at cross purposes. There is a visible disconnect
between teachers' education programme and the function of teachers
especially in the elementary schools in most of the states of India .
This disconnect exists at various level:
Disconnect between assumptions about class room/school situation and
real life classrooms/schools,
Disconnect between content covered in teacher education and
issues/challenges faced by teachers in school and community
Disconnect between learning theory taught in the teacher training
institutions and the revised curriculum and text book in various
states,
This disconnect contributes to the view amongst many of the newly
trained teachers that there is limited relevance and utility of
pre-service teacher training.
Different designs and treatment of education of Para- teachers who
constitute a substantial percentage amongst elementary school teachers
in many of the states further complicates the issue. Promoting equity
and equality by 'educational establishment which are themselves
thriving upon on colonial like power and authority' needs to be
dwelled upon. There are many other equally important dimensions, but
points mentioned above are meant to illustrate the point.
The case of in-service teachers is even more fragmented. In-service
teacher training within SSA is annual feature but lacks vision of
professional development of teachers. Logical evolution of content of
training is generally missing; most of it appears to be quick-fix
solutions as determined by the educational managers at the state
level, based on their perception. Uniform training for all or most of
the teachers also contradicts with the principle of providing need
based support to teachers in their in-service training. Resource
centers, which provide support to diverse need of teachers in a
flexible manner, as mentioned by Avinash Verma will be a good medium
to provide in-service capacity building input.
Breaking the mould of regimented systems authorized to provide
training input is required. Professional and institutions having
requisite expertise needs to be engaged, based on critical appraisal
system. Professional development opportunities of teachers need to be
more flexible in terms of content, time, medium of interaction.
Aligning teacher development programme with NCF and the spirit of RTE
will be meaningful endeavor to overcome the crippling incongruities
and bring coherence and purpose to the whole enterprise. Lead with the
purpose to ensure meaningful experience to learners in a contextual
manner to enable learning has various implications.
Aligning to the NCF would not only require planning the content and
instruction method differently but will also require administrative
and political efforts to fill up vacancies in training institutes and
rationalization of teachers. Administrative and political backup will
be critical in institutional development and establishing
accountability. A DIET with two- three faculty members or a teacher
with seventy students, will not able to bring change in real terms
despite conceptual understanding and requisite skills.
Teachers in schools on different pay scale and service terms, will not
be motivated enough to manage classrooms as per learning need. There
needs to be similar service conditions in elementary and secondary
school teachers, especially if the beginning grades are to be equally
valued as higher grades, and this is critical to retain a majority of
enrolled students across grades with quality experience at the initial
classes. Accountability systems for teachers need to be established
and performance linked incentives have to be developed carefully,
while establishing teachers' autonomy. Transparency in teacher
recruitment is prerequisite for teacher motivation as teachers getting
appointment after paying bribe are bound act for different purposes.
Vision of community's role in schools has to move up from support in
school management to be the 'co-constructer of curriculum' and
'holding schools accountable for quality education'. This will not be
possible, unless teacher education prepares future teachers to
facilitate the process and educational administration makes structural
changes in its planning and operations.
The inspectoral line of education department running parallel with the
academic line in school administration is contradictory and often at
loggerhead in various states. Cutting off the umbilical cord of
colonial administrative set up for control and developing alternative
systems which are inclusive and democratic is imperative. Developing
educational administration personnel with attitude, skill and
understanding that promotes the approach articulated in NCF and RTE
needs to be planned. School level changes can not be sustained without
changing the overall approach and outlook of administrative set up of
education department.
F A Jami
CARE India
New Delhi.
________________________________
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher p reparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
the National Curriculum Framework 2005. Reply by 20 January 2010
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: Supten Sarbadhikari <supten@gmail.com>
Date: Fri, Jan 15, 2010 at 1:20 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear All,
In response to the queries Hriday Kant Diwan by I'd like to opine the following:
Class V onwards teachers teaching any subject should preferably have
at least a Master's degree in that subject.
Ideally there can be a direct observation of a class being taken by
the aspiring teacher, perhaps "micro-teaching skills":
http://www.answers.com/topic/microteaching can be specified before
hand for that and student feedback should be given due importance.
The Foundation for Advancement of International Medical Education and
Research (FAIMER: http://faimer.org/ ) directly and through the
various Regional Institutes undertake medical educator leadership
programs that initiate the health care educators to the modern
educational methodologies. Recently a National Conference was held on
that theme: http://nchpe.in/ .Similar initiatives may be taken for
school and college teachers too.
One of the modern ways of addressing the problems of skilled faculty
shortage, especially in remote locations is to utilize the e-learning
facilities. The Govt. of India is seriously trying to make use of the
proposed national information networks in as many ways as possible. I
have a lecture at the Super course on designing e-learning courses for
medical education:
http://www.pitt.edu/~super1/lecture/lec35331/001.htm and it has been
among the "Top 20" lectures to be downloaded globally. No wonder that
many Indian teachers are already making use of this technology in
teaching Math's and English to students whose mother tongue is
English.
As Anil Kumar rightly said, routine training alone may not be
sufficient to "motivate" the teachers for striving for excellence.
Role models will certainly be of great help. Such exemplary teachers
may be encouraged to travel across various educational Institutes and
inspire the in-house teachers there.
With warmest regards
Supten Sarbadhikari
PSG Institute of Medical Sciences & Research
Coimbatore
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: Supten Sarbadhikari <supten@gmail.com>
Date: Fri, Jan 15, 2010 at 1:20 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear All,
In response to the queries Hriday Kant Diwan by I'd like to opine the following:
Class V onwards teachers teaching any subject should preferably have
at least a Master's degree in that subject.
Ideally there can be a direct observation of a class being taken by
the aspiring teacher, perhaps "micro-teaching skills":
http://www.answers.com/topic/microteaching can be specified before
hand for that and student feedback should be given due importance.
The Foundation for Advancement of International Medical Education and
Research (FAIMER: http://faimer.org/ ) directly and through the
various Regional Institutes undertake medical educator leadership
programs that initiate the health care educators to the modern
educational methodologies. Recently a National Conference was held on
that theme: http://nchpe.in/ .Similar initiatives may be taken for
school and college teachers too.
One of the modern ways of addressing the problems of skilled faculty
shortage, especially in remote locations is to utilize the e-learning
facilities. The Govt. of India is seriously trying to make use of the
proposed national information networks in as many ways as possible. I
have a lecture at the Super course on designing e-learning courses for
medical education:
http://www.pitt.edu/~super1/lecture/lec35331/001.htm and it has been
among the "Top 20" lectures to be downloaded globally. No wonder that
many Indian teachers are already making use of this technology in
teaching Math's and English to students whose mother tongue is
English.
As Anil Kumar rightly said, routine training alone may not be
sufficient to "motivate" the teachers for striving for excellence.
Role models will certainly be of great help. Such exemplary teachers
may be encouraged to travel across various educational Institutes and
inspire the in-house teachers there.
With warmest regards
Supten Sarbadhikari
PSG Institute of Medical Sciences & Research
Coimbatore
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: Anjali Noronha <anjali_noronha99@yahoo.com>
Date: Fri, Jan 15, 2010 at 10:21 AM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear All,
In the light of the new Act, the issue of developing the quality of
teachers is the most crucial issue and yet the weakest in the way it
has been dealt with in the Act.
We need to develop a comprehensive teacher professional policy of
which pre service education is just one part. It is ironical that the
last Teacher Commission was set up more than twenty five years ago!
Pre-service teacher education, Teachers' service conditions,
continuing professional development of teachers as well as development
of teacher educators need to form a comprehensive and synchronized
whole.
Let me illustrate what I am trying to say -
There is a news item today of a welcome move by the National Council
for Teacher Education (NCTE) to transition to a 4 year post school
teacher preparation and a two year post graduate teacher preparation.
But this becomes unfeasible if states like Madhya Pradesh continue to
keep contract elementary school teachers at Rs. 3,000 to 6,000 p.m.
We must definitely have a four year university based elementary
teacher preparation with a liberal arts option , and a B.Sc. / B.A.
B. Ed model as well so that student teachers can pursue a post
graduation in some subject as well at some time in their career. After
all an engineering course is 4 years and engineers deal with inanimate
objects, often luxuries like TVs and fridges, while teachers are
responsible for developing future adult human beings and yet we short
shrift their preparation and say that 4 years is too long!
I have been part of discussions at the NCTE on improving quality of
initial teacher preparation. I as appalled to hear statements like
'it's too long' 'who will join', 'where will the teacher educators
come from' etc. from some teacher educators. It shows what low
priority we as a society give to education and to the development of
humanity. It was therefore heartening to see the quiet commitment of
the present NCTE in this regard.
Since the Delhi Government accepted the 6th pay commission salaries
for school teachers - cut off points for admission to Diploma in
Education (D.Ed) rose to the 8o's. Yet in the RTE we do not have a
line saying 'teacher's salaries will be as stipulated by the current
pay commission.
So salaries, recruitment procedures and quality of teacher education
need to move hand in hand. Increased duration of the courses would
give much greater scope for better content and pedagogy of teacher
education - even transition from practice teaching to practicum and to
apprenticeship - where schools are developed as centers of enquiry and
student teachers attached to them.
Writing classroom and community observations, doing small childhood
studies also can be included in the 3rd and 4th years - all leading to
a more reflective teacher.
Four years also gives the opportunity to develop some understanding of
a discipline - this I feel is necessary for the elementary stage - 6th
to 8th - learning one more language can be made possible - all this
would increase the understanding as well as competence of the
elementary teacher.
Above all - we must enhance and extend discourse on this issue so that
society values and supports good teachers and good teacher
preparation.
Anjali Noronha
Eklavya
Bhopal
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: Anjali Noronha <anjali_noronha99@yahoo.com>
Date: Fri, Jan 15, 2010 at 10:21 AM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear All,
In the light of the new Act, the issue of developing the quality of
teachers is the most crucial issue and yet the weakest in the way it
has been dealt with in the Act.
We need to develop a comprehensive teacher professional policy of
which pre service education is just one part. It is ironical that the
last Teacher Commission was set up more than twenty five years ago!
Pre-service teacher education, Teachers' service conditions,
continuing professional development of teachers as well as development
of teacher educators need to form a comprehensive and synchronized
whole.
Let me illustrate what I am trying to say -
There is a news item today of a welcome move by the National Council
for Teacher Education (NCTE) to transition to a 4 year post school
teacher preparation and a two year post graduate teacher preparation.
But this becomes unfeasible if states like Madhya Pradesh continue to
keep contract elementary school teachers at Rs. 3,000 to 6,000 p.m.
We must definitely have a four year university based elementary
teacher preparation with a liberal arts option , and a B.Sc. / B.A.
B. Ed model as well so that student teachers can pursue a post
graduation in some subject as well at some time in their career. After
all an engineering course is 4 years and engineers deal with inanimate
objects, often luxuries like TVs and fridges, while teachers are
responsible for developing future adult human beings and yet we short
shrift their preparation and say that 4 years is too long!
I have been part of discussions at the NCTE on improving quality of
initial teacher preparation. I as appalled to hear statements like
'it's too long' 'who will join', 'where will the teacher educators
come from' etc. from some teacher educators. It shows what low
priority we as a society give to education and to the development of
humanity. It was therefore heartening to see the quiet commitment of
the present NCTE in this regard.
Since the Delhi Government accepted the 6th pay commission salaries
for school teachers - cut off points for admission to Diploma in
Education (D.Ed) rose to the 8o's. Yet in the RTE we do not have a
line saying 'teacher's salaries will be as stipulated by the current
pay commission.
So salaries, recruitment procedures and quality of teacher education
need to move hand in hand. Increased duration of the courses would
give much greater scope for better content and pedagogy of teacher
education - even transition from practice teaching to practicum and to
apprenticeship - where schools are developed as centers of enquiry and
student teachers attached to them.
Writing classroom and community observations, doing small childhood
studies also can be included in the 3rd and 4th years - all leading to
a more reflective teacher.
Four years also gives the opportunity to develop some understanding of
a discipline - this I feel is necessary for the elementary stage - 6th
to 8th - learning one more language can be made possible - all this
would increase the understanding as well as competence of the
elementary teacher.
Above all - we must enhance and extend discourse on this issue so that
society values and supports good teachers and good teacher
preparation.
Anjali Noronha
Eklavya
Bhopal
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Thursday, January 14, 2010
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: Naaz Khair <naazkhair@gmail.com>
Date: Thu, Jan 14, 2010 at 5:39 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear Friends,
Hopefully in the near future as per RTE timelines we should have the
desired number of teachers in place in the government schools. And,
based on my field experience I do hope that these also consist of
subject teachers where we require them. I strongly feel that subject
teachers are needed from Class-3-4 onwards because that is when the
subject foundation is built.
Further, while for many, math and science are traditionally difficult
subjects to teach and learn, I have learnt from field experience that
social sciences and language also require very strong and motivated
teachers. English has been introduced in the government schools and
there is a major demand for English learning among the students but
the standard of English teaching in the government schools (covered
under Sarva Shiksha Abhiyan) is pathetic.
Moreover, I have heard Arts teachers in senior secondary government
schools in a particular State complaining about lack of basic
conceptual knowledge in geography among elementary students joining
secondary school. This could be true for other social science subjects
as well. Sometimes the textbooks are at fault and sometimes teachers
cannot teach the subject assigned to them. Many teachers with an Arts
background cannot teach math at the primary level.
Based on the above issues, can we look at pre-service teacher training
producing subject teachers? Further, graduate and post graduate
students with specific subject specializations opting for teaching in
primary schools must be oriented to function at the level of small
children. Senior secondary school pass-outs going in for pre-service
teacher training adapt better in the primary schools.
Somewhere pre-service teacher training should also prepare the
students to work in the interior parts of the Country. Given the bulk
of our regular government schools are located here.
Needless to say that prospective teachers must be trained to feel
equally duty bound to teach poor SC, ST, Minority, Girls,
Differently-Abled, Migrant and First Generation learners i.e. all the
educationally excluded children. Each of these learner categories has
its unique learning needs.
All of the above is emphasized over and above some good things already
happening under pre-service teacher training (e.g. training in new
teaching-learning methods viz. activity /material based teaching,
small group learning etc) but not happening on the ground. Perhaps a
good school experience program would give prospective teachers the
desired confidence to translate these and other pre-service training
into sustainable practice on the ground.
Finally, in terms of reacting to the issue raised in the query
regarding whether there should be separate primary and upper primary
teacher cadres, in my opinion they should be separate. It will
introduce a certain rigor in all aspects relating to teacher at
primary level, similarly with regard to teachers at upper primary
level. Currently, the situation is very fluid- E.g. A teacher promoted
to the upper primary level in many cases is not a good subject
teacher. Or, a certain teacher at the primary level is better
qualified to teach at the upper primary level.
Thank you and regards,
Naaz Khair
Independent Consultant
New Delhi.
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: Naaz Khair <naazkhair@gmail.com>
Date: Thu, Jan 14, 2010 at 5:39 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear Friends,
Hopefully in the near future as per RTE timelines we should have the
desired number of teachers in place in the government schools. And,
based on my field experience I do hope that these also consist of
subject teachers where we require them. I strongly feel that subject
teachers are needed from Class-3-4 onwards because that is when the
subject foundation is built.
Further, while for many, math and science are traditionally difficult
subjects to teach and learn, I have learnt from field experience that
social sciences and language also require very strong and motivated
teachers. English has been introduced in the government schools and
there is a major demand for English learning among the students but
the standard of English teaching in the government schools (covered
under Sarva Shiksha Abhiyan) is pathetic.
Moreover, I have heard Arts teachers in senior secondary government
schools in a particular State complaining about lack of basic
conceptual knowledge in geography among elementary students joining
secondary school. This could be true for other social science subjects
as well. Sometimes the textbooks are at fault and sometimes teachers
cannot teach the subject assigned to them. Many teachers with an Arts
background cannot teach math at the primary level.
Based on the above issues, can we look at pre-service teacher training
producing subject teachers? Further, graduate and post graduate
students with specific subject specializations opting for teaching in
primary schools must be oriented to function at the level of small
children. Senior secondary school pass-outs going in for pre-service
teacher training adapt better in the primary schools.
Somewhere pre-service teacher training should also prepare the
students to work in the interior parts of the Country. Given the bulk
of our regular government schools are located here.
Needless to say that prospective teachers must be trained to feel
equally duty bound to teach poor SC, ST, Minority, Girls,
Differently-Abled, Migrant and First Generation learners i.e. all the
educationally excluded children. Each of these learner categories has
its unique learning needs.
All of the above is emphasized over and above some good things already
happening under pre-service teacher training (e.g. training in new
teaching-learning methods viz. activity /material based teaching,
small group learning etc) but not happening on the ground. Perhaps a
good school experience program would give prospective teachers the
desired confidence to translate these and other pre-service training
into sustainable practice on the ground.
Finally, in terms of reacting to the issue raised in the query
regarding whether there should be separate primary and upper primary
teacher cadres, in my opinion they should be separate. It will
introduce a certain rigor in all aspects relating to teacher at
primary level, similarly with regard to teachers at upper primary
level. Currently, the situation is very fluid- E.g. A teacher promoted
to the upper primary level in many cases is not a good subject
teacher. Or, a certain teacher at the primary level is better
qualified to teach at the upper primary level.
Thank you and regards,
Naaz Khair
Independent Consultant
New Delhi.
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
Fwd: [se-ed] Discussion: Aligning Pre-Service Teacher Education to the National Curriculum Framework 2005. Reply by 20 January 2010
---------- Forwarded message ----------
From: Arun Kumar <akforaman@rediffmail.com>
Date: Thu, Jan 14, 2010 at 1:48 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear friends,
Let me begin with underlining two axiomatic truths:
It would have been a lot better if people joined the teaching
profession, out of intellectual quest and not due to lack of
opportunities and financial compulsions. That rarely being the case,
the country has a humongous job at hand to produce teachers who could
inspire students to learn.
While suggesting ways to improve the quality of school teachers, one
assumes that efforts at corresponding changes in each segment that
constitutes the Indian education system are under way. The exercise of
aligning pre-service Elementary teacher education to the NCF 2005 in
isolation may not yield much result.
The National Curriculum Framework 2005 is a grand document: astutely
argued, intellectually provocative and politically fearless. Like
several others, since visualizing and preparing the Framework too has
had a top-to-bottom approach, the task of engaging and aligning
teachers with its spirit will by no means be an easy exercise.
Let us consider a few instances where challenges are likely to be
exceedingly intense:
Overhauling the Teacher Training Institutes (TTIs): Nothing short of
this will work. Barring a few exceptions, unfortunately, most TTIs in
India are decades behind in pedagogy and oblivious of changes that
several 'disciplines' have undergone, especially since the 1980s.
Since one cannot do without specialized subject teachers, particularly
at higher classes, it is imperative to revise pedagogic approaches to
subjects at the teacher training level. To substantiate it further,
for example, 'multi-disciplinary approach' has become a familiar
phrase, but what exact bearing it should have on the way we teach
students to teach subjects at school level is yet to be considered
seriously by TTIs.
Encouraging collective learning in the classroom: We are all in the
know of the fact that a child is not an empty vessel, that 'teaching'
must lend itself to 'collective learning', which in turn, must
encourage students to question and learn on his/her own. How far this
knowledge is practiced at the point of preparing textbooks or
teachers? What mechanism have we put in place to assess that
'would-be' teachers are able to employ the method of dialogue and
narrativization in classroom transactions?
Understanding the existing and possible relationships between a text
and a reader (teacher/ student): Look at the relationship between a
text and a student, whether in school or in a TTI. The texts
invariably come with closures and in the process command readers'
complete supplication. Do we allow, let alone encourage, students to
question a text? This is inextricably linked with the evaluation
system. Our entire education system is based on how a student
'answers' and not how s/he 'questions' a text. Unless this approach is
discarded, it is doubtful if the essence of the NCF 2005 will ever be
fully realized.
Making connections with the social-real: Bringing in the 'local', be
it material or the community itself, into the center of the
teaching-learning is yet another familiar sutra. However, massive
efforts are required to 'train' a teacher in how precisely to do that,
in order to take it beyond a politically correct slogan.
All the above-mentioned points would determine if an aspirant is
adequately prepared to undertake teaching or not.
"Upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty" is a step in the right direction. Along with it, probably we
also need a mechanism to evaluate the effectiveness of TTIs at the
national level. Better if it is done by an autonomous body and not a
government department.
Revamped Subject teacher refresher courses should be in place to
ensure updated subject knowledge in keeping with the research in the
field. One possible way to avail this is to organize yearly Subject
Congresses (like Indian History Congress, etc.) with a clear mandate
to discuss newer findings/questions and their implications on
teaching, both at school and TTI level. The same or a similar platform
can be used to evaluate and restructure TTIs' syllabi periodically.
Till Class V teachers should be trained as mentors, guides,
motivators, and developers of critical quest. Post Class V subject
specific teaching should be brought in. This will ensure that the
bedrock of an inquiring mind precedes the data and material that
subject specific teaching normally specifies.
The difference between the two doesn't have to be hierarchical. Unlike
several Western countries, we unfortunately treat teachers of early
classes as inferior, both in terms of pay scale and status, to
teachers of higher classes. That developing interest in education is
pivotal to retention and that it must begin at the early classes are
arguments strong enough to change this attitude.
A white paper on the quality status of TTIs/B Ed colleges could be a
good start in aligning pre-service Elementary teacher education to the
NCF 2005. If, by NCERT's own admission, 150 out of 450 odd training
institutes are unable to do the job properly, and they still continue
to 'train' and 'certify' students as teachers, it indicates nothing
less than a criminal apathy to education.
Regards,
Arun Kumar
Independent Consultant
Mumbai
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
From: Arun Kumar <akforaman@rediffmail.com>
Date: Thu, Jan 14, 2010 at 1:48 PM
Subject: Re: [se-ed] Discussion: Aligning Pre-Service Teacher
Education to the National Curriculum Framework 2005. Reply by 20
January 2010
To: Education Community <se-ed@solutionexchange-un.net.in>
Dear friends,
Let me begin with underlining two axiomatic truths:
It would have been a lot better if people joined the teaching
profession, out of intellectual quest and not due to lack of
opportunities and financial compulsions. That rarely being the case,
the country has a humongous job at hand to produce teachers who could
inspire students to learn.
While suggesting ways to improve the quality of school teachers, one
assumes that efforts at corresponding changes in each segment that
constitutes the Indian education system are under way. The exercise of
aligning pre-service Elementary teacher education to the NCF 2005 in
isolation may not yield much result.
The National Curriculum Framework 2005 is a grand document: astutely
argued, intellectually provocative and politically fearless. Like
several others, since visualizing and preparing the Framework too has
had a top-to-bottom approach, the task of engaging and aligning
teachers with its spirit will by no means be an easy exercise.
Let us consider a few instances where challenges are likely to be
exceedingly intense:
Overhauling the Teacher Training Institutes (TTIs): Nothing short of
this will work. Barring a few exceptions, unfortunately, most TTIs in
India are decades behind in pedagogy and oblivious of changes that
several 'disciplines' have undergone, especially since the 1980s.
Since one cannot do without specialized subject teachers, particularly
at higher classes, it is imperative to revise pedagogic approaches to
subjects at the teacher training level. To substantiate it further,
for example, 'multi-disciplinary approach' has become a familiar
phrase, but what exact bearing it should have on the way we teach
students to teach subjects at school level is yet to be considered
seriously by TTIs.
Encouraging collective learning in the classroom: We are all in the
know of the fact that a child is not an empty vessel, that 'teaching'
must lend itself to 'collective learning', which in turn, must
encourage students to question and learn on his/her own. How far this
knowledge is practiced at the point of preparing textbooks or
teachers? What mechanism have we put in place to assess that
'would-be' teachers are able to employ the method of dialogue and
narrativization in classroom transactions?
Understanding the existing and possible relationships between a text
and a reader (teacher/ student): Look at the relationship between a
text and a student, whether in school or in a TTI. The texts
invariably come with closures and in the process command readers'
complete supplication. Do we allow, let alone encourage, students to
question a text? This is inextricably linked with the evaluation
system. Our entire education system is based on how a student
'answers' and not how s/he 'questions' a text. Unless this approach is
discarded, it is doubtful if the essence of the NCF 2005 will ever be
fully realized.
Making connections with the social-real: Bringing in the 'local', be
it material or the community itself, into the center of the
teaching-learning is yet another familiar sutra. However, massive
efforts are required to 'train' a teacher in how precisely to do that,
in order to take it beyond a politically correct slogan.
All the above-mentioned points would determine if an aspirant is
adequately prepared to undertake teaching or not.
"Upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty" is a step in the right direction. Along with it, probably we
also need a mechanism to evaluate the effectiveness of TTIs at the
national level. Better if it is done by an autonomous body and not a
government department.
Revamped Subject teacher refresher courses should be in place to
ensure updated subject knowledge in keeping with the research in the
field. One possible way to avail this is to organize yearly Subject
Congresses (like Indian History Congress, etc.) with a clear mandate
to discuss newer findings/questions and their implications on
teaching, both at school and TTI level. The same or a similar platform
can be used to evaluate and restructure TTIs' syllabi periodically.
Till Class V teachers should be trained as mentors, guides,
motivators, and developers of critical quest. Post Class V subject
specific teaching should be brought in. This will ensure that the
bedrock of an inquiring mind precedes the data and material that
subject specific teaching normally specifies.
The difference between the two doesn't have to be hierarchical. Unlike
several Western countries, we unfortunately treat teachers of early
classes as inferior, both in terms of pay scale and status, to
teachers of higher classes. That developing interest in education is
pivotal to retention and that it must begin at the early classes are
arguments strong enough to change this attitude.
A white paper on the quality status of TTIs/B Ed colleges could be a
good start in aligning pre-service Elementary teacher education to the
NCF 2005. If, by NCERT's own admission, 150 out of 450 odd training
institutes are unable to do the job properly, and they still continue
to 'train' and 'certify' students as teachers, it indicates nothing
less than a criminal apathy to education.
Regards,
Arun Kumar
Independent Consultant
Mumbai
________________________________
From: Hrydayakant Diwan [mailto:vbsudr@yahoo.com]
Sent: Tuesday, January 05, 2010 3:57 PM
To: 'Education Community'
Subject: [se-ed] Discussion: Aligning Pre-Service Teacher Education to
theNational Curriculum Framework 2005. Reply by 20 January 2010
Moderator's Note: Dear Members, A very happy new year to all of you!
We are beginning the year with the discussion on Pre- Service Teacher
Education which plays a very important role in shaping the future
teachers'. All of us would agree that teachers, as one of the
important pillars of the whole educational process, require training,
capacity enhancement and other inputs which enable them to undertake
their teaching responsibilities with a sense of empowerment. Teacher
education whether pre- service or in service is the opportunity for
teachers to understand and reflect on some of the critical concepts,
gain knowledge on teaching – learning methodologies and above all
learn to understand children better.
Many of us feel that 'what should be taught to the children' is to be
re-looked at in view of the needs of today. The purpose and role of
education also need to be re-articulated. Accordingly, teacher
education processes need to be re-visioned, revised and reformulated
to respond to the challenges of the present times. Right to Education
Act is to be kept in mind while preparing teachers' for future. In the
context of the above, this discussion holds immense importance.
We are happy to announce that Hridya Kant Diwan, a well known
Educationist and presently Education Advisor, Vidya Bhavan Society
Udaipur, has agreed to become the Guest Moderator for this discussion.
He has been one of the articulate voices on Education System reforms
in all its dimensions and has contributed significantly with his
innovative thoughts and ideas on the issues and concerns on teacher
education in the country. He has also been part of the process of
development of NCF 2005.
We are sure with Hardy as Guest Moderator, this discussion would be
helpful in bringing about reforms in the field of teacher education in
the country.
Shubhangi
________________________________
Dear Friends,
An International Conference on Teacher Development and Management was
organized at Vidya Bhawan Udaipur from February 23-25, 2009 with the
technical support of Ministry of Human Resource Development (MHRD),
the National Council for Educational Research and Training (NCERT),
the National University of Educational Planning and Administration
(NUEPA) and the National Council for Teacher Education (NCTE). The
important ideas that emerged from this conference include the need for
a comprehensive policy and implementation strategy for teacher
education with earmarked resources; aligning teacher education
programs (pre-service and in-service) to the National Curriculum
Framework – 2005 and an institution focused comprehensive professional
development plan for teachers. As a follow-up of the Udaipur
conference, a series of seminars are planned to discuss various issues
emerged out of the conference. The first seminar on theme 'Aligning
pre-service Elementary teacher education to the NCF, 2005 in the
context of the National Curricular Framework for teacher Education and
the Right to Education (RTE) Act' will be held at NCERT, New Delhi,
and February 2-4, 2010.
One key need from teachers is to transact inclusively and use the
socio-cultural diversity and multi-linguality as a resource and not
view it as a hindrance. Pre-service preparation of teachers must
demand greater effort and learning and not be a mere certification
ritual. The preparation of the elementary teacher has to recognise
that she is expected to be able to form a sensitive and caring respect
for the child, believe in her ability to learn and have the
preparedness to engage with her. Besides this she has also to help
children develop conceptual understanding in Maths and Environmental
Science and assist them in development of the capability to use all
forms of language. It is clear that this requires a realisation of the
aims and goals of education, the way children learn and as pointed out
above sensitivity and understanding of their backgrounds. The 'would
be' teachers need an understanding of the nature of the disciplines
and how they develop. The present teacher preparation syllabi,
transaction processes, assessment and school experience mechanisms,
preparation and background of teacher educators needs to be examined
and possible components of the way forward based on current
experiences evolved.
For example the classrooms in the teacher preparation classes need to
show the engagement and participation that is expected from the
teachers in the school. They need the space to explore, articulate,
discuss, experiment, use their experiences and develop the interest
and the ability to continue to learn on their own. Similarly the
school experience program, a critical component of the preparation,
needs to be analysed in the light of the severe criticism its
assumptions and procedures have met with on many forums. The
alternatives being explored need to be shared and considered to evolve
possible principles of the way forward.
There are concerns about the status and salaries of teachers, their
appraisal mechanisms and motivations. We need to reflect on these as
well and abstract the key issues that affect them. Besides all this
the pre-service education of teachers requires teacher educators that
have the ability to provide such experiences to teachers' that make
them aware and capable. We must also remember that teacher has to work
within the ambience of the system; she requires an administrative
system that would allow her and all other teachers to share and
explore their ideas, reflect on their experiences and be creative. The
main aspects of the current system have to be critically analysed
against this requirement.
The issues of the widely differing quality of the multiplicity of
courses needs to be considered even though variety and plurality may
not be bad idea in itself; there are concerns about the need for
upgrading teacher pre-service education by enhancing the duration of
training and making it equivalent to degree program and placing of
teacher education programs in a professional body of University
faculty are also critical concerns.
This is particularly important in the context of the large number of
teachers required to meet the expectations arising out of the RTE. The
RTE being till elementary classes and the current form of syllabus for
the later part of the elementary school, particularly classes VI to
VIII expects fairly abstract ideas to be transacted.
In the light of the above following questions are also pertinent
· Do we require subject teachers at this stage? Should
pre-service elementary teachers be prepared and chosen as subject
specialist teachers. Should there be a common cadre of teachers' for
primary and higher classes of the elementary school OR there should be
two or more cadres? What capabilities do these teachers require?
· What should be the process of assessment and criteria for
deciding if an aspiring person is adequately prepared,
· What are the kinds of facilities available to the aspiring
teachers etc. What should be the possible mechanisms for this and what
have been the experiences from the efforts in this direction.
· What could be the alternative forms of School Experience
program for teachers.
· Who can be teacher educators, what capability and attitudes
they need to have and the kind of institutions should prepare
teachers.
We request Members of the Education Community to critically examine
and bring in experiences from all around for reflection and learning
to align pre- service education with NCF in the context of RTE Act
responding to the questions stated above. Members' experiences, advice
would be a significant contribution in the proposed seminar on Pre
Service Education thereby embarking on an enabling Teacher education
and management policy in the country.
Hriday Kant Diwan
Vidya Bhawan Society
Udaipur
--
Ch.Santakar
Pujariput
Koraput-764020
Orissa
Mob:09437192553
e-mail:santakar@gmail.com
web:www.koraputonline.com
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