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

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