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

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