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

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