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

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