PROFILEPROFILE

Name :Name : Vikram SinghVikram Singh Topic : Topic : Teacher Development in EducationTeacher Development in Education Subtheme : Subtheme : Role of Teacher Educator in RTERole of Teacher Educator in RTE Designation : PGT & Head Designation : PGT & Head

Dept. of MathematicsDept. of MathematicsRajendra Lohia Sr. Sec. School (VM),Hathras, U.P. – 204101 Rajendra Lohia Sr. Sec. School (VM),Hathras, U.P. – 204101

(India)(India)

Residential address : Vikram Singh (Lecturer)Residential address : Vikram Singh (Lecturer)Near Ravi Chauhan “Bhatta Wale” Naval Nagar, Hathras-Near Ravi Chauhan “Bhatta Wale” Naval Nagar, Hathras-

204101 (U.P.)204101 (U.P.) Contact No. 09412414155Contact No. 09412414155 Email: vikramsingh_041@rediffmail.com Email: vikramsingh_041@rediffmail.com

VIKRAM SINGHVIKRAM SINGH

PRESENTSPRESENTS

Role of Teacher Role of Teacher Educator in R.T.E. Educator in R.T.E.

TEACHER DEVELOPMENT IN TEACHER DEVELOPMENT IN EDUCATIONEDUCATION

Acceptance of teachers‟ and teacher educators‟ as key Acceptance of teachers‟ and teacher educators‟ as key actors in the process of delivery of quality education is a actors in the process of delivery of quality education is a well established fact. Certainly, other factors such as well established fact. Certainly, other factors such as infrastructure, facilities, curriculum, teaching learning infrastructure, facilities, curriculum, teaching learning materials and an effective monitoring and evaluation system materials and an effective monitoring and evaluation system also play a crucial role in determining education quality also play a crucial role in determining education quality

While the importance of teachers in improving education While the importance of teachers in improving education systems and in fostering individual child development systems and in fostering individual child development cannot be denied, existing conditions and attitudes hamper cannot be denied, existing conditions and attitudes hamper their efficiency. their efficiency.

However, the ultimate impact factor is the However, the ultimate impact factor is the „teacher‟ and the way she is able to „teacher‟ and the way she is able to handle the classroom transaction. handle the classroom transaction.

Child learning is greatly influenced by the quality Child learning is greatly influenced by the quality of the teacher. However, without meeting other of the teacher. However, without meeting other necessary and enabling conditions such as necessary and enabling conditions such as adequate infrastructure, sufficient resources, a adequate infrastructure, sufficient resources, a good support system, robust monitoring and good support system, robust monitoring and governance mechanism, proper grievance governance mechanism, proper grievance redress procedures put in place, even a good redress procedures put in place, even a good teacher will not be sufficiently motivated.teacher will not be sufficiently motivated.

Good teacher is a necessary condition for good Good teacher is a necessary condition for good education but may not be sufficient by itself. education but may not be sufficient by itself.

Meaningful and appropriate teacher training and Meaningful and appropriate teacher training and preparation are at the cornerstone of building preparation are at the cornerstone of building effective educational systems. effective educational systems.

In order to deal with these issues properly there is In order to deal with these issues properly there is need to thoroughly deliberate on the following:need to thoroughly deliberate on the following:

What is expected of teachers and teacher educators and What is expected of teachers and teacher educators and

how should they function? how should they function? What should teachers and teacher educators be able to do? What should teachers and teacher educators be able to do?

What should be their capabilities and knowledge base to What should be their capabilities and knowledge base to perform as envisaged? perform as envisaged?

What place in the system should teachers and teacher What place in the system should teachers and teacher educators occupy? And how an effective link between educators occupy? And how an effective link between teacher education and classroom practice could be teacher education and classroom practice could be established to enhance the quality of classroom established to enhance the quality of classroom

What ongoing form of support and resources should the What ongoing form of support and resources should the education system be providing for teachers and teacher education system be providing for teachers and teacher educators? educators?

What could be the role of BRC/CRC and DIETs in What could be the role of BRC/CRC and DIETs in strengthening Teacher Education and strengthening Teacher Education and

How BRCs and CRCs could be strengthened to facilitate How BRCs and CRCs could be strengthened to facilitate decentralized planning of TE at the block/cluster level decentralized planning of TE at the block/cluster level

In Tenth Five Year Plan period (from In Tenth Five Year Plan period (from 2002 to 2007), 2002 to 2007), this scheme this scheme

contained guidelines on various contained guidelines on various aspects of the functioning of aspects of the functioning of

Institutes of Teacher Education in the Institutes of Teacher Education in the country including the country including the

SCERT, DIET, BRCs, SCERT, DIET, BRCs,

CRCs, IASE, CRCs, IASE,

CTEs CTEs

One of the more serious challenges is the prevalence of a One of the more serious challenges is the prevalence of a lack of ownership, care and support from the concerned lack of ownership, care and support from the concerned state authorities, leading to multiple problems related to state authorities, leading to multiple problems related to

location, identity, faculty and performance of these location, identity, faculty and performance of these institutes. Lack of a qualification framework to ensure a institutes. Lack of a qualification framework to ensure a basic standard of quality for these institutions is another basic standard of quality for these institutions is another

bottleneck. Teacher trainers lack exposure to examples of bottleneck. Teacher trainers lack exposure to examples of good practice in teacher education and carry out good practice in teacher education and carry out

stereotyped activities in the absence of a clear modern stereotyped activities in the absence of a clear modern vision of teacher education. vision of teacher education.

The disparities and compromises made over qualifications The disparities and compromises made over qualifications and pay scales for Colleges of Teacher Education and IASEs and pay scales for Colleges of Teacher Education and IASEs in different states in the country was also referred to as a in different states in the country was also referred to as a prime cause of disillusionment and confusion among the prime cause of disillusionment and confusion among the faculty members of the institutes. faculty members of the institutes.

An International Conference on Teacher Development and An International Conference on Teacher Development and Management organized in Udaipur from February 23-25, Management organized in Udaipur from February 23-25, 2009 with the technical support of MHRD, the National 2009 with the technical support of MHRD, the National Council for Educational Research and Training (NCERT), the Council for Educational Research and Training (NCERT), the National University of Educational Planning and National University of Educational Planning and Administration (NUEPA) and the National Council for Administration (NUEPA) and the National Council for Teacher Education (NCTE), tried to take up 3 a number of Teacher Education (NCTE), tried to take up 3 a number of the above mentioned issues to improve the state of teacher the above mentioned issues to improve the state of teacher deployment, education and capacity enhancementdeployment, education and capacity enhancement

In Udaipur Conference, another International In Udaipur Conference, another International Conference dedicated to Pre- service teacher Conference dedicated to Pre- service teacher training took place in the month of February training took place in the month of February 2010 in New Delhi. Participants in this 2010 in New Delhi. Participants in this workshop deliberated on challenges, workshop deliberated on challenges, suggestions and the way forward with suggestions and the way forward with respect to pre- service training of teachers‟. respect to pre- service training of teachers‟. The huge requirement by the Right to The huge requirement by the Right to Education Act to appoint around 12, 00, 000 Education Act to appoint around 12, 00, 000 teachers‟ over a period of next 3 years was teachers‟ over a period of next 3 years was one of the major challenge discussed. one of the major challenge discussed.

Teacher education programs (pre-service Teacher education programs (pre-service and in-service) to the National Curriculum and in-service) to the National Curriculum Framework – 2005 and an institution Framework – 2005 and an institution focused on comprehensive professional focused on comprehensive professional development plans for teachers. development plans for teachers.

The first follow up conference on Pre –The first follow up conference on Pre –service elementary education took place in service elementary education took place in Delhi, in February 2010 and threw some Delhi, in February 2010 and threw some important light on the pre- service important light on the pre- service education of Elementary teachers. education of Elementary teachers.

The NCFTE is also now available. The NCFTE is also now available. Teacher educators‟ engagement in Teacher educators‟ engagement in the process of understanding NCFTE the process of understanding NCFTE and taking forward the task of and taking forward the task of building a curriculum and syllabus building a curriculum and syllabus around the same is important so that around the same is important so that it could effectively contribute to the it could effectively contribute to the classroom practices. classroom practices.

Objectives Objectives

The consultations are planned with the following purposes: The consultations are planned with the following purposes: - To identify key steps needed to build capacity of teacher - To identify key steps needed to build capacity of teacher

educators to strengthen teachers and ultimately improve educators to strengthen teachers and ultimately improve classroom transaction. classroom transaction.

- To initiate/support the reform process of teacher - To initiate/support the reform process of teacher development as a whole, engaging teachers and teacher development as a whole, engaging teachers and teacher educators around NCFTE and support the process of educators around NCFTE and support the process of formulation of curriculum and syllabus for teacher formulation of curriculum and syllabus for teacher education. education.

- To identify possible collaboration and synergy between - To identify possible collaboration and synergy between teacher educators and CRC/BRC staff to maximize the teacher educators and CRC/BRC staff to maximize the support to teachers. support to teachers.

- To understand the missing links between school - To understand the missing links between school education, classroom teaching and teacher education education, classroom teaching and teacher education

Proposed Issues to be discussed Proposed Issues to be discussed in the workshopsin the workshops

Ø Curriculum renewal in light of NCFTE/NCF and RTE Ø Curriculum renewal in light of NCFTE/NCF and RTE Ø Strategies for professional development of Teachers Ø Strategies for professional development of Teachers Ø Development of Quality Parameters for TEIs Ø Development of Quality Parameters for TEIs Ø Setting up of an effective Monitoring mechanism for TEIS Ø Setting up of an effective Monitoring mechanism for TEIS Ø Performance indicators for teacher educators and TEIS Ø Performance indicators for teacher educators and TEIS Ø The role of TEIs (in addition to teacher training) Ø The role of TEIs (in addition to teacher training) Ø The selection, qualification and the motivation of Teacher Educators‟ Ø The selection, qualification and the motivation of Teacher Educators‟ Ø programme design, curriculum and resource material for training of Ø programme design, curriculum and resource material for training of

untrained teachers‟ untrained teachers‟ Ø Norms regarding location and facilities of the study Centers for training Ø Norms regarding location and facilities of the study Centers for training

of untrained teachers‟ of untrained teachers‟ Ø Training teachers for addressing emerging issues related to education of Ø Training teachers for addressing emerging issues related to education of

children from disadvantaged groups affected by social exclusion, and children from disadvantaged groups affected by social exclusion, and inequity inequity

Ø Revamp of the role of BRCs/CRCs and linkages between BRC/CRC and Ø Revamp of the role of BRCs/CRCs and linkages between BRC/CRC and DIETs DIETs

Ø Module and Management of In-Service Teacher Education Ø Module and Management of In-Service Teacher Education Ø Teachers as critical thinkers and facilitators Ø Teachers as critical thinkers and facilitators Ø Role of Teacher Unions in teacher preparation and accountability within Ø Role of Teacher Unions in teacher preparation and accountability within

RTE RTE

RecommendationRecommendation As a follow-up of Udaipur, Delhi and Orissa conference, and in light As a follow-up of Udaipur, Delhi and Orissa conference, and in light

of the RTE Act, a series of consultations are planned at State level of the RTE Act, a series of consultations are planned at State level to address primarily on concerns in pre – service teacher training to address primarily on concerns in pre – service teacher training and training of untrained teachers. However, the attempt will also and training of untrained teachers. However, the attempt will also be made to focus on the connectivity as well the continuum of be made to focus on the connectivity as well the continuum of teacher education from pre- to in-service and one full session teacher education from pre- to in-service and one full session would be spent on discussion on this vital connection between the would be spent on discussion on this vital connection between the two and the processes and mechanisms to be followed to foster it. two and the processes and mechanisms to be followed to foster it.

- Eliciting participation of Teacher Educators in the whole - Eliciting participation of Teacher Educators in the whole process of consultation on the issues related to various process of consultation on the issues related to various aspect of teacher development including teacher aspect of teacher development including teacher governance, education and capacity enhancement of governance, education and capacity enhancement of teachers, teacher training curriculum and pedagogy and teachers, teacher training curriculum and pedagogy and other related issues. other related issues.

- Engage teachers‟ around NCFTE to strengthen - Engage teachers‟ around NCFTE to strengthen to process of formulation of curriculum and to process of formulation of curriculum and syllabus of TEsyllabus of TE

- Concrete recommendations for the states to - Concrete recommendations for the states to

improve upon the teacher training institutes and improve upon the teacher training institutes and teacher development scenario. teacher development scenario.

Overall, these workshops will also Overall, these workshops will also contribute to the planning process of next contribute to the planning process of next 5- 7 years’ perspective plan which all states 5- 7 years’ perspective plan which all states are expected to develop in light of RTE Act are expected to develop in light of RTE Act on various aspects of Teacher Training.on various aspects of Teacher Training.

AbstractAbstract

Child learning is greatly influenced by the Child learning is greatly influenced by the quality of the teacher. Ø What is expected quality of the teacher. Ø What is expected of teachers and teacher educators and how of teachers and teacher educators and how should they function? should they function?

Ø What should teachers and teacher Ø What should teachers and teacher educators be able to do? Ø What place in educators be able to do? Ø What place in the system should teachers and teacher the system should teachers and teacher educators occupy? Ø What ongoing form of educators occupy? Ø What ongoing form of support and resources should the education support and resources should the education system be providing for teachers and system be providing for teachers and teacher educators? teacher educators?

This scheme contained guidelines on This scheme contained guidelines on various aspects of the functioning of various aspects of the functioning of Institutes of Teacher Education in the Institutes of Teacher Education in the

country including the country including the SCERT, DIET, BRCs, CRCs, IASE, SCERT, DIET, BRCs, CRCs, IASE, CTEsCTEs.. Teacher trainers lack exposure Teacher trainers lack exposure

to examples of good practice in to examples of good practice in teacher education and carry out teacher education and carry out

stereotyped activities in the absence stereotyped activities in the absence of a clear modern vision of teacher of a clear modern vision of teacher education, require state level focus education, require state level focus

to engage the TEIs to engage the TEIs

ReferencesReferences

1.1. The articles of The articles of Ms Sarada Balgopalan Associate fellow Ms Sarada Balgopalan Associate fellow

CSDS Delhi & CSDS Delhi & Mr. Parth J. ShahMr. Parth J. Shah

President, Centre for civil societyPresident, Centre for civil society2.2. Economic times Economic times 3.3. ““Samvad” magazine of education dept. Samvad” magazine of education dept.

Gov. of UPGov. of UP4.4. Portals of NCERT, SCERT, CBSE, UP Portals of NCERT, SCERT, CBSE, UP

Board, IGNOU etc.Board, IGNOU etc.5.5. Library of AMU Aligarh.Library of AMU Aligarh.

ThankThank youyou

Vikram SinghVikram Singh

Former PGT MathematicsFormer PGT Mathematics

Jawahar Navodaya Vidyalaya Jawahar Navodaya Vidyalaya

Jaipur (Rajasthan), Jhajjar (Haryana)Jaipur (Rajasthan), Jhajjar (Haryana)

Mob. No. 09412414155Mob. No. 09412414155

Email ID : Email ID : vikramsingh_041@rediffmail.comvikramsingh_041@rediffmail.com