The development of Initial Teacher Education in

India: transferability of principles and practices from the English system

Kevin MattinsonSimon Spencer

TEAN Conference May 2015

The Indus Trust

o International Schools in Bengaluru (Bangalore), Pune and Hyderabad

o International Community Schoolo Leadership Centre in Tamil Naduo Early Childhood Centreso Indus Training and Research Institute (ITARI)

• Teacher supply and development from within• Professional development for Indus staff• Teacher ‘training’ for International Schools –

Cambridge International• Research

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ITT Provision

o In-house ITT programme launched in 2009o Embryonic elements that would be recognised

in the English systemGreater emphasis on practice within classroomInvolvement of school-based practitioners in delivery of

contentExperience in more than one ‘phase/setting’

o Desire for recognition and accreditation from overseas

o The development of a ‘collaborative partnership with an English University’

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The Professional Graduate Diploma in International

Education (PGDIE)o Level 6 award with opportunities for Level 7o Issues around development and

implementation• How to adapt an ‘English/UK’ approach to the

Indian International setting (albeit International School) – culture, values and status

• Pedagogic challenges and the ‘movement’ of staff in their approach to ‘delivery’

• Approaches to assessment of academic capability – what, how and why

• The development of systems, documentary frameworks and learning resources

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PGDIE – Principles and Practice

o Notions of partnership working and joint responsibility

o The synthesis of theory and practice – and the place of professional placement within this

o Gradualismo Collaborative models of teacher developmento Development, review and assessment – the

use of competences/standardso The ‘trainee’ as a reflective and reflexive

practitioner

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PGDIE

o Subject Mentoringo Professional Mentoringo Academic work that is embedded in

professional practice – what and how to assess

o The student voiceo Notions of professional accountability,

professional identity and professional autonomy

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The successes

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It is clear that the students’ overall performance is easily comparable to similar

programmes of ITE throughout England (2014)

A good range of opportunities for students to demonstrate the knowledge,

skills and understanding expected of beginning teachers

Trainers have a clear

understanding about the

requirement and expectations

which are realistic, achievable

yet challenging

High quality of written and verbal feedback given to trainees following

teaching

Students perform well and

clearly engage with the key

issues surrounding

educational pedagogy and practice

The successes

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Students are well

prepared to meet

the demands of

teaching in the

context of Indus

International School

The development of the programme over time has been very good and the work innovative

Trainers regard the quality of their own practice to have benefitted as a result of their training and

mentoring roleThe quality of teaching

and learning is good

Some of the challenges

o Meeting the trainee entitlemento Consistency of practiceo Analysis of practice and feedbacko Access to teaching – pupil outcomes, parental

expectations and fees!o Time to undertake roleo A lack of organisational ‘buy in’ from school staffo Cultural and status perceptionso Views on approaches to professional development

– for some, a ‘mismatch’ between the approach with pupils and that with adult learners

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Reflections

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Moving forward…

o Indus Trust schools are “alien” in the context of the Indian education system

o Approaches to teacher training might be regarded as “western” in nature

o The concept and nature of mentoring considered to be an emerging issue

o Research into perceptions of mentoring

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Research Context

o Survey mentors and trainees from Birmingham City University (BCU) and Indus Training & Research Institute (ITARI)

o Mixed methodology:o Quantitative – aspect of mentoring rank

ordered; mean average of responseso Qualitative – comments on each aspect

invited. Far more from Indus trainees than any other group

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Sample

o Mixed groups – primary and secondaryo (BT) BCU Trainees = 19 (6m, 13f)o (IT) Indus Trainees = 19 (2m, 17f)o (BM) BCU Mentors = 48o (IM) Indus Mentors = 28o Both context use DfE Teachers’ Standards

(2012)o Jan/Feb 2015 data gatheringo Just ahead of trainees’ final assessed

placement

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Mentor/Trainee relationshipMentor’s experience as a teacherMentor’s experience of mentoringMentor’s knowledge of the training programmeMentor’s knowledge and understanding of standards/competencies/expectationsSupport from mentor with subject knowledge developmentSupport from mentor with planningSupport from mentor with behaviour managementSupport from mentor with classroom managementSupport from mentor with assessment practiceMentor’s support with trainee’s reflective practice and recognising achievementsAccurate assessment by mentor of trainee’s attainmentMentor’s ability to conduct helpful weekly review meetingMentor’s timekeeping and organisationMentor’s willingness to negotiate over his/her role during trainee’s teachingMentor providing well balanced feedback on trainee’s teaching (positives & areas for development)

Mentor’s feedback focussed on trainee’s needs rather than school’s or mentor’s agendaMentor’s willingness to negotiate over timetable, classes and lesson content 14

Aspects of Mentoring

Rank Ordering

1 7 132 8 143 9 154 10 165 11 176 12 18

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Considered more important

Considered less important

Mean Average Results

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Focus Area BT IT BM IMRelationship 1 1 2 1Teaching experience 3 2 6 2Mentoring experience 11 4 16 9Programme 7 4 14 6Competencies 9 6 10 3Subject knowledge 14 3 13 11Planning 5 7 8 4Behaviour management 15 10 4 16Classroom management 17 8 7 8Assessment practice 10 12 12 14Reflection 8 11 3 5Accurate attainment 4 14 9 11Weekly review 12 13 11 9Organisation 13 15 15 11Role negotiation 16 17 17 17Feedback 2 9 1 7Agendas 6 15 5 14Lesson negotiation 18 17 18 17

Mean Average Results

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Focus Area BT IT BM IMRelationship 1 1 2 1Teaching experience 3 2 6 2Mentoring experience 11 4 16 9Programme 7 4 14 6Competencies 9 6 10 3Subject knowledge 14 3 13 11Planning 5 7 8 4Behaviour management 15 10 4 16Classroom management 17 8 7 8Assessment practice 10 12 12 14Reflection 8 11 3 5Accurate attainment 4 14 9 11Weekly review 12 13 11 9Organisation 13 15 15 11Role negotiation 16 17 17 17Feedback 2 9 1 7Agendas 6 15 5 14Lesson negotiation 18 17 18 17

Mentor/Trainee relationship (Relationship)

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Focus Area BT IT BM IMRelationship 1 1 2 1

Okay, tricky at

times. Developed

a strategy to deal

with it. BT9

I established a

cordial relationship

with my mentor. IT5

We were able to forge a working relationship. IT6

Needs to be a positive experience

for both so that learning takes

place. BM5

This element impacts on ALL other

elements of the placement. BM12

This I feel is important to share a healthy professional relationship to be able to accept flaws and make constructive

improvements even as a mentor. IM25

Mentor’s experience of mentoring (Mentoring experience)

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Focus Area BT IT BM IMMentoring experience 11 4 16 9

As long as they know how the training works it doesn’t matter if they haven’t done it before. BT17

Mentors can treat trainees properly without fear only

when she knows expectations and needs of

pupils. IT16

Willingness to learn – develop together.

BM36

I don’t mind as it is a learning process for me.

Documentation is the dreaded part. IM8

Since this is my first experience as a mentor in spite of all the positive experience, I feel I have

a long way to go in mentoring. IM14

Support from mentor with subject knowledge development (Subject

knowledge)

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Focus Area BT IT BM IMSubject knowledge 14 3 13 11

My mentors have always been very supportive in helping me to develop my subject knowledge but this is something

that I think is more for the trainee to focus on, using guidance from the mentors following formal or informal

observations or at the planning stage. BT18

Support from mentor with subject knowledge development (Subject

knowledge)

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Focus Area BT IT BM IMSubject knowledge 14 3 13 11

Most mentors seem resistance to share or help.

IT12She is skilled in subject

knowledge and development with primary years program.

IT6

Emphasis on supporting

them [trainees] – they should lead on this.

BM5

If they don’t have enough

subject knowledge to

teach the curriculum then they

shouldn’t be on the

course. IM5

Mentor’s support with trainee’s reflective practice and recognising achievements

(Reflection)

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Focus Area BT IT BM IMReflection 8 11 3 5

It is important that mentors help trainees to do this but trainees should be doing this anyway, actively seeking

feedback and building upon advice. I do think it is important that mentors recognise achievements as school

experience can be very exhausting and having someone recognise your achievements, no matter how small can really lift a trainee’s spirits when they are tired and run down. It helps make the experience more worthwhile.

BT18

Mentor’s support with trainee’s reflective practice and recognising achievements

(Reflection)

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Focus Area BT IT BM IMReflection 8 11 3 5

She definitely help me to reflect on the effectiveness of my

class and change my strategies

accordingly. IT9

If I got to know my mistakes properly I can work. IT16

She had no time. IT18

Reflective learners make the best teachers. Let’s establish

that from the outset. BM4

Reflection is a very important part to learn

and to be able to overcome difficulties and

know strength. IM23

Accurate assessment by mentor of trainee’s attainment (Accurate attainment)

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Focus Area BT IT BM IMAccurate attainment 4 14 9 11

Overall, I feel I was accurately assessed - if my mentor could clearly see where I

was, they could direct me to where I needed to be. BT19

I had to keep a check on my attainment. She would praise me aurally but never articulated in the required documents.

IT5

She gave two different assessments in verbal and written feedback. IT6

Important for both institutions to have an accurate view of trainee. More

importantly, trainee needs clear assessment. BM6

We owe it to them. IM8

Mentor providing well balanced feedback on trainee’s teaching (positives and areas for

development) (Feedback)

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Focus Area BT IT BM IMFeedback 2 9 1 7

Feedback is crucial so we know our targets to continue to develop. Also important to hear strengths so we feel like

we are doing somethings well. BT17She always gave me good oral feedback. I would be

delighted if she would articulate the same in writing. IT5

Teaching is the key focus – as well as praise, it’s vital that targets for progression are given. BM6

Oral is important, paperwork is onerous. IM5

Apart from only working on areas of improvement it is also important

to work on the positives. IM25

Mentor’s feedback focussed on trainee’s needs rather than school’s or mentor’s

agenda (Agendas)

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Focus Area BT IT BM IMAgendas 6 15 5 14

This happened some of the time – I received personalised targets to help improve my practice. However, sometimes I was judged on the school’s

agenda and this was frustrating because I felt I needed to learn the basics first. BT19

It is a challenge as their livelihood is the school and not us. IT3It focused on my needs

and areas of improvement. IT7

Mentors' school and own agenda is at the top of our

training. IT16

This should not be a tick box exercise, it should be about

meeting the needs and learning of the trainee. BM4

I think, most often, it works hand in hand. Trainees are accommodated based on

their interest. IM23

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Emerging Issues

Reluctant to engage with mentoring without obvious “what’s in it for me?”

English culture of training next generation not very obvious in Indus (or India)

Mismatch between expectation of Indus mentors and trainees

Mentors’ understanding of Standards currently limited

Positives

o International school – high achieving – training own workforce

o High quality training based around a competency model (atypical of India)

o Strong emphasis on relationship between theory and practice – classroom-based research

o Drawing from the most effective systems

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Where next…?

o Use the information to develop more targeted mentor training

o Share the information with participants and relevant colleagues

o How appropriate / necessary / helpful is it to share data from the English context with those in the Indian context?

o Share data with colleagues training BCU mentors

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Where next…?

o Return to India (May 2015)o Intention to share:

• … Indus mentors’ v. trainees’ responses• … Indus mentors’ v. BCU mentors’ responses

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