 TEACHER EDUCATION

Qualitative improvement of education, particularly at elementary, secondary and senior secondary levels, through the application of the disciplines of Educational Psychology and of Counselling and Guidance, is one of the major concerns of the NCERT.

13 TEACHER EDUCATION

Teacher Education is a curricular input for improving school education. The programmes and activities in this area are generally focused on development of capabilities in the states to respond effectively to the training needs of the states, including training under the District Primary Education Programme (DPEP) and Special Orientation Programme of Primary Teachers (SOPT); academic support to centrally sponsored schemes of teacher education like the District Institutes of Education and Training (DIETs), Institutes of Advanced Studies in Education (IASEs) and State Councils of Educational Research and Training (SCERTs). The Department of Teacher Education and Extension (DTEE) in the National Institute of Education (NIE) at New Delhi and the Regional Institutes of Education (RIEs) at Ajmer, Bhubaneswar, Bhopal, Mysore and Shillong are the major constituents of the WERT engaged in improving the quality of teacher education.

Each RIE caters to educational needs (pre-service and in-service education) of the states and UTs under its jurisdiction. The RIE, Ajmer looks after teacher education and related educational requirements of the states of Delhi, Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan and Uttar Pradesh and the UT of Chandigarh. The RIE, Bhopal has under its jurisdiction the states of Goa, Gujarat, Madhya Pradesh, Maharashtra and UTs of Dadra and Nagar Haveli and Daman and Diu. The states of Arunachal Pradesh, Assam, Manipur, Mizoram, Meghalaya, Nagaland, Sikkim, Tripura, Bihar, Orissa, West Bengal and the UT of Andaman and Nicobar Islands are covered by the RIE, Bhubaneswar. The states of Andhra Pradesh, Karnataka, Kerala and Tamil Nadu and UTs of Lakshadweep and Pondicherry are covered by the RIE, Mysore. In December 1995, a new Regional Insitute of Education was set up at Shillong to cater to the in-service educational needs of northeastern states of Assam, Arunachal Pradesh, Meghalaya, Mizoram, Manipur, Nagaland, Tripura and Sikkim which were earlier covered under the RIE, Bhubaneswar. Highlights of the programmes and activities undertaken in the area of teacher education during 1996-97 are given below.

Pre-service Teacher Education Programme

One of the major concerns of the NCERT is the development and operationalisation of innovative pre-service teacher education courses, viz. four-year integrated teacher education course in science education and one year M.Ed. course with specialisation in elementary education.

Four-Year Integrated B.Sc., B.Ed./ B.Sc. Ed. Course

The main emphasis of this course is on quality, i.e. producing good teachers well- versed in content, process and pedagogy and co- cur- ricular activities.

One-Year MEd. (Elementary Education) Course

As part of the NCERT's efforts towards Universalisation of Elementary Education in general and meeting the needs of various institutions in the states, especially of the DIETs/SCERTs, and M.Ed. degree course, with specialisation in elementary education, was started in 1995-96. This is an integrated and innovative one-year course in teacher education that gives adequate emphasis on issues and concerns in primary education and research-based inputs. The pupil-teachers in the course, inter alia, conducted several research studies in different priority areas of elementary education.

During 1996-97, a total of 1423 students were on roll in various pre- service courses in the RIEs.

In-Service Teacher Education Programmes

Academic Support to DIETs

A self-instructional package for the study of DIETs was reviewed and finalised. An in-service training programme for the Principals of DIETs was organised for the states of Assam, Bihar, Orissa, Rajasthan, Maharashtra, Haryana, Himachal Pradesh, Uttar Pradesh, and Jammu and Kashmir. An induction level in-service training programme for the faculty of DIETs of the states of Assam, Delhi, Haryana, Maharashtra, Jammu and Kashmir,

Goa, Kerala, Pondicherry, Tripura, Arunachal Pradesh, Rajasthan, and Gujarat was organised.

Capacity-building of the SCERTs

A national conference on the theme, 'Strengthening of SCERTs', was organised at the Osmania University, Hyderabad in which special recommendations for strengthening of the state level R and D centres in school education were made. The conference suggested that the SCERTs may be given administrative, academic and financial autonomy. The SCERTs should frame such recruitment rules as will attract the most suitable persons. It was also suggested that the NCERT, NIEPA, NCTE, and other national institutions should undertake the responsibility to provide orientation/training to the faculty of the SCERTs in order to strengthen their capabilities.

After holding a couple of workshops to identify the training needs of the teacher educators of the SCERTs, the NCERT designed an induction level training programme for new entrants in the SCERTs. A training design and a training package were also developed. An eight-day orientation programme was organised in which 29 participants from various SCERTs participated. Besides deliberating on the roles, functions and expectations from SCERTs, the emerging trends and issues in elementary education and elementary teacher education were dis- cussed. The participants were provided on-hand experience of developing programme proposals and Action research proposals.

Special Orientation programmes for Primary Teachers (SOPT)

The centrally sponsored Special Orientation Programme for Primary Teachers (SOPT) was launched in the year 1993-94 on a massive scale to cover about 18 lakh teachers in the country at the rate of 4.5 lakh primary teachers each year during the last four years of Eighth Five Year Plan, i.e during 1993-97. The NCERT was entrusted with the responsibility for its planning, programming, organisation, conducting and monitoring on the one hand and for providing academic input on the other. The major focus of the SOPT is to (i) develop competencies among teachers as envisaged in the National Report on MLL, (ii) develop competencies in the use of Operation Blackboard (OB) materials, and (iii) to equip teachers to adopt child-centred approach to learning. The cascade model has been adopted to provide training to different levels of functionaries. The master trainers at the national level provided training of five days' duration to Key Persons (KPs) of the state level nodal agencies. Master trainers are the subject experts and pedagogics of the NCERT and other apex institutions. The KPs provided training to the Resource Persons (RPs) and the RPs, in turn, provided training to the primary teachers. Initially the preference was given to those teachers who have been appointed tinder the OB scheme. The state nodal agencies have established training centres which are, selected on the basis of the availability of physical facilities.

A special Self-Instructional Package Containing 16 modules on different contextual themes and curricular areas, specific to primary stage, to exemplify demonstrative task and skill-oriented teaching- learning situation was developed in Hindi and English. The print material is supplemented by ETV package

consisting of 41 video programmes and user's guide for effective use of ETV programmes in the transaction of print material. The training package has been adopted/adapted by the states/UTs in their regional languages keeping in view the needs of the local teachers.

The SOPT is in the last phase of its implementation. Since its implementation (1993-94), 6,08,262 teachers have been provided training under this scheme.

A study on 'Impact of SOPT Training on Classroom Process' is in progress. Data has been collected from nine states.

In-Service Education of Teachers through Interactive Technology

An experiment on the use of interactive communication technology to provide in-service training to teachers was conducted under the scheme of SOPT. The training methodology of the 'teleconferencing' programme involved two-way audio and one-way video interactions. The teleconferencing programme had three essential components:

1. The 'teaching end' which was located at the studio of the Indira Gandhi National Open University (IGNOU), New Delhi.

2. The 'learning end' located at various DIETs. Each DIET was provided with receiving system (FAX and STD facilities) to establish immediate contact with the teaching ends.

3. The 'space segment', i.e. the uplinking facility to establish links between the teaching and learning end.

This facility had been provided through transponder on an INSAT. The primary teachers assembled in a classroom of DIETs could interact with experts-panelists using STD facilities. The teachers were also encouraged to send their questions in writing through FAX.

The course design for interactive in-service training programme was developed on the basis of the SOPT self-instructional package. The first interactive in-service training experiment under SOPT was conducted from 7 to 13 January 1996 in Karnataka at 20 training centres involving 850 primary school teachers. The experiment was repeated in Madhya Pradesh from 2 to 8 August 1996, involving 1,336 primary school teachers in 45 training centres. Encouraged by the success of two teleconferencing programmes, the third interactive 'tele maths' programme was organised in Karnataka from 16 to 21 Febru- ary 1997 involving 700 participants at 20 DIETs.

The interactive in-service training experiment was successfully implemented with the active collaboration of ISRO, IGNOU, SCERTs of Madhya Pradesh and Karnataka and different constituents of the NCERT (CIET, RIEs at Mysore and Bhopal and the Department of Teacher Education and Extension of the NIE).

Promotion of Innovations in School Education and Teacher Education

The purpose of this project is to develop spirit of research and experimentation and innovative practices among school teachers and teacher educators. It also aims to promote professional growth as well as to keep them abreast of innovations taking place in school education/teacher education.

Innovative Experiments and Practices in School Education

A panel meet of evaluators was held to evaluate the innovative papers of school teachers which were selected at the state level for the 1994-95 competition. Each paper at preschool and elementary level and secondary level was evaluated by three evaluators. The number of papers recommended for the award at pre-school and elementary level was 47 while 14 papers were recommended for award at the secondary level. The award-giving function for the secondary level was organised on 16-17 December 1996 and a National Seminar of Pre-School and Elementary Awardees was held on 26-27 March 1997.

In the context of 'Innovative Experiments and Practices in School Education (1995-96)', state level evaluation of innovative papers was done with the help of Field Advisers, NCERT of Andhra Pradesh and Tamil Nadu, Principal of the RIE, Bhubaneswar, and the Incharge In- service and Extension Centre, Bangalore. A panel meet of evaluators was organised at the NCERT headquarters from 5 to 8 November 1996.

For 'Innovations in School Education 1996-97', 220 innovative entries from elementary and secondary school teachers were received. The papers were clarified and sorted out. Steps are being taken for evaluation of the papers.

Innovative Experiments and Practices in Teacher Education

Innovative papers on the themes related to Teacher Education were invited from teacher educators working in different teacher education institutions (from pre-primary teacher education institutions to university departments of education). A panel meet of evaluators was organised wherein three evaluators evaluated the papers. Seventeen innovative papers (11 teacher educators of pre-primary and elementary teacher training institutions and DIETs and six teacher educators of secondary teacher education institutions and university departments of education) were selected for the award. The papers were edited at the NCERT level. The authors of the papers were invited to a national seminar held from 2 to 4 September 1996. The papers presented by the awardees were discussed and suggestions for their improvement were given. Certificates of merit. and cash prizes were given to the awardees.

During 1996-97, 63 innovative papers from teacher educators were received. Ten papers in elementary teacher education and 7 papers in secondary teacher education areas were selected. A national seminar of the award-winning teacher educators was held at the NIE Campus, New Delhi from 31 March to 2 April 1997. In a special function, 22 teacher educators were given the national award for innovations in teacher education.

All India Survey of Teacher Education

The all India Survey of Teacher Education was undertaken as a collaborative venture of the NCERT and the NCTE (National Council for Teacher Education). The objectives of the project include:

1 . To develop data-base regarding different types of teacher education institutions including their intake.

2. To develop data-base regarding different types of teacher training programmes offered in different parts of the country.

3. To develop profiles of teacher educators particularly with regard to their academic and professional background.

4. To develop profiles of student teachers with regard to their educational qualifications, sex, age, etc.

5. To develop information base regarding facilities available in teacher education institutions.

6. To develop data-base regarding entry qualification and selection procedure for admission to various courses.

Eight draft questionnaires are being finalised in consultation with the NCTE.

Code of Professional Ethics for Teachers

The draft of the Code of Professional Ethics, developed earlier in 1988, was reviewed in a national workshop with a view to evolving a fresh Code of Professional Ethics for Teachers in the light of changing role of teachers. Five major areas of professional activities which encompass the work of a teacher were selected.

1. Teacher in relation to pupils

2. Teacher in relation to parents/guardians

3. Teacher in relation to society and the nature

4. Teacher in relation to profession, colleagues and professional organisation

5. Teacher in relation to management/ administration.

For each of these areas, certain ethical principles were chosen to serve as guidelines for ethical practices of a teacher. The Code of Professional Ethics for Teachers has been finalised.

Curriculum and Syllabus for M.Ed. (Elementary Education) Programme

A draft curriculum and syllabi of M.Ed. (elementary education) programme for the RIEs was developed. The main purpose of this M.Ed. programme is to develop a cadre of professionals who could act as teacher trainers, educational planners, supervisors, curriculum developers and evaluation experts in the field of elementary education.

Teacher's Service Conditions and Redressal of Grievances in Private Schools

The Department of Education, MHRD, Government of India, under the Chairmanship of the Director, NCERT, has constituted a task force to evolve a model code of Teachers 'Service Conditions to ensure transparency in the administration and admission policies and to suggest a mechanism for redressal of grievances in private schools.

The task force has prepared its report after making a study of teacher's service conditions and other related matters in different states followed by in-depth discussions with a group of stake-holders. The report contains guidelines which may be considered by the Education Departments while developing the code of Teachers' Service Conditions and policies with regard to administration of private schools including mechanism for redressal of grievances, etc. The proposed code would be applicable to all, teachers, viz. teachers working. in government schools and non-government schools.

Research Studies

A Study of DIETs with Special Reference to RRD Climate

The study revealed that (i) team spirit was found at the lowest level for all the DIETs, and (ii) regard, trust and supportive HRD factors were lacking. Only 4 out of 16 DIETs had high average HRD climate. Posting of principals on ad hoc basis, insufficient staff, vacant posts and non-functionality of' several branches, untimely release of grants, non-availability of residential accommodation, lack of infrastructural facilities and lack of academic democratic relationship are some of the factors affecting HRD climate.

Under the study on 'Working Conditions of Primary School Teachers in the States of Haryana and Madhya Pradesh', data were collected from 20 rural and 20 urban schools with the help of

* Teacher's professional anxiety scale

* Teacher's working conditions questionnaire

* School Observation Schedule

* School Information Schedule

* Interview Schedule for Teachers and Head Teachers.

Analysis of data is in progress.

Case Studies of Innovative Teachers

Based on the data pertaining to eight primary school teachers of Rajasthan, the paper 'Empowerment of Primary School Teachers: A Profile of Selected Innovative Teachers' was prepared and presented in the regional seminar on 'Teacher Empowerment and School Effectiveness', held at RIE, Ajmer.