TRAINING OF TEACHERS (5,6, & 7)
7.01 The training of teachers demands our urgent attention. What obtains now in the majority of our Teaching Colleges and Training Institutions are woefully inadequate and in the context of the chang- ing needs of India today.
7.02 The minimum requirement of any training programme is that it should enable the trainee to acquire the basic skills and competencies of a good teacher, such as; the capacity to manage a class with pupils of varying abilities; to communicate ideas logically and with clarity; to use the technology available to make teaching effective; to organise educative experiences outside of class and to learn to work with the community and help the students do so.
The New Teacher 7.03 Apart from these normal expectations tomorrow's teacher, the New Teacher we have in mind has to translate the national goals listed earlier into educational actions. He has to communicate to his pupils the importance of and the feeling for national integrity and unity; the need for a scientific attitude. a commitment to excellence in standards of work and action and a concern for society. He cannot do so unless he is committed to these values. At a global level he has to have an understanding and appreciation of the human predicament population explosion, environmental pollution, the threat of a nuclear holocaust and the quest for world peace. Nothing is more imporant in educating teachers than to make them imbibe the right attitudes and values besides being proficient in the skills related to teaching. We have more to say on this later in this chapter.
An Integrated Course 7.04 If teacher education is to be made relevant to the roles and responsibilities of the New Teacher, the minimum length of training for a secondary teacher, in our judgement, should be five years following the completion of class 12. During these five years, the courses should be so structured as to enable both general and professional education to be pursued concurrently. Such an integrated programme spread over five years will give the much needed time and sustained intensity of experience to produce the kind of New Teacher this country needs.
7.05 We are aware that at present most of the training courses for the secondary teacher are one-year programmes, and currently there does not appear to be much enthusiasm to extend their duration sufficiently to ensure training of high quality. In view of this we would suggest that to begin with we may have an integrated four-year programme which should be developed carefully taking into account the experience of the four-year integrated courses now available at the Regional Colleges of the NCERT and at one or two other centres. The four-year course can, if necessary, be made into a five-year programme at a later date, after the model of professional courses in medicine, engineering and law. We recommend that each state may make a beginning by introducing during this Plan period at least one four- year integrated College of Education. Secondly, it may also be possible for some of the existing Colleges of Science and Arts to introduce an Education Department along with their other programmes allowing for a section of their students to opt for teacher education. This would help the utilisation of the infrastructure now available in. these colleges, thus. avoiding initial capital costs.
7.06 Earlier, we had suggested a credit system, linking all the sub-systems of education into an articulated whole. There is a tendency on the part of Universities not to grant equivalence to the four-year integrated course, for purposes of further studies in the subject offered at the post-graduate level. This is a bottleneck which must be removed, if the four-year course is not to run a ground on account of the rigidity of admission rules. We suggest that the planning of the contents of the four-year integrated course should be done in consultation and with the approval of the appropriate, university faculties so
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TRAINING OF TEACHERS 49
that equivalence is maintained and upward mobility assured without sacrificing standards.
7.07 The infrastructure for a four-year integrated institution will include building accommodation, furniture and equipment for four- year programme, adequate library facilities and additional faculty. Our understanding is that taking into consideration the present level of prices, nothing less than Rs. 20 lakhs will be needed for each institution to build and improve its physical facilities.
7.08 As far the recurring costs of additional faculty, we suggest that from the second year on, there should be on an average an, addition of 7 staff members every year. Assuming an additional enrolment of 100 trainees', this will come to a teacher-trainee ratio of 100/7 (14.3) which we think to be just the right ratio. Our impression is that a good competent teacher educator will easily cost Rs. 2000 per month today. This will mean a recurring expenditure of Rs. 24,000 per annum for every additional member of the faculty during the Seventh Plan period.2
The One-year B.Ed. Course 7.09 The existing one year B.Ed. courses must be made effective both by lengthening the time available and by revamping the current courses and curricula. Today most Colleges of Education are, in effect, reported to be working for not more than 170-180 days in the year. We are of the view that the two summer months may be added to the academic year ensuring a working year of atleast 220 days. An increase in the working hours per day may also be considered. We are aware that in some places this will entail the appointment of additional staff and a restructuring of the programme of studies allowing sufficient time for practical work in the school and community. But the urgency is such that the extra costs and other implications of the reform have got to be accepted.
Training of Elementary Teachers 7.10 On the same principle there is need to review the existing structure and duration of courses available for the training of elementary teachers. In the first place the elementary teacher has often to teach not only the primary classes 1 to 5 but also 6 & 7. In rural areas this has to be done in the most trying of circumstances, when, for instance, there is a single-teacher school or when two or three teacher have to manage several classes. Surely, a certain level of maturity is called for in handling such situations. A good grounding is also needed in school subjects and in professional education. Equally important is the need to give the elementary teacher the correct perspectives and insights into the composite culture of India and its national goals.
7.11 Current practices as indicated in the National Survey3 of Teacher Education at Elementary level reveal a variety of practices :
(i) One year course after class ten 8 States
(ii)Two year course after class ten 13 States
(iii) Two year course after class twelve 7 States
Considering that the elementary is so crucial a level we are strongly of the view that the professional training for the elementary should begin only after the twelfth class and the training should be of atleast two years duration.
Integrated pattern for Elementary Training 7.12 Parallel to the four-year integrated course we have recommended for the secondary teacher, we see, the possibility of developing a similar four-year training programme for the elementary teacher after class ten.
7.13 Again this could be made attractive for the prospective teacher by a built-in provision for upward mobility. The elementary teacher so trained ought to be able to join, at any point of his career a college of education offering a four-year integrated programme for secondary teachers at an appropriate level and complete his degree in education with additional bridge courses where necessary. A flexibility of approach and provision for vertical mobility should be the guiding principles.
Selection of Trainees 7.14 We find that trainees are generally selected on the basis of their performance at the school or the first degree level as the case may be, and an interview. In some B.Ed. colleges there are also written tests in addition. We are constrained to remark that selections are not being conducted with a kind of vigour they deserve because of political, social, personal influences operating in the field. Some of the characteristics to look for while selecting a teacher for training are:
a good physique;
linguistic ability and communication skills;
a fair degree of general mental ability;
general awareness of the world;
a positive outlook on life; and
a capacity for good human relationships.
1 Every year 3 years beginning from the second year.
2 For financial estimates see para 10.77 of Chapter X.
3 National Council of Educational Research and Training 1977.
50 THE TEACHER AND SOCIETY
A few of these can be tested objectively through tests and rating scales, but there are others that require well-designed interviews by a body chosen for their vision, impartiality and expertise in the field. Small group discussion have also proved a useful technique in judging capacity for listening to others, articulation, adaptability and leadership. The procedure suggested may take time but it would be well worth-while.
7.15 We realise that the preparation and standardisation of tests and other tools for measuring intelligence aptitude etc. is a highly specialised and difficult job for which the help of a National Testing Service will be required. Specific suggestions in this regard can be found in the last chapter.
7.16 One other suggestion that was made to us in our dialogues with headmasters and teacher educators was that some of the best schools in the country may be permitted to recruit first-class graduates/postgraduates and be given on the job training at the school. Their induction into pedagogical studies may be done in collaboration with the local teachers' college using the summer vacations, after which they could appear for the same B.Ed. examination or through correspondence courses or any other system that is locally-feasible. There appears to be some merit in this suggestion for it could help in making schools undertaken responsibility for the improvement and training of teachers and also being an apprentice under a good headmaster and experienced teachers is an effective way of learning.
The Curriculum 7.17 To develop an integrated curriculum for teacher education is not an easy task. We suggest here the broad principles that may govern such integration and recommend that there be much wider discussion of these between the faculties of Colleges of Education and those of the concerned University Departments. We feel that several good models may emerge from such discussion. We are of the view that sufficient and careful preparation must precede the introduction of any new course. There has to be clarity on new Curricular objectives and the new framework. Textual and reference material ought to be prepared in advance. Schools must be reoriented to accept the new pattern of apprenticeship training. Policies on educational methodology and evaluation at training colleges have to be evolved. Teacher educators will need to be reoriented. Community participation has to be sought. The preparatory work should, in point of fact, commence without delay.
7.18 The total curriculum of the integrated course as consisting of two elements that run concurrently : (i) general education, (ii) professional preparation. Both aspects of the total education of a teacher are important enough to merit proper weightage in the schedule. All the same in our opinion in the professional preparation of a teacher much greater stress needs to be laid on the attainment of practical skills than is prevalent now. Further elucidation of these points follows.
General Education 7.19 General Education, in our judgement, may consist of : (i) Study of languages (ii) Study of three or four disciplines from among subjects taught at school as, for example, physics, chemistry, biology, mathematics, history, geography, literature etc. (iii) Seminars, projects, study visits etc. relating to the trainees' understanding of the national goals referred to earlier and their implications for education.
Languages 7.20 The objective of learning languages should be to develop skills of communication. Sufficient practice in the language skills- listening, speaking, reading and writing should, therefore, be given to enable the trainee to gain confidence in using the language as a medium of instruction at school.
7.21 At the core of the programme of studies during these years will, of course, be a rigorous and thorough pursuit of knowledge in three or four disciplines of the trainee's choice: mathematics, physics, chemistry, history etc. and including subjects like social studies and general sciences which are normally not taught at the undergraduate level but are so essential at school. The integration of subjects like history, geography and civics into 'Social Studies' hardly takes place in school because they are not studied in an integrated manner at College. It is, therefore, suggested that those may be some of the innovative programmes to be developed and offered by a college of Education as part of its normal curriculum.
Helping Training Internalise Values 7.22 We have stressed elsewhere that the development of the right attitudes and values is the essence of education. These young future teacher must be helped to internalise the values we consider essential. This can be done, firstly, by creating an atmosphere of seriousness of purpose in the college and by example. Every opportunity should also be seized both within the curriculum and through an imaginative programme of co-curricular activities to expose students to the variegated streams of Indian
TRAINING OF TEACHERS 51
culture as expressed in the folk tradition, in music, art, dance, drama and architecture, and to introduce them to the universal culture of man living in other lands. It is during these years that a concern for the earth and its resources, and a feeling of kinship with nature can be fostered through observation and discussion.
7.23 The trainee needs to be sensitised also to many small but important things take order and punctuality, hard work and discipline, consideration for others, co-operation and team spirit, concern for the weak and the disadvantaged and care for children. Qualities of responsibility and initiative are imbibed when opportunities are provided for them to act responsibly in situations and organise competently. Camps, excursions and outdoor activities must form part of the training curriculum. All this must be done non-competitively for competition encouraged the way it is done in our schools, can be very destructive.
7.24 We have stressed in Chapter I the need for a scientific attitude of mind. The importance of this for the prospective teacher cannot be over emphasised. Through tutorials and small group discussion. through personal contact in the hostels or at colleges they must be helped to shed their prejudices, blind beliefs and superstitions. They must be helped to learn how to listen to each other, how to question and enquire, how to doubt, reason and discover.
7.25 For this to happen a spirit of understanding and openness must permeate the entire atmosphere of the college. This calls for the highest discipline on the part of the staff. It also requires that the administration of the College must be open and free of the barriers of artificial hierarchies. Values are best learnt through the mirror of human relationships. Staff relationships must permit dialogue, sharing and a spirit of understanding among themselves and with their students. The dignity in conduct of every single teacher educator is important. Much depends also upon the commitment of the Principal and his capacity for leadership.
7.26 Orienting the future teacher toward working for the community in a very real, sense is important. At present there exist in many colleges some theoretical courses on community development providing for very little practical work at the fringe. This will just not do any more. intending teachers must be helped to accept inward responsibility for a role that extends beyond the walls of the classroom to the neighbourhood, to the poorer and weaker sections of society, to the eradication of illiteracy amongst children and adults, specially women. Strategies have to be worked out so that such involvement in community work becomes an intrinsic part of the formal training for teachership. The College of Education ought to become the main force behind developmental programmes for the growth of the community by encouraging the development of educational complexes around itself and working with and through a network of schools and colleges. The help of social scientists and social workers who have experience of field work may be sought where necessary.
Professional Preparation 7.27 The professional preparation falls into three categories :
(1) the study of education as a discipline;
(2) practice of teaching or internship in a school system;
(3) learning other practical skills.
Study of Education 7.28 The study of education occupies today the predominant position in the training programmes. While it is important to give the trainee a background and perspective on education there is a strong case for streamlining the course. An understanding of the meaning and significance of education in the context of contemporary social and economic forces, a study of educational psychology on exposure to the emergent problems of Indian education, have been suggested for inclusion by many teacher educators. We recommend that Committees of Courses and Curricula of various Universities should hold wide ranging discussions and develop several models for the study of education in the integrated training pattern.
7.29 Furthermore new textual materials and reference books specially in the Indian languages need to be produced. Existing reading lists are to be updated to include the educational thought of contemporary Indian and world thinkers. Discussions, tutorials, seminars, projects should be encouraged to stimulate thinking.
Content-cum-Methodology