Initiatives and Strategies and Reporting

Initiatives and Strategies and Reporting:

Following NPE 1986, efforts have been made to develop institutions like DIETs, IASEs and CTEs for providing in-ser vice education to primary and secondary schoolteachers; 500 DIETs, 87 CTEs, 38 IASEs, and 30 SCERTs, have been set up, although many of them have yet to function as resource centres. DPEP also brought in the block and cluster resource centres and made in-service teacher education and cluster-level schools as the follow-up for the main strategies for pedagogic renewal. In spite of the widespread efforts and specific geographical areas which have shown improvements, by and large the in-service inputs have not had any noticeable impact on teacher practice. 

A major indicator of quality of training is its relevance to teachers' needs. But most such programmes are not organised according to actual needs. The approach adopted has remained lecture based, with little opportunity for trainees to actively participate. Ironically, concepts such as activity-based teaching, classroom management of large classes, multigrade teaching, team teaching, and cooperative and collaborative learning, which require active demonstration, are often taught through lectures. School follow-up has also failed to take off, and cluster-level meetings have not been able to develop into professional fora for teachers to reflect and plan together. 

Any curriculum renewal effort needs to be supported with a well thought-out and systematic programme of in-service education and school-based teacher support. In-service education cannot be an event but rather is a process, which includes knowledge, development and changes in attitudes, skills, disposition and practice — through interactions both in workshop settings and in the school. It does not consist only of receiving knowledge from experts; promotion of experiential learning, incorporating teachers as active learners, and peer group-based review of practice can also become a part of the overall strategy. Self-reflection needs to be acknowledged as a vital component of such programmes. A training policy needs to be worked out, defining parameters such as the periodicity, context and methodology of programmes. But efforts to strengthen quality and ensure vibrant rather than routinised interactions would require far more decentralised planning with clarity on goals and methods for training and transfer. 'Mass training using’ new technologies may be of use in some aspects of training, but much greater honesty and bold creativity are required for addressing the concerns of practising teachers directly, including the deprofessionalised environments in which they work, their lack of agency, and their alienation. 

Dissemination technologies can serve to build a positive ethos for curricular reforms if they are used as sites of discussion and debates in which teachers, training personnel and community members can participate. Teachers require first-hand experience of making programmes themselves in order to develop an interest in the new technology. The availability of computers and linkage facilities remains quite inadequate in training institutes. This is one reason why the potential of the new communication technology for changing the ethos of schools and training institutions has remained inadequately tapped.

Pre-service teacher education as well as in-service training must build the necessary orientation and capacities in teachers so that they can appreciate, understand and meet the challenges of the curriculum framework. In-service training, in particular, must be situated within the context of the classroom experiences of teachers. DIETs, which have the responsibility of organising such training, should do so in a manner in which both teachers and their schools benefit from such training. For instance, instead of the ad hoc manner in which teacher trainees are sent for in-service training by the educational administration, it would be better for a cluster of schools to be identified and a minimum number of trainees (at least two, to enable some peer sharing and reflection) invited from each school to participate in an in-service training programme. DIETs, in coordination with BRCs, could identify the schools for this purpose. In order that teaching time is not unduly affected, and teacher trainees are able to make the link between theory and practice, the mandatory days for training could be split up over the course of the year to include on-site work in their own classrooms as well. 

Training could comprise a variety of activities in addition to contact lectures and discussions in the teacher training institutions and include workshops in schools in the cluster, projects and other assignments for teachers in their classrooms. To link pre-service and in-service training, the same schools can become sites for preservice internship, and student teachers can be asked to observe classroom transaction in these schools. This could serve not only as feedback to teacher educators for strengthening the training programme but can also become the basis of critical reflection by teacher trainees during the latter part of the training programme. To take the process forward, there could be interactive sessions with headmasters from the concerned schools so that they can play the role of a facilitator in the changes in classroom practices that the teacher trainees may like to make. Systems for monitoring and feedback must include SCERTs/DIETs /BRCs and CRCs so that academic support can be envisaged in follow ups', documentation and research. 
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Clear CTET - Coaching Institute for CTET, DSSSB and KVS: Initiatives and Strategies and Reporting
Initiatives and Strategies and Reporting
Clear CTET - Coaching Institute for CTET, DSSSB and KVS
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