revamping teacher education: suggestions from prof poonam batra committee report, specific to b.ed
DESCRIPTION
A presentation that was used to guide the discussion and brainstorming on a few key points that have been put forward in Prof Poonam Batra Committee Report, with a group of Teacher Educators in MumbaiTRANSCRIPT
Observer Research Foundation MumbaiIdeas and Action for a Better India
In collaboration with
Smt Kapila Khandvala College of Education
What’s the best way to revamp Teacher Education
to prepare students for future…
Your beliefs become your thoughts,Your thoughts become your words,Your words become your actions,Your actions become your habits,Your habits become your values,Your values become your destiny.
M K Gandhi
History is made when mindsets are changed
― Toba Beta
TRACING THE TIMELINE
of different reviews and reforms towards
change
With increasing concerns on quality, context and readiness of teachers in the country and the need
to prepare students for the 21st century…
2012 – Justice Verma Commission report.
May 2014 – NCTE constituted a Committee for reviewing the existing regulatory functions of NCTE regarding grant of recognition and related functions under the Chairpersonship of Prof. Poonam Batra.
July 2014 – Views / Comments / Observations on the Report of Committee constituted for implementation of Recommendations No. 2,3,6,9 and 11 of Justice Verma Commission.
HIGHLIGHTSof Prof Poonam Batra
Report
• Duration of the B.Ed course (and other courses)
• Student intake suggestions
• Curriculum revision
• Practicum and School internship
• Assessment
• B.Ed faculty qualifications and requirements
The B.Ed. programme shall be of duration of two academic years including a minimum period of school internship of 16 weeks.
At least 200 working days should be dedicated each year exclusive of admission and inclusive of the period of classroom transaction, practicum, school internship and examination.
The institution shall work for a minimum of thirty six hours in a week (five or six days).
Duration and number of working days
Student Intake
Basic unit of One hundred (100) students divided into
two sections of fifty (50) each for general sessions and
not more than twenty (20) students per teacher tor a school subject or methods courses and other practical activities of the programme to facilitate participatory teaching and learning.
Distribution of students
Suggested constitution
Mathematics : 20 Students
Social Studies : 20 Students
First Language : 20 Students
General Science : 20 Students
English Language: 20 Students
Curriculum
Three broad curricular areas:
1. Foundations of Education.
2. Curriculum and Pedagogy
3. School Internship.
Curricular Area A: Foundations of Education
The Foundations of Education includes courses in:
Learner Studies,
Contemporary Studies and
Educational Studies.
Curricular Area B: Curriculum and Pedagogy
This shall include:
constructs of knowledge and curriculum,
language facility and communication.
Practicum courses
Practicum courses are to be designed to:
• give opportunities to acquire a repertoire of professional capacities and skills in craft, creative drama, music and theatre in education;
• developing and analyzing curricular material;
• work with children,
• work with community, classroom management;
• systematic observation, documentation and evaluation.
Colloquia
Colloquia would form an integral part of the B.Ed. programme.
Colloquium provides for a platform where students draw theory-practice connections in order to interact with children and prepare resources for them.
Students are expected to present term papers, practicum reports and participate in group discussions.
Colloquia shall include a school contact programme, literature for adolescents, theatre in education, developing a resource centre in schools…
School Internship
Minimum duration 16 weeks for a two-year programme including
an initial phase of one week for observing a regular classroom with a regular teacher and
would also include peer observations,
teacher observations and
faculty observations of practice teaching lessons.
The Internship shall be conducted in two phases
The first year would include 4 weeks of orientation, of which:
one week is to be dedicated to classroom observations,
one week for community experiences and
two weeks for unit planning & teaching in opted teaching subject.
The Internship shall be conducted in two phases
Teaching during the second year of school internship would be spread over 12 weeks spread over secondary and/or senior secondary level.
In the second year, interns will be expected to:
be in school for 4 continuous days of a week.
2 days in a week shall be dedicated to planning, developing materials, reflective journal writing, and interacting with faculty at the institute.
One faculty to support a maximum of 7 students in a school for feedback, support, guidance and assessment
Programme Implementation
Enter into an MoU with at least ten schools indicating their willingness to allow the internship as well as other school based activities of the programme.
Assessment in the B.Ed. Programme
For each theory course, at least 30% shall be assigned for continuous internal assessment and 70% for external examination.
Academic Faculty
For intake of 100 students, the faculty-student ratio shall be I:15
Profiles of Faculty Required
Foundations Courses (2 posts)
Post-graduate degree in Psychology/Sociology
Or
M.Phil/Ph.D. in areas of the area of psychology /sociology of education
(Degree of education is a desirable qualification for these posts)
Curriculum and pedagogy – science, mathematics, social science, language
education
Post-graduate degree in the subject (language, science,
maths etc) and M.Ed./M.A.(Education)
Or
Post-graduate degree in subject and B.Ed
The faculty appointed on these qualifications shall be appointed subject to the condition that an M.Ed. degree shall be acquired in the subsequent five years or a Ph.D. degree in a relevant area shall be acquired in the subsequent eight years from the date of their appointment.
Or
Research degree (M.Phil./Ph.D.) in the area of relevant
Education (science education, social science etc)
VIEWS/COMMENTS/OBSERVATIONS
on the Report of Committee
constituted for implementation of Recommendations No.2,3,6,9 and 11
of Justice Verma
Background
For the purpose of implementing the recommendations 2,3,6,9 and 11 of Justice Verma, the NCTE
constituted a Committee under the Chairpersonship of Prof. Poonam Batra.
The Committee had since finalised its report and submitted to NCTE for further consideration – this is available on the NCTE portal.
All the stakeholders/ general public are requested to kindly go through the report and submit their comments/ observations on the report of the Committee by 5th August 2014
Recommendation 3
“Teacher education should be a part of the Higher
Education system.
The duration of programme of teacher education
needs to be enhanced, in keeping with the
recommendations of the Education Commission
(1966), the implementation of which is long
overdue.”
(P.95, JVC Report)
Recommendation 4“It is desirable that new teacher education institutions are
located in multi- and inter-disciplinary academic environment.
This will have significant implications for the redesigning of
norms and standards of various teacher education courses
specified by the NCTE.
This will also have implications for employment and career
progression of prospective teachers.
Existing teacher education institutions may be encouraged to
take necessary steps towards attaining academic parity with
new institutions.”
(P.95, JVCReport).
Modalities of implementing Recommendations No. 3 and 4
This Committee proposes that the restructuring of
TE in line with the Justice Verma Commission
recommendations is to be done in a phased
manner over five years.
It will cover five academic cycles beginning with
the year 2015-16 and concluding with the
academic year 2019-20.
University Affiliation
All existing Teacher Education Institutions (TEIs),
government and private, shall obtain affiliation from
local universities by the academic year 2016-17.
This is mandatory as the first batch of students studying
the new curriculum will commence the programme in
that academic year.
TEIs must meet the requisite norms laid down by the
affiliating institution including norms on infrastructure,
faculty and support staff, academic accreditation,
instituting internal processes.
Multi and Inter-disciplinary Institutions
TEIs merge with existing composite institutions/colleges offering degrees in liberal arts, sciences, social sciences and humanities.
or
TEIs/colleges start programmes in liberal arts, sciences, social sciences and humanities.
or
TEIs partner with existing composite institutions/colleges offering programmes of liberal arts, sciences, social sciences and humanities in a phased manner.
Structural and Institutional aspects
Stop admissions to 1-year B Ed. programme in 2015.
June 2014 should be the last batch admitted – 2015
will be a ‘gap’ year for admissions which will be used
to prepare for the 2-year programme to be launched
in 2016. States may exercise the option of admitting
the first batch of a two-year programme in 2015
provided institutes are fully prepared to do so.
Offer 2-year B Ed. Programme in June 2016.
Recommendation No. 6
“In keeping with the recommendations of the
Education Commission (1966), every pre-service teacher education institution may have a dedicated school attached to it as a laboratory where student teachers get
opportunities to experiment with new ideas and hone their capacities and skills to be become reflective practitioners”
(p. 95, JVC Report).
Modalities for Implementing Recommendation No. 6: A
RoadmapAll teacher education institutions, private as well as government, shall be required to have a dedicated school attached to it.
It is recommended that an attached school is either located within the campus of the institute conducting pre-service teacher education or in close proximity (within 2 km) to the institute.
The association between the school and the teacher education institution could be made on the basis of a MoU that delineates specific aspects that allow both institutions to benefit from the collaboration.
By Academic Year 2015-16, all TEIs are required to have entered into MoU with the attached school.
Recommendation No. 11
“The idea of creating opportunities for teaching practitioners to teach in teacher education institutions, as visiting faculty, may be explored. Similarly, teacher educators could be considered as visiting faculty in schools.”
(p. 96, JVC Report).
Modalities for Implementing Recommendation No. 11
The exchange of faculty members from both institutions, TEIs and
schools, shall be done mutually or otherwise. During the course of
one academic year, a maximum of two faculty exchanges shall be
permitted. The duration of each exchange shall be from within a
range from three months to one year, with provision of extension,
during the regular academic session.
School Teachers should be deputed to TEIs with which the school has
entered into an MoU. Teachers shall be offered opportunities to take
up a range of activities within TEIs.
Teacher educators shall be offered opportunities to be associated
with schools for a given duration and in different capacities.
http://www.educatorstechnology.com/2013/06/5-smartly-illustrated-quotes-for.html