Teacher Training System for School Teachers in India

Objectivey To map the existing system of teacher training in India. y To assess the effectiveness of teacher training programmes in y y y y y

India. To suggest an approach to a more effective methodology for teacher training. To examine the function of various government bodies such as DIETs, CTEs, NCERT, NCTE etc in the area of teacher training. To identify the teacher training system adopted by various government schools and private schools. To identify the problems and hindrances in the current teacher training programmes for school teachers. To ascertain the influence of training programmes in classroom practice of school teachers.

Introductiony Teacher Training refers to the policies and procedures

designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community.Pre-Service Teacher Training Course before entering classroom as a fully responsible teacher Induction Providing support and resources during the first year in a particular school In-service Teacher Training Teacher development or Continued Professional Development

IMPORTANCE OF TEACHER EDUCATIONy While upgrading textbooks competence of teachers need to

be upgraded. y Rapid advancement in all fields of knowledge. y Quality issues in education are inextricably linked to quality issues in teacher preparation.

PROCEDURE OF STUDYy Method: Evaluative survey (Collecting and analyzing data)

and personal interviews. y Population: Private and Govt. schools. y Tools: Questionnaire and Interviews. y Scope: Govt. and private schools in Delhi were surveyed.

Literature ReviewReference The Work of Teaching and the Challenge for Teacher Education, Deborah Loewenberg Ball and Francesca M. Forzani, Journal of Teacher Education Teacher Education for the Schools We Need, Stacey L. Caillier and Robert C. Riordan, Journal of Teacher Education 2009 Findings Role of teachers and aim of teacher training.

Posting a relationship between teacher education and school reform.

Teacher Education and the American Future, U.S. context for teacher education Linda Darling-Hammond, Journal of Teacher Education 2010 Saeed Muhammed (2000). Journal of Education and Interdisciplinary Research. Nelson B. Henry (1957) University of Chicago. USA. In-service training of school teachers in F.R. Germany, France and U.K. In-service Education for Teachers, Supervisors and Administrators National Society for the study of Education.

Literature review contd...Reference Katarina Norberg (2000). Journal of Teaching and Teacher Education Eraut M. (1997). British Journal of Inservice Education. Kiwia. Sixtus F.N. (1994). Journal: Perspective in Education Deborah Loewenberg Ball and Francesca M. Forzani (2009). Journal of Teacher Education Findings Intercultural education and teacher education in Sweden. Some Perspectives on consultancy in Inservice Education The provision of In-service training for primary school teachers in Tanzania. The Work of Teaching and the Challenge for Teacher Education

Literature review contd...Reference Annual Report 2008-2009, MHRD Centrally sponsored scheme of teacher education IN THE TENTH FIVE YEAR PLAN, MHRD. Comprehensive Evaluation of Centrally Sponsored Scheme on Restructuring and Reorganization of Teacher Education, NCERT, August 2009. Elementary Education In India, Progress towards UEE, DISE 2008-2009 National Curriculum Framework for Teacher Education, 2009, NCTE New Delhi. (NCTE) Findings Focus on quality teacher education under SSA. Scheme for opening of new teacher training institutes at district level. Evaluation of current schemes and changes made in the new scheme.

Important statistics on teachers in India. Importance of teacher training, teacher evaluation, Preparing teacher educators.

Literature review contd...Reference NCERT: An Apex Resource Organization in School Education, NCERT New Delhi. NCTE, 1998. Policy Perspectives on Teacher Education: Critique and Discussion. New Delhi: National Council for Teacher Education. Comprehensive Evaluation of Centrally Sponsored Scheme on Restructuring and Reorganization of Teacher Education, NCERT, August 2009. Findings Overview of NCERT. Various policies associated with teacher education.

Evaluation of current schemes and changes made in the new scheme.

Teacher training in Indiay There are government institutions which provide training to

teachers and most of them are financially aided by govt. Elementary teacher training school Teacher training college

Decentralization structureNCERT

SCERT DIETs BRCs

CRCs

NCERTy Set up in 1961 y Organizes pre-service and in-service training of teachers. y Regional Institute of Education (RIE).(Pre-service and in-

service). y RIEs offer courses like B.Sc ED, M.Sc ED etc.

NCTERecognition of various teacher training courses based on application submitted by the institutions concerned in the prescribed pro-forma and along with the requisite documents. Make recommendations to the Central and State Governments, Universities, University Grants Commission and recognized institutions in the matter of preparation of suitable plans and programmes in the field of teacher education; Co-ordinate and monitor teacher education and its development in the country;

DIETy Nodal institutions for improving Elementary Education in the

district. Conducting Training and Orientation Programmes Academic and Resource Support Action Research

CTETo conduct training programmes (both Pre-service and Inservice) for preparation and up-gradation of pedagogical skills of Secondary School Teachers. To provide extension and resource support to Secondary Schools. To conduct experimentation and innovation in Secondary Education.

IASETo prepare Elementary and Secondary teacher educators through Pre-service and In-service education programmes. To conduct advanced level fundamental and applied research and experimentation in education. To provide academic guidance to DIETs and resource support to CTEs. To develop resource material for teachers and teacher educators.

As on date, the Government of India has sanctioned 571 DIETs, 104 CTEs and 31 IASEs.

SCERTy State partner institutions with NCERT.

Development of curriculum, instructional material, textbooks, supplementary materials as well as undertaking research programme. Guidance, support and assistance to the state department of education functioning as state resource institutions to provide academic support at all stages of education. Co-ordination of all academic matters relating to school education and to maintain appropriate linkages with other educational organizations. Supervision and support to the district and sub-district level institutions.

Pre-service training for school teachersy There are different teacher's training institutes offering :

Nursery Teacher Training(NTT)-2years. Junior basic training (JBT)-2years. Diploma in Education (D.Ed)-1year. Bachelor in Education (B.Ed) 1year/2year.

Present teacher education scenarioy Increase in demand for teachers. In 2004, 3489 courses 3199 institutions Intake of 2,74,072

In December 2008, 14,523 courses 12,266 institutions Intake of 10,73,661

y 31 Institute of Advanced Studies in Education (IASEs) y 104 Colleges of Teacher Education (CTEs) y For 599 districts in the country, 556 DIETs were sanctioned and

of these 466 are functional.

Methodologyy Normative survey, to describe and interpret what exists in

the present in the form of conditions and practices. y Population: School principals, headmasters, vice-principals, teachers and Training officers in NCERT and CSO forms the population of this study. y Sample: Principals from 25 different schools in Delhi.

Analysisy Data

collected through questionnaire and interviews provided information of the current teacher training system in the schools in Delhi. y 25 schools, including Govt. and private schools were selected for the survey. y Profiles of the school covered is:

Number of Name of the School Mother Teresa Public School DAV Public School Shresthpura DPS Indirapuram Amity International School Saket Vivekanand Public School Navy Children School Birla Vidya School GBSS J block, Saket Red Rose public School Poorna Prajna Public School Bhatnagar International School Kathuria Public School Modern School Vasant Vihar SBDAV P.S. Vasant Vihar Holychild Auxilium School Upras Vidyalaya Vasant Marg Chinmaya School Vasant Vihar KV IIT Matri Karuna Vidyalaya Salwan Public School Tagore International School VV Guru Harikrishan P S VV K V Sector 8 R.K.Puram St Mary School Safdarganj Category Private Private Private Private Private Private Private Government Private Private Private Private Private Private Private Private Private Government Private Private Private Private Government Private 1400 2780 810 55 115 31 25 24 26 Number of Students 2600 4300 5000 2000 1800 2000 3740 805 1330 1000 1500 800 2200 2000 2950 1200 1640 720 150 2000 Teachers 90 175 250 120 85 107 185 20 84 47 50 40 150 150 100 40 65 25 15 125 Student: Teacher Ratio 29 25 20 17 21 19 20 40 16 21 30 20 15 13 30 30 25 29 10 16

Details of responses from questionnairesy Details of pre-service training and qualifications that school

considers before recruiting teachers at various levels is:

The basis for the evaluation of performance of the teachers:Performance Factor No of schools that consider this factor as a basis 18 21 12 22 17 Percentage

1 Attendance of the Teacher 2. Performance of the Class 3. Trainings Attended 4. Academic Initiatives 5. Subject Knowledge

72% 84% 48% 88% 68%

y Do you think that in-service training is very important

for improving teachers performance? y All principals were asked the above question through the questionnaire to take their opinion on the importance of inservice teacher training for the improvement of teachers performance. y 100 % of the principals responded in the favor of inservice teacher training as an important factor for improving teachers performance

y Duration of in-service training that teachers from your

school attend every year is:Duration of In-service Teacher Trainig18 16 14 12 10 8 6 4 2 0 2 Weeks 1 Week 2 Days No Training Number of Schools

16

5 3 1

y Number of teachers who have attended the in-service

training during the preceding year from your school is: y In 60% schools, almost all teachers have attended In-service teacher training in 2009. y In Govt. schools and in few private schools all teachers have not attended the in-service training.

y How does school identify the need for teacher training?

Identification Factor 1 Teacher Evaluation 2. Compulsory Training 3. Student Performance 4. Parent Feedback 5. Student Feedback

No of schools 7 19 7 4 5

Percentage 28% 76% 28% 16% 20%

y The training programme for your school is conducted by:

Trainer 1 Principal 2. School Coordinator 3. External Trainer 4. Govt. body

No of schools 6 3 17 20

Percentage 24% 12% 68% 80%

y The training schedule for the training of school teachers

is decided by:

Training Schedule Decided by 1 School Management/Principal 2. Government Bodies 3. Teacher

No of schools 19 9 1

Percentage 76% 36% 4%

y Do these programmes affect teachers work efficacy?18

6 1Strongly Agree Agree Neither Agree Nor isagree

0isagree

0Strongly isagree

y The effectiveness of the training programme are

evaluated throughEvaluation basis Considered by No of schools 5 24 7 5 Percentage

1 Training Material 2. Feedback by Trainees 3. Training Methodology 4. Trainers Qualification

20% 96% 28% 20%

y Outcomes of the in-service teacher training school are

aiming for:Factor Improved Subject Knowledge Positive Attitude Increased Commitment Skill Enhancement Improved Pedagogy Skills Enhanced Counseling Skills Better Interaction with Families Overall Rank 1 2 3 4 5 6 7

y The duration of in-service teacher training every year

should be:Number of Schools

1718 16 14 12 10 8 6 4 2 0

7 11 Week 2 Weeks 2-3 days

Number of Schools

y Which of the following you would prefer for training of

your school teachers:Training In-house Training External Training Number of schools 22 3 Percentage 88% 12%

y However, all the schools are ready to send their teachers

outside to attend training programmes.

y Teachers preference on various modes of training

programmes:2525

21

21

21 12 13

20

15

10

Yes No

5

4 0

4

4

0

Residential

In School

Outside School

During Vacations

During School Periods

y Constraints in the current teacher training programme:

Constraint Factor Quality of Training Content Nonavailability of Trainers Unwillingness of Teachers to Attend Training Programmes Scheduling

Overall Rank 1 2 3

4

Teacher training in Central Schoolsy Approx 40000 teachers in KVs all over India. y Every teacher in cycle of 6 years is given training of 22 days. y 7000-8000 teachers trained annually. y Training programmes conducted by ZIETs.

y In 2009, 7000 teachers were trained by all ZIETs

together.y The assessment of training needs of teacher is done in two

ways. Regular Training. Training for promotion of teachers.

Issues in teacher training system in Indiay Quality standards are poor, the result of an inadequate accreditation and y y y y y

monitoring system. Official NCTE guidelines focus more on inputs than on results. Basic teaching, learning and reference materials are in short supply. There is limited exposure to modern or progressive teaching and learning methods and practices. The output of graduates is poorly matched to the demand for teachers, particularly by subject discipline. Equally important, few policies are in place to provide incentives for teacher training colleges to improve.

Findings and Conclusiony Map the existing system of Teacher Training in

India: Govt. schools, private schools and Central Schools. y Assess the effectiveness of teacher training programmes in India: Trainings improves the teachers performance, Quality of training content as a major constraint. y Identify the problems and hindrances in the current teacher training programmes for school teachers: Quality of training content, unwillingness of teachers to attend training programmes.

y Approach to a more effective methodology for teacher

training: Training in specific topics is required. So instead of training on any particular subject or

chapter more specific trainings on individual topics is needed. Trainings should be mainly in workshop forms rather than classroom teaching. Trainer should be subject expert. Various teaching techniques and pedagogy skills should be taught. Few trainers are very good on subject but in spite of that they are not able to teach the techniques of teaching the subject. Trainer should know the changes in syllabus and latest trends in the subject domain. Trainings related to psychology of the students should be more and are very helpful. Training programmes should target and talk about real life problems. School teachers should be consulted for deciding the training content of the training. Training programme should not be more than4-5 working days, and after every programme proper time should be given to apply the new things before next training. Training should be simple, to the point and implementable in the classrooms.

Recommendations:y The activities of the current centrally sponsored scheme on Teacher Education could be

reviewed and revised.y A well defined package that links pre-service and in-service professional

development, on-site teacher support activities, performance incentives, and a built-in feedback mechanism for improvement is needed.y Minimum required formal education; relatively brief pre-service training experience

followed by a systematic, recurrent in-service training during early years of teaching may be the most cost-effective combination. In-service training can have a positive effect only when it caters to the needs identified by the teacher themselves.y Emphasize use of ICT such as video for micro-teaching exercises, to improve learner-

centric teaching processes.y States need to conduct regular surveys to ascertain the needs for teachers in various

subjects at different levels, and encourage the accreditation of teacher training institutions that tailor their activities to these needs.

y Engage experts in delivery and evaluation of teacher development programs. y Emphasizing learning over content delivery. y Developing new learning metrics to measure student learning. The current system of evaluation of

student learning does not allow creativity, innovation and research, which are important tools for lifelong learning. Teacher training curriculums should train teachers on new age technology tools to assess and evaluate student achievement on the basis of learning and not rote memorization.y Teachers should be trained to encourage cooperative and team learning environments. y Public Private Partnership to meet several gaps within the existing. y A forum for peer learning among teachers is also very important. y Quality of the content of teacher training should be improved and must acknowledge the latest trends

and real life problems.

Scope of further researchy Study on Training programmes for teachers at various levels. y Study on training programmes conducted by different

government bodies.