Changes

9.1 The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavor to create conditions which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community.  

9.1 The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavor to create conditions which will help motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to devise appropriate methods of communication and activities relevant to the needs and capabilities of and the concerns of the community.  

9.3 Teachers associations must play a significant role in upholding professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct. National level associations of teachers, could prepare a Code of Professional Ethics for Teachers and see to its observance.  

9.2 Teachers associations must play a significant role in upholding professional integrity, enhancing the dignity of the teacher and in curbing professional misconduct. National level associations of teachers, could prepare a Code of Professional Ethics for Teachers and see to its observance.  

9.4 Teacher Education is a continuous process, and its pre-service and in-service components are inseparable. As the first step, the system of teacher education will be overhauled.  

9.3 Teacher Education is a continuous process, and its pre-service and in-service components are inseparable. As the first step, the system of teacher education will be overhauled.  

9.5 The new programmes of teacher-education will emphasis continuing education and the need for teachers to meet the thrusts envisaged in this Policy.  

9.4 The new programmes of teacher-education will emphasis continuing education and the need for teachers to meet the thrusts envisaged in this Policy.  

9.6 ... Networking arrangements will be created between institutions of teacher education and university departments of education.  1986 says, "The importance of competent teachers to the nation’s school system can in no way be overemphasized. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. It is common knowledge too that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals"

9.5 ... Networking arrangements will be created between institutions of teacher education and university departments of education.  1986 says, "The importance of competent teachers to the nation’s school system can in no way be overemphasized. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. It is common knowledge too that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals"

Important to reform and strengthen teacher development

Important to reform and strengthen teacher development

=== Teacher learning spaces / forums ===

=== Teacher learning spaces / forums ===

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] advocates for Teacher Learning Centres (TLC's)  as a forum for interaction and sharing. It says "A TLC would serve as a forum for interaction among teacher trainees and teacher practitioners on issues of developing materials and planning for  teaching. Frequent interaction and sharing would help trainees to articulate  concerns with clarity and learn from each other’s experiences".   

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] advocates for Teacher Learning Centres (TLC's)  as a forum for interaction and sharing, which would support Teacher Professional Development (TPD). It says "A TLC would serve as a forum for interaction among teacher trainees and teacher practitioners on issues of developing materials and planning for  teaching. Frequent interaction and sharing would help trainees to articulate  concerns with clarity and learn from each other’s experiences".   

ICT can be used to build virtual learning spaces, in which teachers (and teacher educators and student teachers) can share their ideas, experiences and resources for learning, as well as seek support of peers, beyond the constraints of space and time, imposed by physical interactions. These virtual networks can also help support the NCFTE's suggestion that  "the broad aims of continuing professional development programmes for teachers are to break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society".  

ICT can be used to build virtual learning spaces, in which teachers (and teacher educators and student teachers) can share their ideas, experiences and resources for learning, as well as seek support of peers, beyond the constraints of space and time, imposed by physical interactions. These virtual networks can also help support the NCFTE's suggestion that  "the broad aims of continuing professional development programmes for teachers are to break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society".  

There is need to promote the integration of ICT in education, to meet the aims of TPD and towards the creation of teaching resources. This toolkit aims to promote a model of TPD, which integrates ICT in the creation, re-purposing and publishing of OER using FOSS applications.  

There is need to promote the integration of ICT in education, to meet the aims of TPD and towards the creation of teaching resources. This toolkit aims to promote a model of TPD, which integrates ICT in the creation, re-purposing and publishing of OER using FOSS applications.  

=== Technological-Pedagogical-Content Knowledge (TPACK) framework ===

=== Technological-Pedagogical-Content Knowledge (TPACK) framework ===