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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Introduction to the tool-kit (view source)
Revision as of 07:06, 2 January 2018
, 07:06, 2 January 2018→Teacher education
=== Teacher education ===
=== Teacher education ===
Teacher education acknowledged as an important lever for the quality of school education. Improving the quality of teacher education would help in development of more capable and motivated teachers, which would improve the quality of classroom processes and school education. However, as identified by the [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)] ,the current teacher-education system has several challenges and limitations. It says 'An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers are extremely inadequate and poorly managed in most states'. The NCFTE envisions 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'.
Teacher education acknowledged as an important lever for the quality of school education. Improving the quality of teacher education would help in development of more capable and motivated teachers, which would improve the quality of classroom processes and school education. However, as identified by the [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)] ,the current teacher-education system has several challenges and limitations. It says 'An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers are extremely inadequate and poorly managed in most states'. {{Collapsed|NCFTE - Issues with current INSET models
In a society that is termed as the '[[wikipedia:Information_society|digital society]]', educational processes too can be meaningfully impacted by ICT. So far, the significant focus of ICT in education has been on students learning to use few software applications, without much involvement of the teachers, this has made these programs stand-alone. Perhaps the beginning of ICT integration should be in Teacher Professional Development (TPD). Digital technologies (popularly known as Information and Communication Technologies, or simply ICT) can provide opportunities for connecting teachers and reducing intellectual isolation. ICT can also support participatory models of teacher education. The NCFTE says 'Any effort to strengthen teachers’ professional practice must equally respect them as professionals. This includes matters of training in content and approach, how trainings are announced and how they are implemented. Programmes must build on and strengthen the teacher’s own identity as a professional teacher and in many cases also establish and nurture the linkage with the academic disciplines of their interest. Programmes that compromise on the professional identity of the teacher and his/her autonomy will be unsustainable in the long run, providing very little psychological motivation for teacher to internalize what they have been ‘told’ in their practice'. to TPD essential for effectiveness'.
An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers are extremely inadequate and poorly managed in most states. Pre-service training needs to be improved and differently regulated both in public and private institutions, while systems
for in-service training require expansion and major reform that allow for
greater flexibility. }}
The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] envisions 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 and Teacher Education ===
In a society that is termed as the '[[wikipedia:Information_society|digital society]]', educational processes too can be meaningfully impacted by ICT. So far, the significant focus of ICT in education has been on students learning to use few software applications, without much involvement of the teachers, this has made these programs stand-alone. Perhaps the beginning of ICT integration should be in Teacher Professional Development (TPD). Digital technologies (popularly known as Information and Communication Technologies, or simply ICT) can provide opportunities for connecting teachers and reducing intellectual isolation. The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] says 'Any effort to strengthen teachers’ professional practice must equally respect them as professionals. This includes matters of training in content and approach, how trainings are announced and how they are implemented. Programmes must build on and strengthen the teacher’s own identity as a professional teacher and in many cases also establish and nurture the linkage with the academic disciplines of their interest. Programmes that compromise on the professional identity of the teacher and his/her autonomy will be unsustainable in the long run, providing very little psychological motivation for teacher to internalize what they have been ‘told’ in their practice'. to TPD essential for effectiveness'.
ICT can support participatory models of teacher education.
=== 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". 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.
=== Curricular resources ===
=== Curricular resources ===
