Right to Education Act -2009.

Role of teacher education under Right to Education Act -2009.

Abstract• Abstract: Gupta, C. (2010). A study of the attitude of government girl

students towards their elementary school education. M.Ed dissertation. PROBE report (primary report on basic education) demystified myths regarding, the attitude of poor parents, and their reluctance in educating their children. The enrolment and retention of students in elementary schools in the country is still insufficient. Right to education as fundamental right aims at universal retention and enrolment. A study of the attitude of government school students towards elementary education provided to them can provide insights for the effective implementation of RTE. To this end a questionnaire and a likert scale, were developed and used on 123 girls of Sarvodaya Kanya Vidyalaya in two schools of Delhi. The subject represented girls of class VII government school of Delhi city. Likert scale addressed the interest level of students and questionnaire inquired about the reasons for interest and disinterest of students.

Abstract• Projective test (picture analysis) showed their interest in a

creative manner. Results indicate that: (1) students show a highly positive attitude towards learning in their school, likert scale showed mean of 102.125 with high limit 130 and lower limit 80 (2) library and sport facilities were poor and not age appropriate (3) students liked the subject more if teaching was effective (3) students have positive and high aspirations for the future. The implication of the study are (1) infrastructure needs to be improved for good quality education in the school (2) in-service training needs to be effective for empowerment and effective teaching. Future research efforts should extend the sample size of the research and include detailed study of school.

The problem

• One of the key problems in the present crises of education is the burden that it imposes on our children.

• This burden arises as much from an incoherent curriculum structure that is dissociated from the life of children.

• The inadequate preparation of teachers who are unable to make connections with children and respond to their needs in imaginative and dynamic ways.

Policies and teacher education

• As a sequel to the National Policy on Education (1986), orientation of school teachers gained momentum on a mass scale.

• Efforts have been initiated to develop a network of institutions like DIETs, IASEs and CTEs with the mandate of providing in-service education to primary and secondary school teachers respectively.

• The Chattopadhyaya Commission notes, “if school teachers are expected to bring about a revolution in their approach to teaching…that same revolution must precede and find a place in the Colleges of education.”

Teacher Education: Systemic concerns and needs

• There is a need to enhance the Professional identity of school teachers-Large scale recruitment of para-teachers within the formal school system .

• An attitude of resignation towards pre-service programme have become an integral part of state provisioning for elementary education.

• There is a need for professionally qualified teacher educators and thus quality teacher education institutes and programme are needed.

• Class in the lawn – by Chanchal

Exemplars of innovations in the education of teachers

Four Year Integrated Programme of Secondary Teacher EducationRegional Colleges of Education, NCERT (1960) • The curriculum was initially designed to develop subject-based

competency of the level of graduation along with professional competencies related to methodology of teaching.

• To begin with, a composite degree of B.Sc. B.Ed. was awarded to the candidates on the successful completion of the course.

Four year Integrated Programme of Elementary Teacher Education,Bachelor of elementary education , University of Delhi (1994)• The (B.El.Ed.) programme is designed to integrate the study of subject

knowledge, human development, pedagogic knowledge and self-knowledge .

• The aim is to develop in students a mental flexibility needed to critically examine and synthesize knowledge from various sources and deal with the complex challenges of classroom teaching.

Needed focus in the newly visualized teacher education programme

The Shift From • From Teacher centric, stable

designs• Teacher directions • Teacher guidance and

monitoring• Knowledge as “given” fixed• Linear exposure• Common learning tasks• Disciplinary focus

To• Learner centric, flexible

processes• Learner autonomy• Facilitation of learning

• Knowledge evolves• Multiple exposures• Individualized learning routes• Multidisciplinary, educational

focus

Learning• It is essentially a participative- process in which learner

constructs his/her knowledge in one’s own ways, through absorption, interaction, observation and reflection.

Knowledge• Knowledge component in TE is derived from the broader

area of the discipline of education and it needs to be represented so.

• It is thus multi-disciplinary in nature within the context of education. In other words, conceptual inputs in TE need to be articulated in such a manner that they describe and explain educational phenomena-actions, tasks, efforts, process, concepts, and events and so on.

Learner• As the teacher’s role is essentially in

relation to learner and learning, the central focus of TE has to be on learner and learning.

• Learner has to be seen as an individual with unique potential and living in a socio-cultural context

• He or she wishes to be an effective participant in the context and also to contribute towards its improvements.

• Learners recognise meanings from their social cultural environment.

Teacher• The key role of teacher is as facilitator and supportive to

learning. Teacher is the one who facilitates learners to realise their potentials, articulate their personal and context specific experiences in ways that are acceptable in the wider context of our nation.

• There is no one ‘method’ that is effective in causing all learners to learn in similar ways.

• Each teacher has to find one’s own ‘style’ of learning through perceptive practice but recognise the fact that all learners learn in their own ways.

• Facilitating meaningful and positive learning in the face of unprocessed information is unavoidable to a teacher.

Empowering teachers

• Along with the training with pedagogy, subject study, performing arts, field work, teachers should be empowered with greater autonomy in schools.

• Private schools function as dominated by management and government schools as dominated by the government.

• The teacher, after putting so much effort should feel confident about herself and her efforts. For this she needs more autonomy in school functions and decision making in the school .

Open Classroom – by Garima (S.K.V, Class-7)

Educational technology

• “Learning without Burden”, the report of the Yash Pal Committee of 1993, has extensively reported on the ills of the present education system.

• Briefly, it has shown how the education system has become highly centralized, examination driven, joyless, impersonal, and utterly irrelevant to the child’s world . Introduce teachers to flexible models of reaching curriculum goals.

Educational administration and supervision

• The environment in schools should be democratic in nature. The head and teachers should have a harmonious dialogue and should participate in the working of the school. authority of the head builds up unnecessary burden over teachers.

• Supervision should be democratic and positive, too

Empowering teachers

Implications of RTE on teacher education

• The above slides briefly show how teacher education can make teaching in class effective and interesting for students.

• The three goals of UEE i.e. universal enrollment, retention and can be fulfilled only if students find classroom study interesting and useful.

• However, a teacher also needs a comfortable, aesthetically pleasing, space to exhibit her duties.

• Encouraging supervision and support from the head will add to effective teaching-learning.

Higher Education – by Anu (S.K.V, Class-7)

Thank you.