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Report: Day 1 (23 Feb. 2009) |
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Plenary Session |
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The teacher education institutes need to undergo a
paradigm shift toward a cognitive development
based understanding |
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The need to bridge the gap between the higher education
system and institutions of teacher education |
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Comprehensive teacher education strategy (a continuum
from pre-primary teacher education to higher
secondary teacher education) |
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Alignment of teacher education curriculum to school
education curriculum |
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Using new technologies for providing quality teacher
education |
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Improving communication across stakeholders- horizontal
and vertical; professional collaboration,
formative feedback, networks and peer mentoring. A
communication system that gives place to the voices of all
stakeholders |
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Creating Teacher profiles through consultative processes
with teachers to set out standards for them. |
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State responsibility in controlling quality of teacher
education and the growth of teacher education
institutions. What parameters do we use for choosing? |
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A need for effective principles in development,
recognition, accreditation and implementation
of teacher education courses |
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Holistic approach to teacher management- attracting,
developing, empowering and retaining teachers
- including through incentive systems |
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Parallel sessions:
Pre-service Teacher Education |
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India on a cusp of
revolution in education - Legal framework and operational
environment to bring about reforms in the role and functions of
teacher education institutions |
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Reorienting DIETs as the
fulcrum of planning on teacher education in a distric
– providing flexibility, need based funding and involvement of
all stakeholders
in decision making |
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Korean Case Study: Entry
barriers, starting salary and advancement linked to
performance are characteristics to attract and retain high
quality talent additionally,
incentives for working in remote are as equalized performance
across the country-teachers regarded as status of national public
servants |
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South Africa Case Study:
transformation of the system from pre-apartheid to
post apartheid involved linking teacher education to higher
education - restructuring funding pattern to
match new roles and functions of teacher
education institutions- improving teacher training- not possible through
just policy interventions but it requires
pedagogical change |
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Teacher educator as a
specific professional expert and not in a transferable job |
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Need for a shared
understanding and philosophy of teacher development that
links NCERT, SCERT, DIET, BRC, CRC, school : While building the
DIET as an autonomous institution |
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There is a gap between
theory and practice of teacher education. Need for
theory not really understood |
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There should be an urgency
in need and a patience in waiting for results. |
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Institutes for teacher
training not functioning in an accountable fashion as per
the stated requirements
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Recruitment and management of teachers |
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To retain effective teachers- the need
to address job satisfaction, better salaries,
rewards and recognition, career paths |
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The need to build a strong cadre of
teacher educators and trainers who can
support teachers |
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The need for a comprehensive teacher
management policy |
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Bangladesh (BRAC)- a situation where
motivated teachers drawn from the
community despite their low qualifications and salaries have been
successful
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In-service
Teacher Education and Training |
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Peer learning as an effective method for
formulating policy as it leads to exchange of
ideas involving different stakeholders |
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Teachers need to be trained on working
with children at many levels in one
classroom |
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Strengthening the link between teacher
training and what happens in classroom |
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The need to have support structures at
State, DIET and block; the need to bring in
support from different spaces including NGOs |
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Public private partnership as a model
for working in teacher education in rural
areas |
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Need to close the disparity between the
level of rural and urban education |
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In-service not to be looked at in
isolation but in tandem with pre-service teacher
education and other teacher management. practices
We really value your participation and encourage your active
engagement in the debates and deliberations on
the different issues presented
Conference Organising Committee |
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