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A note on teachers' development

The status of the teacher reflects the socio-cultural ethos of the


society; it is said that no people can rise above the level of its teachers.
Such exhortations are indeed an expression of the important role played by
the teachers as transmitters, inspirers and promoters of mans eternal quest
for knowledge. Should this role expectation be not taken as rhetoric but as a
goal to be constantly striven for, the urgency is to address ourselves
seriously to examining the issues related to the continuous professional
development of teachers as well as to prune the theory and practice of
teacher education.

These words lay the foundation and bring to cognizance of the


principles behind teacher professional development. Teachers need to be
prepared in relation to the needs and demands arising in the school context,
to engage with questions of school knowledge, the learner and the learning
process. Expectations of the school system from a teacher change from time
to time, responding to the broader social, economic and political changes
taking place in the society. In the current paradigm shift, child and child
learning needs to be placed at the centre. All the efforts such as curriculum,
syllabus, text books, leaning experiences, teachers development makes
little sense unless these are learner-centric.

There have been significant efforts for teachers development in


Karnataka over the last four decades. Short duration pre-service programs
would only build basic perspectives with little connection to in-service
teacher education causes the real needs of school teachers remain
unaddressed till date. Alignment between pre and inservice teacher
education has been scarily addressed.

The existing teachers need to acquaint with paradigm shifts in the ever
changing Education system. That would require enriching ones knowledge &
Understanding of the concept & aims of education, learner, learning, content
and pedagogical knowledge. Inter linkages between theory and practice is
often missed. Current In-service professional development programs are
often inadequately designed to provide an individual with the much needed
pedagogic understanding or abilities and dispositions to become an effective
teacher. In this situation continuing professional development of the teacher
becomes paramount for effective transaction of the curriculum and to bridge
these gaps. This necessitates a long term vision and framework that
attempts to address the above mentioned issues, considering every possible
influencing factor and guide the whole process of an effective in-service
program to deliver a meaningful experience to the teachers.

Based on the insights from last decade, keeping the national documents
such as National Curriculum Framework 2005 and National Curriculum
Framework for Teachers Education 2009 in mind, Department of education
envisioning the continuous professional development plan for In-service
teachers. It is planned to develop the long term efforts with continuity,
connectedness and space for understanding as per their interest. Teachers
development efforts in a proposed plan spread across 4-5 years wherein
about 240-250 modules available ranging 1-5 days catering teachers' actual
need in the academic subjects as well as in education perspective. These
modules comprising education perspective, subject perspective, key
concepts, pedagogy and assessment in an integrative manner. There shall be
30 35 modules offered to teachers in the year 2017-18, rest will spread
across subsequent years. As part this, there will be few mandatory courses
(fundamental areas) which teachers are expected to be taken, at the same
time teachers are free to opt the modules as per their need and interest.

There will be a core committee at the state level to visualize, plan,


Operationalise and monitor the process of long term efforts of teachers'
development. The curriculum framework for teachers' development has been
evolved as a first step to plan long term efforts. The curriculum describes the
context of teachers' development, principles, approaches, themes,
practicality, classroom applications, teacher engagement modes,
assessment. The visualized needs of teachers are identified to develop the
courses and modules.

The modules will be developed by adopting the principles of curriculum.


Group of identified resource teachers/facilitators under the guidance of
mentors develop the modules with rigorous process. These modules will be
piloted, reviewed and fine-tuned by involving the review committee.

Teachers development management system is managed through a separate


website/web link with linking portal. There will be option to choose the
module or express the interest by teachers in the website portal. This
arrangement would help State Institute and DIET to get prepared for module
execution at district and Taluk level. There shall be option to give the priority
by teachers while choosing modules offered in the respective year. Learning
materials (e-resources) of each module will be made available well in
advance in the website for readiness of teachers.
As part of Operationalisation, there will be 50 facilitators available to offer
identified modules at district and block level. All the workshops are in
residential nature. The visualization, planning, monitoring will be done at the
DSERT and execution will be done by respective DIETs.

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