District Institutes of Education and Training - Teacher Education

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District Institutes of Education and Training: A Comparative Study in Three Indian States 6.4.2 ‘Power-coercive’ and ‘pedagogical-authority’ approaches to change The tension expressed by DIET staff about their lack of administrative power over teachers is mirrored at the Cluster level. Traditionally, teachers have been guided by inspectors, who have administrative powers over teachers and can therefore adopt a power-coercive approach to change: an officer uses power to ‘persuade’ a teacher. Unlike the inspectors, academic leaders at the Cluster or Block Resource Centre does not have powers to punish or reward a teacher. The idea of the Cluster Resource Centre is that the lead teacher facilitates exchange of good practices among peers, and supports learning how to analyse practice by constructive problematisation, reflection and peer problem-solving. In this model, authority does not derive from power, but from demonstrable pedagogical competence – a pedagogical-authority approach. In terms of teacher development in general, a pedagogical-authority approach offers a greater likelihood of teachers internalising change messages, rather than just being superficially compliant; but in practice it has often been hard to make this strategy work with teachers. Across the study sites, in DPEP and non-DPEP Districts (except Udaipur), Cluster Resource Centre staff reported that they felt constrained by: • A perceived lack of ‘legal’ authority so there are no sanctions for teachers who ignore their advice. This makes many Cluster Resource staff feel that their visits to such schools ‘don’t make any difference as teachers don’t take any notice of what we say’. • A lack of confidence in their own academic abilities, particularly in relation to lack of content knowledge in the upper primary Standards and an inadequate grasp of child psychology. Gaps in these areas may mean they cannot answer teachers’ questions and this undermines the Cluster Resource Centre role. Where there are real gaps in the academic monitoring of classrooms, Cluster staff ’s practical resolutions of these concerns have led to a trend in which they tend to involve themselves in administrative monitoring tasks which are more appropriately done by inspectors. In discussions with the research team, they emphasised their view that unless Cluster Resource Centre staff are empowered by the legal mandate that inspectors have, ‘making’ teachers change would continue to be very challenging. This was a concern for DPEP officials, as one reported: ‘CRC’s role is academic monitor. CRCs do not know their role, or if they do know it they don’t accept it. So they perceive themselves as supervisors who gather data to feed upwards’ (GUJ/SNT DPEP i/c 14.12.00). Focus group discussions with Block and Cluster Resource Centre staff in Santrampur District in Gujarat for example revealed a matrix of concerns DFID 125
District Institutes of Education and Training: A Comparative Study in Three Indian States (Fig. 6.1) clustered around structural constraints, impressions of teachers’ pedagogical shortcomings; sense of their own pedagogical challenges; issues relating to community interactions. Very similar concerns were found in Dhar District, although there was in Dhar no overlap with inspectorate, which had been phased out. Figure 6.1: CRC concerns, Santrampur District Structural issues CRC don’t have power to make teachers follow them Lack of role clarity / overlap between role of CRC / BRC and inspector, inspectors may act as barriers. Lack of resources, teachers, rooms, toilets and science kits. Insufficient coordination with all other bodies, perhaps because CRC / BRC functions aren’t known to others they could link with, eg NGOs. Pre-schools need to be increased in villages to improve school readiness. Concerns about teachers’ pedagogy Ts don’t implement training; they are competent but don’t do it. Multi-grade teaching – teachers can’t plan. Teachers don’t preplan lessons Good quality TLM lacking or not being used. CRC/BRCs’ own pedagogical concerns Can’t give sufficient pedagogical guidance: can’t teach child psychology as they don’t know it themselves Subject-wise expertise only really enough up to Std 5. Can’t teach TLM preparation and usage Community concerns Community mobilisation not enough – CRCs need teachers to do more, feel teachers don’t make enough effort with parental interactions. Parental migration directly affects edu. Capacity development of the Block and Cluster Resource Centre staff was a responsibility of the DPEP (Box 6.1); in Gujarat their training was done by DIET staff, while in Dhar District it was done directly by the DPEP. In Santrampur this arrangement was weakened by the DIET staff ’s limited interactions with DPEP in the field and with teachers in schools. While once-off programmes provide inputs for academic staff of Cluster Resource Centres, this model of development has the same inherent weakness as the onceoff programmes for teachers: it does not provide ongoing support to practitioners 126 DFID
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District Institutes of Education and Training - Teacher Education

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