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 The Resource Person tier of the cascade was most criticised. Teachers are still not fully satisfied with Resource Persons’ ability to address all the queries they raise, and have questions about their competence and confidence. Master Trainers discussed with the research team the question of whether all the Resource Persons have sufficient knowledge as well as the ability to deliver. Since smaller numbers of Resource Persons are required, and many of them are regular DIET staff, this is part of the continuing debate about the quality of those who are appointed teacher educators. The cascade experience provides further evidence that a comprehensive professional development strategy for DIET staff needs to be put in place. Box 9.3: Trainer evaluation: some preliminary steps Does this trainer have: • Clear ability to identify through discussions with teachers their training needs? • Clear knowledge and understanding of the necessary concepts, relevant teaching approaches, and classroom management strategies? • Good communication skills and the ability to address an audience of teachers who may be at different stages of competence themselves? • Excellent content knowledge? • Knowledge of the current situation in primary schools, gained from recent visits and discussions with teachers? • The ability and skills to demonstrate effective teaching approaches in different contexts, and also to explain choices made? • The ability and skills to differentiate between teaching adults, and teaching children? • … Box 9.3 contains some aspects that have emerged as relevant during this research. A checklist along these lines may be more useful in developing a pool of top quality Resource Persons, and also Master Trainers, than going by the degree qualifications or certificates held by an individual, or the number of training programmes s/he has conducted. It is not appropriate for teachers to be trained by a trainer (in this case a Cluster Resource Centre leader) who herself does not understand the relationship between what she does and children’s learning: K Those few who are left behind in the end make mistakes like that… S1 Then how do they improve? K No… but then later they know. S1 Later they know - how does that happen? K Is it because of their age that their understanding also develops or what even I don’t know. Because I do not do any miracle nor do I give them any kind of special treatment but I don’t know whether next year their DFID 187
District Institutes of Education and Training: A Comparative Study in Three Indian States understanding increases or age increases or else due to repetition anything may be or else due to being in touch more compared to last year, whatever be the reason in the next year this child becomes better than the other. 9.8 Teacher motivation Key government personnel in Gujarat see the question of motivation as the most pressing challenge in teacher development. They are deliberately adopting a training strategy, much in evidence at Palitana, of validating teachers to boost teacher motivation by: • Making conscious efforts to reduce hierarchies and to appreciate teachers’ work and efforts. Many teachers were pleased and encouraged at this recognition of their work. • Adopting an increasingly participatory approach, in this case in the development of textbooks, and involving and consulting teachers about change. • The establishment of a lively State Resource Group, with competitive entry to ensure standards, with many teacher members. • Ensuring that even the senior most officers sing and dance on the stage, to encourage a new teacher identity that associates teachers with activities and education with fun. 9.9 Policy implications The achievements of this programme were considerable, and each year many people benefited from this exposure to the new textbooks. This meant that teachers were oriented to them in advance of being asked to use them – which has not always been the case in the past (Dyer 2000). There were also several examples of good training practice which have been highlighted here, and those were drawn to the government’s attention for further dissemination. In relation to this particular training programme, the team noted that: • As the cascade progressed, the balance between content and pedagogy tended to move further towards content and away from pedagogy. It dealt reasonably clearly with the what and to some extent with how and when. Effective trainers took this forward to why particular activities should be carried out. If this aspect is neglected, teachers may teach model lessons without understanding and this is inherently self-limiting. • In the new combined Language and Environmental Science textbook, the focus on language was subsumed throughout by the focus on the content matter of Environmental Science. This was noted during observations and addressed in Palitana, but remains a matter of concern given the dominant focus among teachers on content. 188 DFID
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District Institutes of Education and Training - Teacher Education

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