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 9.1.3 Develops methods for building relationship with parents 9.1.4 Develops different strategies for parents involvement for different activities 9.1.5 Develops discussion skills to talk about progress reports to bright and weak child’s parents 9.1.6 Predicts and makes list of students who are about to leave the school 9.1.7 Contacts parents whose child is absent in the school for 8-10 days or is about to leave the school 9.1.8 Understands the importance of parents’ organisation 9.1.9 Takes active part in parents’ meetings Year 1 Relationship with other institutes and society 10.1.1 Understands the importance of relationship between school and society 10.1.2 Develops skill for how to develop the relationship between school and society 10.1.3 By celebrating annual prog., national festivals and local festivals creates school as a central point for the society 10.1.4 Understands the importance of relationship between school and village education committee. 10.1.5 Understands the usefulness of other organisation’s work in education and visits them (panchayat, co-operatives, women’s organisation, other village organisations) 10.1.6 Becomes aware of school and children’s problems 10.1.7 Becomes familiar with one student’s development problems in practise school,visits student’s home and gives necessary information 10.1.8 Develop the skill to celebrate local festivals in the village with villagers to get their social and economical support Box A2.2: Gujarat’s PTC past and present – views from the State 1. Entry level to PTC Course was after 10th std, which resulted in less mature students, hence low understanding of their role as teachers. Entry level is now after 12th std. Relatively mature group of students who can understand their true role as teachers keeping in mind the new potential-based curriculum. 2. Optional stay in hostel leading to less interaction among students after college hoursand less opportunity for group work and group living. This also prevents students from mentally preparing themselves for future outstation job transfers. Compulsory hostel stay provides more opportunity for after college interactions; gives students experience in group work and group living. The most important contribution will be mental preparation of the students for future out of station job transfers. DFID 227
District Institutes of Education and Training: A Comparative Study in Three Indian States 3. Curriculum was more subject related and more emphasis was on content rather than methods of teaching. Students use to see the course as a training where they have to master subjects from 1st to 7th std. rather then to master the various skills and methods of teaching. New potential based curriculum based on 10 potential areas, 5 skill areas and 5 competency areas demands more from teacher educators and students, to go beyond the subject content and make teaching learning process more interactive and child centred and to have awareness, understanding and master skills related to various methods and techniques of child centred teaching - learning process. 4. English as optional subject was not included in the first year. The majority of students coming from rural Gujarati medium educational background have low knowledge of English. Not including English in the first year of the PTC course gave them even less opportunity to improve on it and this affected their performance on the job. English as optional subject is included in the first year. 5. Hindi was not included in the first year curriculum. Hindi language also suffers the same way as English because both these languages are not taught in schools. Not including it in first year resulted in even less scope for students to improve upon it. All this leads to poor conceptual clarity of the language. Hindi is included in the first year of the curriculum. 6. Cottage industries related skills were treated as work education, where very minor were carried out. These activities are not very useful for the students if they have to impart them in future. Also there is limited scope for self employment or working in some small scale cottage industries using these skills, if students don’t get job as teachers. There is great emphasis on occupational skills along with academic education in the NPE and if they are not properly treated it is difficult to fulfil the basic aim behind including it in the curriculum. At present the old activities are carried out under work education because course contenthas yet to be devleoped; and PTC colleges are not equipped to provide any relevant work education, to meet the changing demands. 7. Important skill based subjects. Physical exercise, drawing and music are the only, and limited, aspects covered under this subject. Neither teacher educators posses attitude, nor basic knowledge to impart these skills to the students. Continue these aspects from the old course until the new one is prepared. 8. Distribution of periods, 50 periods per week including 6 periods of important skill based subjects. 6 periods in a week shows low importance given to of important skill based subjects and the treatment these subjects get is already discussed in point 7. 6 periods per week related to important skill based subjects to be conducted after college hours. This may result in either no such classes or even if they are carried out then not properly; it is observed that PTC teachers are not very positive about any extra work load. If they conduct such classes as an order then they will perform this as a ritual. 228 DFID
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District Institutes of Education and Training - Teacher Education

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