Teacher Training System for School Teachers in India

Objective
To map the existing system of teacher training in India. To assess the effectiveness of teacher training

programmes in India. To suggest an approach to a more effective methodology for teacher training. To examine the function of various government bodies such as DIETs, CTEs, NCERT, NCTE etc in the area of teacher training. To identify the teacher training system adopted by various government schools and private schools. To identify the problems and hindrances in the current teacher training programmes for school teachers. To ascertain the influence of training programmes in classroom practice of school teachers.

Introduction
Teacher Training refers to the policies and

procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. Pre-Service Teacher In-service Teacher
Training Induction Training

Course before entering classroom as a fully responsible teacher

Providing support and resources during the first year in a particular school

Teacher development or Continued Professional Development

IMPORTANCE OF TEACHER EDUCATION

While upgrading textbooks competence of

teachers need to be upgraded. Rapid advancement in all fields of knowledge. Quality issues in education are inextricably linked to quality issues in teacher preparation.

PROCEDURE OF STUDY
Method: Evaluative survey (Collecting and

analyzing data) and personal interviews. Population: Private and Govt. schools. Tools: Questionnaire and Interviews. Scope: Govt. and private schools in Delhi were surveyed.

Literature Review
Reference The Work of Teaching and the Challenge for Teacher Education, Deborah Loewenberg Ball and Francesca M. Forzani, Journal of Teacher Education Teacher Education for the Schools We Need, Stacey L. Caillier and Robert C. Riordan, Journal of Teacher Education 2009 Teacher Education and the American Future, Linda DarlingHammond, Journal of Teacher Education 2010 Findings Role of teachers and aim of teacher training.

Posting a relationship between teacher education and school reform. U.S. context for teacher education

Saeed Muhammed (2000). Journal In-service training of school of Education and Interdisciplinary teachers in F.R. Germany, France Research. and U.K.
Nelson B. Henry (1957) University of Chicago. USA. In-service Education for Teachers, Supervisors and Administrators

Literature review contd...

Reference Findings Katarina Norberg (2000). Journal of Intercultural education and teacher Teaching and Teacher Education education in Sweden. Eraut M. (1997). British Journal of In-service Education. Kiwia. Sixtus F.N. (1994). Journal: Perspective in Education Deborah Loewenberg Ball and Francesca M. Forzani (2009). Journal of Teacher Education Some Perspectives on consultancy in In-service Education The provision of In-service training for primary school teachers in Tanzania. The Work of Teaching and the Challenge for Teacher Education

Literature review contd...

Reference Annual Report 2008-2009, MHRD Centrally sponsored scheme of teacher education IN THE TENTH FIVE YEAR PLAN, MHRD. Findings Focus on quality teacher education under SSA. Scheme for opening of new teacher training institutes at district level.

Comprehensive Evaluation of Evaluation of current schemes and Centrally Sponsored Scheme on changes made in the new scheme. Restructuring and Reorganization of Teacher Education, NCERT, August 2009. Elementary Education In India, Progress towards UEE, DISE 2008-2009 Important statistics on teachers in India.

National Curriculum Framework for Teacher Education, 2009, NCTE New Delhi. (NCTE)

Importance of teacher training, teacher evaluation, Preparing teacher educators.

Literature review contd...

Reference NCERT: An Apex Resource Organization in School Education, NCERT New Delhi. Findings Overview of NCERT.

NCTE, 1998. Policy Perspectives on Teacher Education: Critique and Discussion. New Delhi: National Council for Teacher Education.

Various policies associated with teacher education.

Comprehensive Evaluation of Evaluation of current schemes and Centrally Sponsored Scheme on changes made in the new scheme. Restructuring and Reorganization of Teacher Education, NCERT, August 2009.

Teacher training in India

There are government institutions which provide

training to teachers and most of them are financially aided by govt.

Elementary teacher training school Teacher training college

Decentralization structure
NCERT

SCERT

DIETs

BRCs

CRCs

NCERT
Set up in 1961

Organizes pre-service and in-service training of

teachers. Regional Institute of Education (RIE).(Pre-service and in-service). RIEs offer courses like B.Sc ED, M.Sc ED etc.

NCTE
Recognition of various teacher training courses

based on application submitted by the institutions concerned in the prescribed pro-forma and along with the requisite documents. Make recommendations to the Central and State Governments, Universities, University Grants Commission and recognized institutions in the matter of preparation of suitable plans and programmes in the field of teacher education; Co-ordinate and monitor teacher education and its development in the country;

DIET
Nodal institutions for improving Elementary

Education in the district. Conducting Training and Orientation Programmes Academic and Resource Support Action Research

CTE
To conduct training programmes (both Pre-

service and In-service) for preparation and upgradation of pedagogical skills of Secondary School Teachers. To provide extension and resource support to Secondary Schools. To conduct experimentation and innovation in Secondary Education.

IASE
To prepare Elementary and Secondary teacher

educators through Pre-service and In-service education programmes. To conduct advanced level fundamental and applied research and experimentation in education. To provide academic guidance to DIETs and resource support to CTEs. To develop resource material for teachers and teacher the Government of India has As on date, educators.

sanctioned 571 DIETs, 104 CTEs and 31 IASEs.

SCERT
State partner institutions with NCERT. Development of curriculum, instructional material,

textbooks, supplementary materials as well as undertaking research programme. Guidance, support and assistance to the state department of education functioning as state resource institutions to provide academic support at all stages of education. Co-ordination of all academic matters relating to school education and to maintain appropriate linkages with other educational organizations. Supervision and support to the district and sub-district level institutions.

Pre-service training for school teachers

There are different teacher's training institutes

offering : Nursery Teacher Training(NTT)-2years. Junior basic training (JBT)-2years. Diploma in Education (D.Ed)-1year. Bachelor in Education (B.Ed) 1year/2year.

Present teacher education scenario

Increase in demand for teachers. In 2004,
3489 courses 3199 institutions Intake of 2,74,072

In December 2008,
14,523 courses 12,266 institutions Intake of 10,73,661

31 Institute of Advanced Studies in Education (IASEs) 104 Colleges of Teacher Education (CTEs) For 599 districts in the country, 556 DIETs were

sanctioned and of these 466 are functional.

Methodology
Normative survey, to describe and interpret what

exists in the present in the form of conditions and practices. Population: School principals, headmasters, vice-principals, teachers and Training officers in NCERT and CSO forms the population of this study. Sample: Principals from 25 different schools in Delhi.

Analysis
Data

collected through questionnaire and interviews provided information of the current teacher training system in the schools in Delhi. 25 schools, including Govt. and private schools were selected for the survey. Profiles of the school covered is:

Number of

Name of the School

Mother Teresa Public School DAV Public School Shresthpura DPS Indirapuram Amity International School Saket Vivekanand Public School Navy Children School

Category
Private Private Private Private Private Private

Number of Students
2600 4300 5000 2000 1800 2000

Teachers
90 175 250 120 85 107

Student: Teacher Ratio

29 25 20 17 21 19

Birla Vidya School

GBSS J block, Saket Red Rose public School Poorna Prajna Public School Bhatnagar International School Kathuria Public School

Private
Government Private Private Private Private

3740
805 1330 1000 1500 800

185
20 84 47 50 40

20
40 16 21 30 20

Modern School Vasant Vihar

SBDAV P.S. Vasant Vihar Holychild Auxilium School Upras Vidyalaya Vasant Marg Chinmaya School Vasant Vihar KV IIT Matri Karuna Vidyalaya Salwan Public School Tagore International School VV Guru Harikrishan P S VV K V Sector 8 R.K.Puram

Private
Private Private Private Private Government Private Private Private Private Government

2200
2000 2950 1200 1640 720 150 2000

150
150 100 40 65 25 15 125

15
13 30 30 25 29 10 16

1400 2780

55 115

25 24

Details of responses from questionnaires

Details of pre-service training and qualifications

that school considers before recruiting teachers at various levels is:

The basis for the evaluation of performance of the teachers:

Performance Factor No of schools that consider this factor as a basis 18 Percentage

1 Attendance of the Teacher

72%

2. Performance of the Class

3. Trainings Attended 4. Academic Initiatives 5. Subject Knowledge

21
12 22 17

84%
48% 88% 68%

 Do you think that in-service training is very

important for improving teachers performance? All principals were asked the above question through the questionnaire to take their opinion on the importance of in-service teacher training for the improvement of teachers performance. 100 % of the principals responded in the favor of in-service teacher training as an important factor for improving teachers performance

 Duration of in-service training that teachers

from your school attend every year is:

Duration of In-service Teacher Trainig
18

16
16 14 12 10 8 6 4 2 0 2 Weeks 1 Week 2 Days No Training Number of Schools

5 3 1

 Number of teachers who have attended the in-

service training during the preceding year from your school is: In 60% schools, almost all teachers have attended In-service teacher training in 2009. In Govt. schools and in few private schools all teachers have not attended the in-service training.

 How does school identify the need for teacher

training?
Identification Factor No of schools 7 19 7 4 5 Percentage

1 Teacher Evaluation 2. Compulsory Training 3. Student Performance 4. Parent Feedback 5. Student Feedback

28% 76% 28% 16% 20%

 The training programme for your school is

conducted by:
Trainer No of schools 6 3 17 20 Percentage

1 Principal 2. School Coordinator 3. External Trainer 4. Govt. body

24% 12% 68% 80%

 The training schedule for the training of

school teachers is decided by:

Training Schedule Decided by 1 School Management/Principal 2. Government Bodies 3. Teacher No of schools 19 9 1 Percentage 76% 36% 4%

 Do these programmes affect teachers work

efficacy?
18

6 1
Strongly Agree Agree

0
Strongly Disagree

Neither Disagree Agree Nor Disagree

 The effectiveness of the training programme

are evaluated through

Evaluation basis Considered by No of schools 5 24 7 5 Percentage

1 Training Material 2. Feedback by Trainees 3. Training Methodology 4. Trainers Qualification

20% 96% 28% 20%

 Outcomes of the in-service teacher training

school are aiming for:

Factor Overall Rank

Improved Subject Knowledge

Positive Attitude Increased Commitment Skill Enhancement Improved Pedagogy Skills Enhanced Counseling Skills Better Interaction with Families

1
2 3 4 5 6 7

 The duration of in-service teacher training

every year should be:

Number of Schools

17
18 16 14 12 10 8 6 4 2 0

7 1
1 Week 2 Weeks 2-3 days

Number of Schools

 Which of the following you would prefer for

training of your school teachers:

Training In-house Training External Training Number of schools 22 3 Percentage 88% 12%

However, all the schools are ready to send their

teachers outside to attend training programmes.

 Teachers preference on various modes of

training programmes:
25
25

21

21

21
12 13

20

15

10

4 0

Yes No

Residential

In School

Outside School

During Vacations

During School Periods

 Constraints in the current teacher training

programme:
Constraint Factor Quality of Training Content Nonavailability of Trainers Unwillingness of Teachers to Attend Training Programmes Scheduling Overall Rank 1 2 3

Teacher training in Central Schools

Approx 40000 teachers in KVs all over India.

Every teacher in cycle of 6 years is given training

of 22 days. 7000-8000 teachers trained annually. Training programmes conducted by ZIETs.

In 2009, 7000 teachers were trained by all

ZIETs together.
The assessment of training needs of teacher is

done in two ways.

Regular Training. Training for promotion of teachers.

Issues in teacher training system in India

Quality standards are poor, the result of an inadequate

accreditation and monitoring system. Official NCTE guidelines focus more on inputs than on results. Basic teaching, learning and reference materials are in short supply. There is limited exposure to modern or progressive teaching and learning methods and practices. The output of graduates is poorly matched to the demand for teachers, particularly by subject discipline. Equally important, few policies are in place to provide incentives for teacher training colleges to improve.

Findings and Conclusion

Map the existing system of Teacher Training

in India: Govt. schools, private schools and Central Schools. Assess the effectiveness of teacher training programmes in India: Trainings improves the teachers performance, Quality of training content as a major constraint. Identify the problems and hindrances in the current teacher training programmes for school teachers: Quality of training content, unwillingness of teachers to attend training programmes.

 Approach to a more effective methodology for

teacher training:
Training in specific topics is required. So instead of training on any

particular subject or chapter more specific trainings on individual topics is needed. Trainings should be mainly in workshop forms rather than classroom teaching. Trainer should be subject expert. Various teaching techniques and pedagogy skills should be taught. Few trainers are very good on subject but in spite of that they are not able to teach the techniques of teaching the subject. Trainer should know the changes in syllabus and latest trends in the subject domain. Trainings related to psychology of the students should be more and are very helpful. Training programmes should target and talk about real life problems. School teachers should be consulted for deciding the training content of the training. Training programme should not be more than4-5 working days, and after every programme proper time should be given to apply the new things before next training.

Recommendations:
The activities of the current centrally sponsored scheme on Teacher

Education could be reviewed and revised.

A well defined package that links pre-service and in-service

professional development, on-site teacher support activities, performance incentives, and a built-in feedback mechanism for improvement is needed.
Minimum required formal education; relatively brief pre-service training

experience followed by a systematic, recurrent in-service training during early years of teaching may be the most cost-effective combination. Inservice training can have a positive effect only when it caters to the needs identified by the teacher themselves.
Emphasize use of ICT such as video for micro-teaching exercises, to

improve learner-centric teaching processes.

States need to conduct regular surveys to ascertain the needs for

teachers in various subjects at different levels, and encourage the accreditation of teacher training institutions that tailor their activities to these needs.

 Engage experts in delivery and evaluation of teacher development programs.

Emphasizing learning over content delivery.

Developing new learning metrics to measure student learning. The current system

of evaluation of student learning does not allow creativity, innovation and research, which are important tools for lifelong learning. Teacher training curriculums should train teachers on new age technology tools to assess and evaluate student achievement on the basis of learning and not rote memorization.
Teachers should be trained to encourage cooperative and team learning

environments.
Public Private Partnership to meet several gaps within the existing. A forum for peer learning among teachers is also very important. Quality of the content of teacher training should be improved and must

acknowledge the latest trends and real life problems.

Scope of further research

Study on Training programmes for teachers at

various levels. Study on training programmes conducted by different government bodies.