7.
Department of Teacher Education
and Extension
The main functions of the Department are :
• To perform the Policy and Advisory
Teacher education is the role in Teacher Education and
most crucial input in the provide technical support to MHRD
field of school education. and State/UT governments in
The policies prepared for formulation, implementation and
evaluation of Centrally-sponsored
schools are to be
Schemes for qualitative improvement
implemented by the of Teacher Education
teachers, and the teachers • To perform 'Think Tank Function' in
have to be prepared the area of teacher education and
accordingly. The NCERT pedagogy which would include
addresses itself to the task review/renewal of pre-service
teacher programmes at different
of formulation and levels and formulation of models/
organisation of teacher designs of in-service education,
education programmes both continuing education, and life long
pre-service and in-service. education of teachers
• To adopt and assist SCER Ts/SIEs
for developing them as autonomous
professional institutions in the
Teacher education is the most crucial States/UTs dealing with all aspects
input in the field of school education. of school education and teacher
The policies prepared for schools are to education
be implemented by the teachers and the • To o r g a n i s e i n - s e r v i c e a n d
teachers have to be prepared continuing programmes of varied
accordingly. The NCER T, therefore, duration for teachers and teacher
addresses itself to the task of educators/master trainers at
f o r m u l a t i o n a n d o r g a n isa t i o n o f different levels utilising emerging
programmes for teachers and teacher Information and Communication
educators both pre-service and Technologies (ICT) and facilities of
in-service. The programmes and EDUSAT
activities of the Department of Teacher
Education & Extension (DTEE) focus on • To undertake policy research/
research, development of materials, studies, interdisciplinary researches,
capacity-building of teachers and evaluative studies and comparative
teacher educators, academic support to studies on issues of pre-service
the Centrally-sponsored Institutes of teacher education curriculum, in-
Teacher Education like DIETs, service training designs, foundation
SCERTs, CTEs and IASEs, promotion components of pre-service training;
of innovations and experimentations in practice teaching and pedagogy, and
teacher education and school education • To develop materials highlighting
and extension programmes. new approaches of teaching-
46 ANNUAL REPORT 2005–06
learning pedagogy; and teacher the study are : to critically assess the
training as highlighted in NCF research studies and make appraisal of
(2005) for teacher trainees and interventions, strategies, approaches
teacher educators at B.Ed. and emerging from research studies
M.Ed. level. conducted on pedagogy, teaching-
learning process and teacher training
MAJOR ACTIVITIES OF THE related to education of the tribal
DEPARTMENT DURING 2005-06 children and to document such
strategies and approaches for field
Research
based interventions. Research studies
Study on Professionalism of Rural conducted and reported by different
Primary School Teachers in the institutions, six surveys of educational
Changing Socio-economic Context : research, published research papers on
The Department has undertaken this education of tribal children have been
multi-centric collaborative research collected, reviewed and analysed to
project in collaboration with DIETs identify interventions, strategies,
located in different states. One meeting approaches on pedagogy, teaching-
of DIET faculty and two expert group learning process and teacher training
meetings were held. Survey of related strategies. The findings of the study
literature has been completed, could be utilised by state level and
conceptual frameworks have been district level institutions working for the
developed and tools have been education of Scheduled Tribes children.
prepared. The specific objectives of the
Critical Analysis of Problems related
study are to ascertain the extent of
to Teaching-lear ning Process in
professionalism among rural primary
Primary Schools located in Tribal
teachers and to study the factors that
areas : The study has been initiated with
adversely affect professionalism of the
the objective to analyse the problems
rural primary teachers. It is expected
experienced by teachers working in
that the research would suggest
tribal areas, and suggest suitable
intervention strategies to promote
interventions for their capacity building.
professionalism among rural primary
The study is basically a qualitative field
teachers. Tools developed include :
survey of schools located in the tribal
i. Questionnaires for rural primary areas. The sample of the study has been
school teachers on working drawn from Chhattisgarh state. During
conditions/service conditions. 2005-2006 the review of literature has
ii. Questionnaire for Head Masters. been completed. Tools for data
collection like the school information
iii. Teachers' Professionalism scale. schedule, guidelines for classroom
iv. C o m m u n i t y P e r c e p t i o n a b o u t observation, and interaction with
Teachers Professionalism. teachers and local community members
have been developed. A field visit to few
Critical Appraisal of Research
selected schools in the Dhamtari district
Studies and their Implications on
of Chhattisgarh state was undertaken.
Teaching-lear ning Processes,
Pedagogy and Teachers Training A Comparative Study of Pre-service
for Education of ST Children : The Teacher Education Programme at
study was undertaken to critically Secondary Stage in Sri Lanka,
analyse the available research studies Pakistan and Bangladesh : The
and draw implications for education of study was undertaken with the
tribal children. The main objectives of following objectives.
47 DEPARTMENT OF TEACHER EDUCATION AND EXTENSION
• To identify different models of Responsibilities of different functionaries.
pr e - s e r v i c e t e a c h e r e d u c a t i o n The training package is being finalised.
programme at the secondary level in Based on these materials, training of Key
India, Sri Lanka, Pakistan and Resource Persons will be organised for
Bangladesh teacher educators drawn from DIETs and
SCERTs and other identified teacher
• To compare different components of
education institutions.
pr e - s e r v i c e t e a c h e r e d u c a t i o n
porgrammes of Pakistan, Sri Lanka, Review and Refor mulation of
Bangladesh and India Teacher Education Programmes of
• To derive implications for overall RIEs : The Director, NCERT constituted
a committee of experts to review all
improvement of pre-service teacher
existing pre-service teacher education
programme in India.
programmes currently offered at
During 2005-06 related survey of Regional Institutes of Education in the
literature available in India and abroad light of the NCF (2005) and to
was collected. The tools for Student recommend strategies to reform or
Teachers, Teacher Educators and change the existing teacher education
Heads of Institutions have been programmes especially the pre-service
developed. The data of the study are and in-service programmes. The
being collected from institutions located committee is expected to suggest
in different countries. strategies for networking with other
in s t i t u t i o n s a n d o r g a n isa t i o n s
Development including universities, for building
T raining Programme to Ensure academic and practical relationships in
Health, Safety and Well–being of the region and to review the existing role
Children in School : Safety health and of Demonstration Multipurpose Schools
well-being of all children in school is a attached to RIEs in teacher education.
prime responsibility of the school and The Committee interacted with the
thus the teachers need to be sensitised faculty of RIEs, teachers of Demonstra-
about their responsibilities. They need tion Schools, State Government officials
to be equipped with adequate knowledge and officials of the University. The
of safety of students during school hours Committee also collected information
i.e. curricular and co-curricular activities. through questionnaires and information
With this perspective in view, the schedules from RIEs and DM Schools.
department conducted a need A sub-committee was constituted for
assessment survey to ascertain training identification of innovative teacher
needs of teachers/teacher educators education programmes at various levels
relating to school safety. Based on the offered by different institutions in
research findings, derived from survey of our country and abroad. The Sub-
literature, a training package on "Safety, Committee held a series of deliberations
Health and Well-being of School Children" and has prepared a paper on research
trends and innovations in Teacher
has been developed in collaboration with
Education in India and abroad. The
institutions like NIDM, IGNOU, UNDP
draft report has been finalised.
and UNICEF. Training package contains
six self-learning modules such as Review and Refor mulation of
Comprehensive Framework for Safe Curriculum Framework for Quality
School Environment, Disaster Risk Teacher Education (2006)—
Reduction, School Safety, Health and Developed by NCTE : As desired by the
Well-being, Mid-day Meals, and Role and MHRD the NCTE document entitled
48 ANNUAL REPORT 2005–06
"Curriculum Framework for Quality mathematics, environ-mental studies,
Teacher Education (2006)" was arts and physical and health education.
reviewed and reformulated by a During the second phase (from April
Committee constituted by the Director to August, 2006) the trainees will field test
NCER T. A revised draft document has the ideas developed during the training.
been prepared by the Committee and In the third phase, a ten days
sent to NCTE for further consultation. workshop will be organised (September,
October 2006) where participants will
Training and Extension share their field experiences. They will
T raining of the DIET Faculty on review their existing teacher education
Pedagogy : The training is to be curriculum in the light of NCF (2005).
completed in three phases. In Phase Conference of Directors of SIEs/
one, a three weeks training programme SCERTs : The Conferences of Directors
was organised during 30 March to of SIEs/SCER Ts was organised at
18 April 2006 on 'Pedagogy' for Teacher regional and national levels. The
Educators of Elementary Stage. The Directors of SCER Ts deliberated on
training focused on three main themes : various issues like NCF (2005) and its
(i) Understanding Children and their implementation in states, in-service
Learning (ii) Curriculum, Syllabi, training of the teachers under SSA and
Textbooks and Other Instructional development of syllabus and textbooks.
Materials and (iii) Pedagogy of Curricular The first Regional Conference was
subjects. Teacher Educators from seven organised at Shillong for North-Eastern
states, namely, Uttar Pradesh, Bihar, States during 26-27 October 2005. The
Uttaranchal, Himachal Pradesh, Haryana, second conference was organised for
Chhattisgarh and Delhi participated in Southern Zone during 5-6 December
the training.
2005 at Coimbatore. The third Regional
The first theme on 'Understanding
Conference was organised on 9-11
Children and Their Learning' deliberated
January 2006 at GCERT, Gandhi Nagar.
on observing children, profile of
The conference at the national level was
elementary school child, how children
organised during 21-22 February 2006
construct knowledge, and engaging
at NCERT, New Delhi.
children in active learning, understanding
the child's language, multilingualism, Innovative Practices in School/
inclusive classroom, rights of the child Teacher Education : The main
and making classroom gender sensitive. objective of the programme is to identify
The second theme, Curriculum, Syllabi, and recognise innovative practices and
Textbooks and other Instructional experiments in education, conducted by
Materials included discussion on issues school teachers and teacher educators.
of reducing curriculum load, making The competition also aims to identify
curriculum, syllabi and textbooks educational problems they face in their
relevant, meaningful and joyful related professional life and adopt a scientific
to the child's life and context. The approach to find solutions by adopting
trainees analysed their own textbooks novel ideas and practices.
and also NCER T textbooks and A National Seminar of Award
compared them. The third theme on Winning Teachers/Teacher Educators of
'Pedagogy of Curricular Subjects' was the competitions held in 2003-04 was
devoted to developing teaching-learning organised in May 2005. 45 papers (15
and assessment strategies for curricular from Teacher Education and 30 from
subjects such as languages, School Education) were selected for the
49 DEPARTMENT OF TEACHER EDUCATION AND EXTENSION
NCERT award. The national seminar a n d N C E R T. H e i s t h e P r i n c i p a l
serves as a forum to school teachers and Investigator of the Multi-centric
teacher educators to share their research project entitled
innovative works with the teaching "Professionalism of Rural Primary
community. A video programme of 20 School Teachers."
minutes has been produced, based on
Prof. S.K. Yadav worked on a "Com-
the selected innovations. Few innovations
parative Study of Pre-service Teacher
have been identified for in-depth study/
Education Programme at the Secondary
documentation.
Stage in Sri Lanka, Pakistan and
Training Programme in Yoga Bangladesh." He contributed as a
Education for State-level Key Resource member -convener of the Focus Group
Person/Teacher Education : T h e on Teacher Education for Curriculum.
Department planned a training He organised one national and three
programme on Yoga Education for State regional conferences for Directors of
Level Key Resource Persons. The S I E s / S C E R T s. H e a l s o p r o v i d e d
objectives of the programme were to academic inputs to the departmental
provide an opportunity to key resource programme "Support to State for
persons to update their knowledge on Development of Annual and Perspective
Yoga Education; to enable them to Plan on Teacher Education". He
practise Yoga and its methods for published an article on "In-service
further training to the teachers and Teacher Education : Future Challenges"
teacher educators. The objective of the in University News, Vol. 43, No.18,
programme is to help key resource 2-8 May 2005. He also published a book
persons to select, design and develop titled "Implementation of Ten Years
strategies for implementing Yoga School Curriculum in States."
education programme in schools and
Prof. D.D. Yadav was a team member
teacher training institutions. A training
of two research studies titled "Evaluation
package has been developed.
of Teaching-Learning Approach in
Organisation of Yoga Classes and Scheduled Tribes Dominated Areas" and
activities for NCERT Staff : Yoga "Status Study of Educational Technology
classes were organised for both in Teacher Education Programmes of
academic and non-academic staff of RIEs". He participated in a training
NCERT with the help of experts drawn Course on "Director Trainer Skill-II
from different institutions. Participants Course" organised by the Institute of
also discussed individual problems with Secretariat Training and Management
the experts. (Ministry of Home, Department of
Personel) at the J.N.U. Campus.
Major Contributions of the Faculty
Prof. Santosh Sharma coordinated a
Prof. D.K. Bhattacharjee, Head four weeks Certificate Course on
worked as a Member-Secretary of the Pedagogy for Teacher Educators of
Committee to review the programmes of Elementary Stage. She worked as
RIEs and to recommend strategies for member of the research team for the
the improvement or changes after project, "An Investigation into Problems
designing alternative programmes. He and Issues Pertaining to the Children
contributed a chapter entitled "Systemic from Marginalised Groups of Society in
Reform in Teacher Education" in Public Schools". She also contributed as
Curriculum Framework for Teacher a member of the group on 'Environmental
Education developed jointly by NCTE Education'. She published a paper
50 ANNUAL REPORT 2005–06
entitled, "Conducting Continuous Pedagogy and Teacher Training for
Comprehensive Evaluation and Assigning Education of ST Children". She
Grades in Elementary Schools" in the coordinated a development cum training
Journal of Indian Education, Vol. XXX, programme "Safety, Health and Well-being
No. 3, and "Role of Teacher in Curriculum of School Children". She contributed as
Construction and Implementation" in a team member in the research project
Edutracks, Vol. 4, No. 6. on "Professionalism of Rural Primary
School Teachers." She presented papers
Dr. Raj Rani, Reader was involved in
on "Responsiveness of Teacher Education
a 21-day training programme on
Curriculum towards Inclusive Education
"T raining of Teacher Educators of
in India : Appraisal of Curriculum
Elementary Stage on Pedagogy". She
Dimensions and Practices." in the
was also involved in two research
International Conference organised by
projects entitled (i) Professionalism of
University of Strathclyde, Glasgow; and
Rural Primary School Teachers and (ii)
on "Concept of the Integration of Human
A Comparative Study of Pre-service
Rights Education in School Curriculum"
Teacher Education Programme at the
in the South Asian workshop on Human
Secondary Stage in India, Sri Lanka,
Rights Education. She published a paper
Pakistan and Bangladesh. She
on "Education for International
published a paper "Professional
Understanding, Peace and Human Rights
Development of Teachers" in Journal of
Education in India" in EIU Journal, Asia
Indian Education, Vol. XXY, No.4, Feb.
Pacific Center of Education for
2005. She was a team member in a Sub
International Understanding, UNESCO,
Committee relating to "Innovative
Seoul, Korea. She worked as a member
Teachers Education Programmes
of the Focus Group on Teacher
Available in India and Abroad" and
Education. She also contributed as a
contributed in preparation of report.
team member of the Committee for Review
Dr. Kiran Walia, Reader prepared a and Reformulation of Teacher Education
draft syllabus on "Environmental Programme at RIEs.
Education in Teacher Education of Dr. Saroj Pandey, Reader conducted a
Tamil Nadu State". She contributed in research study on "Critical Analysis of
the preparation of the Position Paper of Problems Related to Teaching-Learning
National Focus Group on Habitat and Process in Primary Schools Located in
Learning. She also contributed in the Tribal Areas." She organised a training
preparation of a draft questionnaire on programme for primary teachers of Kargil.
'Comparative Study of Pre-service She is also associated as a team member
Teacher Education Programme at in a research project entitled "Professiona-
secondary stage in Sri Lanka, Pakistan lism of Rural Primary School Teachers."
and Bangladesh' and in refining the She presented a paper on 'Para Teacher
questionnaire on 'Professionalism of Scheme and Quality Education for All in
Rural Primary School Teachers'. She India : The Policy Perspectives and
participated in a training programme Challenges for School Effectiveness' in the
on "E-learning" organised jointly by 19th Annual World ICSEI Congress, held
NCER T and COL held from 30th at Fort Lauderdale, Florida from 3-6
January to 3rd February 2006. January 2006. She contributed as a
Dr. Pranati Panda, Reader conducted member of the National Focus Group on
a research project on "Critical Appraisal Peace Education.
of Research Studies and their Implication Dr. B.P. Bhardwaj, Reader contributed
on Teaching-Learning Processes, as a team member in a research study
51 DEPARTMENT OF TEACHER EDUCATION AND EXTENSION
entitled "Professionalism of Rural Primary to the National Focus Group on Health
Teachers in the Changing Socio-economic and Physical Education. He coordinated
Context." He provided inputs as an expert yoga education programme which was
in developing a module in teaching of organised for NCER T staff. He also
English at primary level developed by coordinated the project entitled "All India
SCERT, Solan (H.P.). He was involved Competition on Innovative Practices and
in module writing on "Health and Experiments for School Teachers and
Well-being." He provided academic input Teacher Educators."
