teacher development

I have been working in the Azim Premji School, Dineshpur (Uttarakhand) from February 6, 2012. Our school came into operation with effect from April 10, 2012. A month before that, we went around Dineshpur, visiting homes and gathering information from parents about the children – children going to school, those who left studies midway, in what circumstances going to school stopped, and whether or not they now wished to resume and complete their studies.

For several decades now most in-service teacher training initiatives have focused on subject- knowledge – euphemistically called hard spots. This phenomenon dates back to the DPEP days (1994 onwards) when there was a massive push through of the project to strengthen in-service teacher training. As a result, state project offices hired experts to design training modules for teachers.

Teacher education is currently in a state of flux in our country. Expectations from teachers are rising across board while equity issues remain unresolved and exacerbated across a range of schools. Systemic changes in teacher education are being initiated in the light of National Curriculum Framework 2005, the RtE Act 2009 and the Justice Verma Committee Report 2012.

The teacher has become crucial to strengthening of the educational process and development. There has been ample research to show that the nature, motivation and the capability of the teacher to engage and involve children is critical to learning.

The purpose of education is to make human beings capable, competent ,and wise so as to meet the challenges of life. In a world that is dynamic, entropy and chaos quickly enter the picture as the pace of life becomes faster, the demands on an individual’s mental, physical, and emotional resources increase and flexibility and adaptability become the buzz words. To accommodate all these factors, one needs to be innovative and creative, be able to work collaboratively, communicate effectively, think critically and be proactive.

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