teacher training

Teacher Education Institutions were established in a gradual manner to cater to the needs of teachers in the state. The first Teacher Education Institution under the Theological College was started by the Welsh Mission at Cherrapunjee for training of teachers at the primary level. In 1861, the Government decided to amalgamate the Training School section of the Cherrapunjee Normal School from Nongsawlia to Shillong and attached to the Welsh Mission High School at Mawkhar Shillong. By 1946, the Training School functioned in the same building.

The discourse around the dwindling state of our Public Education System is endless and is heard everywhere irrespective of the depth of the analysis. The state of education affects everyone, consequently, everyone seems to have an opinion about it. Our judgements are often superficial and we miss taking into account the complexity of our Public Education System – right from the classroom to the educational policies.

School Transformation is a long journey. It is not a two year sprint, but a marathon worth attempting. You need a hero to lead the efforts and we were lucky to find one in Zakaullah sir at Florida English School.

English

Primary school mathematics, which is the foundation on which all further mathematics learning must rest, is itself not being taught and learned well. Here is where Liping Ma’s book Knowing and Teaching Elementary Mathematics comes in. It is a detailed, loving description of primary school teachers’ thoughts about basic concepts in mathematics.

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.

The unsatisfactory quality of elementary education has been a serious concern for India at the least for the last four decades. Many quality improvement programmes have been devised and implemented at State and national levels; but they all left the quality lower than they found it.
 

The public education system is being written off by the governments and the society in general.

While inclusive education is the desired practice that we plan towards, one needs to consider the possible barriers to its successful running. Barriers that exist at the school and community levels, that exist due to the inadequate training of teachers, that exist due to cultural beliefs and practices and those that come about from unequal socio economic circumstances. Attitudinal changes leading to changes in current practices are necessary for real inclusion.

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