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Teacher Development as the Future of Teacher Education. Rama Mathew Delhi University, Delhi. Presentation. Part 1: Policy perspective Part 2:What is happening around the world in TD Part 3:What is happening in India Part 4: W here we need to go . TT, TD and TE.
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Delhi University, Delhi
For Teachers in Higher Education
N= 30, 2-20 years’ experience, primary to higher secondary, govt and private schools in Delhi (open ended questionnaires and interviews)
Work they do: teaching, organizing and participating in a large number CCAs and endless correction work; it has now increased with the introduction of CCE
In Govt. Schools: non-academic duties such as census work, election duty, which they cannot refuse
Haven’t heard of that
But have learnt to survive on their own in different ways
Popeye has his spinach: We have TGM. How can it help us stay strong till the finish?
Ofsted (Office for Standards in Education, Children’s Services and Skills)
The standards have been designed to set out a basic framework within which all teachers should operate from the point of initial qualification.
Appropriate self evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career stages.
The standards set out clearly the key areas in which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding that they demonstrate in meeting the standards, as is judged to be appropriate to the role they are fulfilling and the context in which they are working.
(Elliott and Calderhead1995)
Safe experimentation Autonomy in P D
(reflection on experience) (sustainability of research attitude)
[minimum risk involved] [maximum risk involved]
The Project was based on the premise that it is only when teachers confront commonly held beliefs and attitudes in actual teaching-learning contexts that they will change in ways that provide a basis for continued growth, that is, “self-sustaining, generative change” (Franke et al. 1998). According to these authors (p. 67):
In order for change to become self-sustaining, teachers must begin to engage in practices that have built-in support for the changes they have made; otherwise, the changes are likely to erode over time…for change to become generative, teachers must engage in practices that serve as a basis for their continued learning.
(i) the nature and extent to which the communicative curriculum introduced in 1993 continued to be communicative and learner-centered, taking into account the kind of support available in school;
(ii) the nature and extent to which the teacher-research approach to on-going curriculum renewal and professional development had been sustained.
The study explored the following questions:
Four important themes that shape teacher development emerged from the case study:
a self-instructional pack