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Held in collaboration with Ambedkar University Delhi on 28-29 April, 2018
The present discourse on in-service teacher development (also known as teacher professional development, TPD) in India is dominated by concerns emerging from the results of large-scale assessments , such as the school “Board” examinations. These concerns have engendered a narrative of ‘failure’ and ‘teacher deficiency’. The role of Central and State governments, higher-education institutions and non-governmental organizations is increasingly being defined by the need to respond to these failures and fill ‘the gaps’. Thus, attendant conceptual architecture is built around ‘restructuring teacher knowledge’ and ‘offering professional growth’. Moreover, there is also, simultaneously, a sense of promise of—and futility over—achieving ‘impact’. One of the reasons for this is the limited understanding, from a systemic viewpoint, of teacher development, both as a concept and an area of inquiry (Fullan and Hargreaves, 1992). Considering these as the context for in-service teacher development, a two-day roundtable was conceptualized to examine the questions around teachers’ knowledge and motivation, their voice, agency, professional formation and mobility. The two-day Roundtable, ‘In-service Teacher Development: Perspectives and Possibilities’, was held on April 27 and April 28, 2018, at Ambedkar University, Delhi.
The roundtable brought together teachers, scholars and experts from civil society organizations for a critical dialogue on the theme of in-service Teacher Development. The discussions were spread over nine sessions across two days. This report is a summary of the discussions in the sessions. During the two days of roundtable, participants from diverse backgrounds-ranging from teachers, academicians, researchers and people working in the area of in-service teacher education in NGOs shared their perspectives and experiences about in-service teacher education. They engaged in a reflective dialogue, sharing experiences and perspectives on how to move from “working on teachers” to “working with teachers”. In the process, a critical understanding of the cultural myths of being and becoming a teacher was also developed. The roundtable was aimed at providing a platform for sharing experiences in the use of ‘alternative’ models of teacher development and explore the diversity in thoughts about teacher knowledge, material development, teacher identity and motivation. The rich and stimulating discussions that ensued as a result of experience-sharing, challenges, questions, failures, learnings and possible theoretical models laid the ground for the rather ambitious task of working ‘with’ teachers for their and our own professional development.
Over the two days, individuals and groups who have worked in the in-service space at different sites, employing a range of media and pedagogic forms, shared their reflections and ideas for teacher development that evolved through and were guided by—the work with teachers, as well as the possibilities that appear worth pursuing in future courses of action. Several themes emerged during the discussions, such as the different forms and structures of action in teacher development which influence the design of in-service teacher education and resources. The need for professional differentiation, mobility and pathways for in-service teachers through engagements in in-service programs was identified as an important theme that has remained largely unaddressed till the present. Participants also felt that policy and advocacy is needed for formalization of in-service teacher development sector with the government.
Report is here
A second edition of Roundtable on Regulation of Teacher and Teacher Education was conducted by Centre for Education Innovation and Action Research, Tata Institute of Social Sciences in collaboration with Department of Education, Mumbai University from 23rd and 24th January 2020, to engage more deeply with issues and concerns that had emerged in the first roundtable. This roundtable was attended by international participants and dignitaries from many states across the country. The discussions continued from the previous roundtable around three broad themes, namely, Governance and Regulation, Curriculum and Policy and Systemic issues.
The theme ‘Governance and Regulation’ addressed questions about the need for certification or accreditation of teacher education programmes or institutions. It also enquired into the need for a renewable licensure system for teachers and sought to explore the mechanisms for these. The discussions under this theme engaged ideas about regulation as a process and the various possibilities, and the extent to which the system is mature enough to run these processes. Empirical evidences were sought for, to support the dialogues. Another significant idea of this theme was to look at the role of the regulatory body in light of the proposed policy changes and the mechanisms for re-envisioning of the regulatory body. The tensions of regulations in context of privatization and marketization of teacher education was another concern raised.
The theme ‘Curriculum and Policy’ sought to get an insight into the current perspectives on teacher development and teacher education and its adequacy in addressing the needs of the profession. The discussions attempted to enquire into the need of a national curriculum framework for teacher education and take a look at the essential components of NCFTE. It aimed to explore the possibilities of integrated initial teacher education programmes by studying other countries’ experiences and through research evidences. The discourse also directed its focus towards policies and curriculum in strengthening teacher education for inclusivity and addressing equity issues. Another important point of discussion was the offerings of the system towards exercising of teacher educators’ agency and eventually the shaping of their identity.
The theme ‘Systemic Issues’ sought to explore the need for standards for teachers and teaching and its formulation across a teachers' professional life span. It dealt with the issues of economics of education as it impacted the discourses and practices and the financing mechanisms for funding of teacher education. The other take away points of this theme included evaluation of teacher knowledge/competency/teaching, career mobility for teachers, and teacher motivation. The discourse articulated ideas about establishing linkages among higher education sector, teacher education and schools in the current policy scenario and the formation of communities of practice in the context for private schools and teacher education institutes.
IFIP stands for International Federation for Information Processing (IFIP), Laxenburg, Austria and co-partnered by India Didactics Association (IDA). The title of the conference was “Empowering teaching for digital equity and agency.”
OCCE 2020 enabled participants to;
The conference began on 5th January with a Pre-Conference Workshop series for education practitioners.The workshops aimed to provide opportunities to experience contemporary educational concepts and practices with ICT. Members of the IFIP facilitatedfour workshops on Computational Thinking, ICT Tools – How to choose them and When to use them, Platform game making and Digital Badges. The facilitators were Prof Don Passey from Lancaster University, Prof Therese Keane and Jayanti Nayak from Swinburne University, and Mick Chesterman, Louise Hayes& Ellie Overland from Manchester Metropolitan University. Sixty nine participants from across India benefited from these new-age concepts. Post-Workshop Feedback was very heartening. Educators found the concepts highly applicable and useful to their classroom teaching practices.
The first day began with ProfAmina Charania introducing the members of the IFIP and inviting Prof Shalini Bharat, Director-TISS for inaugurating the conference. The short speech by the Director was followed with an address by the conference chairs and TC3 Chair, SindreRosvik. Prof Passey, the chair of the conference then introduced the theme of the conference.
On the opening day, DavideStorti, Programme Specialist, Coordinator of Youth Mobile Initiative, UNESCO delivered the Keynote on Youth Education Projects in Computer Science and making mobile apps: a worldwide perspective. He spoke about the Youth Mobile Initiative and the development of ICT Competency Framework for Teachers by UNESCO. He also elaborated on Open Data, Ethics in ICT pertaining to data usage and Open Educational Resources for capacity building, policy development and fostering creativity.
This was followed by Full and Short paper presentations, Symposiums, Industry & System Foresights presentations, and Learning & Teaching presentations.
The day ended with a panel discussion on Role of ICT in bridging learning and opportunity gaps: Issues of Quality, Scale and Sustainability.The plenary was moderated by Mr. SatyajitSalian, Head Education, Tata Trusts. Participants from Government and Foundations were as following:
Mr. Shailendra Sharma - Principal advisor to Directorate of Education, Government of Delhi, Mr. Manmohan Singh - Co-founder and Director, Kaivalya Education Foundation, Mr. Abid Hossain - Director of Madrasah Education, Govt. of West Bengal and Joint Secretary of Dept. of Minority Affairs and Madrasah Education, Mr. Francis Joseph - Co-founder of School Leaders Network Foundation and SLN Global Network, Mr. Dipankar Bhowmik - Asst. Prof. SCERT, Chattisgarh Raipur,Dr. Deepa Balasubramanian - Education Lead (Deepening Learning), Tata Trusts,andMr. RajashekharKaliki - Kaivalya Education Foundation.
The plenary began with a short introduction on ‘Authentic Learning for all’ by Mr. Salian. Presentations by Mr. Sharma, Dr. Deepa and Mr. Kaliki followed. The panel then discussed on National Education Policy, Madrasah education, and Strengthening at scale amongst other topics.
A High Tea followed where TC3 Chair, Mr.SindreRosvik made a small speech on the proceedings of the day.
The second day began with parallel sessions of Working Group meetings and was succeeded by the Keynote address ofDr.Aaditeshwar Seth, Associate Professor at the Dept. of CS and Engineering at IIT Delhi and co-founder of Gram Vaani, a community media platform for empowering rural population. He spoke on - Participatory media, rural communities and lifelong learning. He started by explaining the underlying theory behind Gram Vaani, and then went on how participatory media can be used for development and learning. His views were that media created by people increases awareness of social issues, helps in community building, ensures representativeness of all classes leading to empowerment and increase in social accountability.
After two sessions of Full paper and Symposium presentations, IFIP members moved on for parallel sessions of Working Group meetings. The evening was marked by a tour of Mumbai, hosted by students of TISS and gala dinner at Khyber, a landmark restaurant in the city. Participants of the tour were regaled with anecdotes about the city and it was well received.
The concluding day had Prof Padma Sarangapani, Chairperson of the CEI&AR at TISS deliver the keynote on Continuous Professional Development for Teachers: What Works, Why and What is worth doing with ICT. She highlighted aspects like professional identity of teachers, Nature of initial teacher preparation, Political economy of professionalising teaching and Fundamental shift in the character of education.
The closing ceremony of the conference was preceded by two sessions of Full paper presentations. The Closing session began with LOC Chair,Dr.Amina Charania thanking the Principal organiser, IFIP for their support. It was followed with a Vote of thanks from TC3 Chair, Mr. SindreRosvik, Announcements of next events by the conference editor, Dr.TorstenBrinda and a Thank You note from the Conference Chairs Prof Passey and Dr.Thersea Keane. 19 student volunteers from TISS campus were handed Certificate of Volunteering by the TC3 chair. The session was moderated by Prof Don Passey.
Post Lunch sessions included an Editorial Meeting and the TC3 AGM. The TC3 AGM continued on the next day until lunch.
The Conference was deemed a success by participant teachers, students, presenters, and visiting international faculty. It was well received by academics with regards to the content presented in the conference. In all, 48 presentations were made. The conference saw participation of more than 100 delegates from 13 countries.
Link of OCCE 2020_Report.
Teacher education sector in India is faced with complex concerns of quality as highlighted in the National Education Policy, 2019. The twenty-first century brought a series of important policy reforms in India. The National Curriculum Framework for Teacher Education, 2009 (NCFTE) noted that quality teacher education was essential for achieving educational goals. Quality of teacher education gained national importance following the Justice Verma Commission (MHRD, 2012) report. The commission recommended locating teacher education within higher education and offering integrated teacher education programmes. This has been the basis for the current reform efforts initiated by NCTE.
It is within these larger policy transitions and recent reform efforts toward regulating teacher education quality that a Roundtable on ‘Regulation of Teachers and Teacher Education’ was held on 14 & 15 March, 2019 at the Tata Institute of Social Sciences, Mumbai with a purpose of sharing interests and concerns of the teacher education sector and exploring possibilities of understanding and formulating these in the larger interests of the growth of the sector.
A wide range of participants included many international participants from South Asian countries viz. Bangladesh, Bhutan and Pakistan, representatives from South America and Africa and India. The participants hailed from the NGO sector, government departments, teacher education institutions, inclusive education. The roundtable provided a forum for sharing of experiences on the regulation of teachers and teacher education in India and a few other countries. The deliberations over two days brought out some of the tensions in conceptualizing regulation of teachers and teaching. The rich discussions threw up interested insights and a few questions for further deliberations on Re-conceptualizing the regulatory body, Reforming the regulation process and Prioritizing the research agenda.
Link to report
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