Train and Teach
May 23, 2012 Leave a comment
To enhance the quality of teaching-learning process and empower teachers to improve their efficiency, innovative teacher training programmes are becoming the buzzword, writes Syed Zafar Mehdi
On July 25, Union HRD Minister Kapil Sibal set into motion 10,000 teacher training programmes to be conducted by IIT Bombay under the ‘Talk to a Teacher’ project of the National Mission on Education. A historic initiative to empower the teachers and improve their competency and efficiency, it is the first time ever that a simultaneous training of 10,000 engineering college teachers is being conducted with the help of broadband network and ICT tools.
In Kerela, State Council of Educational Research and Training (SCERT) has developed a programme to improve the management capacity of teachers and to enhance the quality of ‘teaching-learning process’ in all government and private schools of state. SRM University of Chennai has offered to fund the short term training programmes for teachers of technical education across the country. Maharastra government has signed a MoU with British Council to train 17,000 English teachers in the state, who will then travel across the state to train other teachers in primary schools. Assam government has joined hands with Microsoft Corporation India to accelerate information communication technology (ICT) adoption in schools, to improve the skill sets of teachers. Bihar government has approached World Bank for loan to train school teachers in the state.
Teacher training and development is fast emerging as a key area where more attention and emphasis is required to ensure the educational standards go further up in Indian colleges and universities. While it is a somewhat new trend in India, it has a fairly long history in west. Many institutes in America and Europe have devised short courses in learning, teaching, and assessment to equip teaching staff with techniques that help them deliver better.
As Elizabeth Jones writes in Growing Teachers: Partnerships in Staff Development (1993), “teachers learn about teaching and learning by playing the teacher script, observing what happens, and discussing all the possibilities with other teachers. In this process, they come to see themselves as people who know thereby people capable of making appropriate choices for themselves and for children. In Training Teachers: A Harvest of Theory and Practice (1994), Margie Carter and Deb Curtis refers to the need for teachers to examine their own filters – the experiences and conditioning they bring to a teaching situation as well as examining their roles and strategies to see what role they play in their interactions with children.
According to a recent report in New York Times, schools in New York City spent close to $100 million last year just on training teachers. The federal government there gives local districts more than $1 billion annually for teacher training programs. In UK, more teachers are to be trained ‘on the job’ rather than in universities, as announced by Education Secretary Micheal Gove recently. “The impact of these changes on initial teacher training will be revolutionary,” said Gove.
A study done by Graham Gibbs of Oxford University and Martin Coffey of University of Leicester to see the impact of training of university teachers on their teaching skills concludes that training can indeed increase the extent to which they adopt Student Focus. “Training of university teachers is now established in every university in UK, Norway and Sri Lanka
and is becoming increasingly common in many other countries. From being small in scale and low in credibility and poorly supported, substantial training of 120-500 hours duration is now well embedded in many institutions,” says the study.
The training and development of teachers extends to moral and ethical domain too. Dr Amanda Mergler of Queensland University of Technology in her study on teacher training and development argues that it is imperative for teachers to be trained explicitly in the areas of moral development and values education in order to effectively develop and support students. “It is fundamentally important that teachers be skilled in the areas of values education in order to effectively teach values to their students. Of course, teachers who are currently in the field also need exposure to values education training,” says Mergler. In another study on teacher training, teacher quality and student achievement, Douglas N Harris (University of Misconsin-Madison) and Tim R Sass (Florida State University) try to understand the ways in which training affects the ability of teachers to promote student learning. Their findings suggest that experience greatly enhances the productivity of elementary and middle class teachers, and that advanced degrees are uncorrelated with the productivity of elementary schools teachers.
The use and application of technology is critical to the success of teacher training and development programmes. It’s important to introduce technology into schools to improve teaching and learning. And as experts would say, failure to invest sufficient resources in teacher training will result in failure of school-based technology initiatives.
At a time when brick-and-mortar teacher training programs are not finding many takers, the mushrooming world of online training programs is on upsurge. WAC University, a popular online institution has just recently announced a new training program specifically designed for its online instructors which will be delivered through webinars. WAC University will not only train its own faculty members through these webinars but trainings will also be offered to aspirants around the world. A January 2012 study by Eduventures, a consulting firm that has studied online teacher training programs, found that principals are just as willing to hire from online programs as from traditional ones.
However, contrary to widespread perception, teacher training and development is not the same thing. Donald Freeman in an essay written way back in 1982 maintains that teacher training and teacher development are distinct in some respects. “Training deals with building specific teaching skills – how to sequence a lesson or teach a dialogue – and development, on the other hand, focuses on the individual teacher – the process of reflection, examination and change that can lead to doing a better job and to personal and professional growth.”
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