1. Rajendra Lohia Sr. Sec. School (VM),Hathras, U.P. – 204101 (India)
PROFILE
Name : Vikram Singh
Topic : Teacher Development in Education
Subtheme : Role of Teacher Educator in RTE
Designation : PGT & Head
Dept. of Mathematics
Rajendra Lohia Sr. Sec. School (VM),Hathras, U.P. – (India)
Residential address : Vikram Singh (Lecturer)
Near Ravi Chauhan “Bhatta Wale” Naval Nagar, Hathras (U.P.)
Contact No

2. Role of Teacher Educator in R.T.E.
VIKRAM SINGH
PRESENTS
Role of Teacher Educator in R.T.E.

3. TEACHER DEVELOPMENT IN EDUCATION
Acceptance of teachers‟ and teacher educators‟ as key actors in the process of delivery of quality education is a well established fact. Certainly, other factors such as infrastructure, facilities, curriculum, teaching learning materials and an effective monitoring and evaluation system also play a crucial role in determining education quality
While the importance of teachers in improving education systems and in fostering individual child development cannot be denied, existing conditions and attitudes hamper their efficiency.
However, the ultimate impact factor is the „teacher‟ and the way she is able to handle the classroom transaction.

4. Child learning is greatly influenced by the quality of the teacher
Child learning is greatly influenced by the quality of the teacher. However, without meeting other necessary and enabling conditions such as adequate infrastructure, sufficient resources, a good support system, robust monitoring and governance mechanism, proper grievance redress procedures put in place, even a good teacher will not be sufficiently motivated.
Good teacher is a necessary condition for good education but may not be sufficient by itself.
Meaningful and appropriate teacher training and preparation are at the cornerstone of building effective educational systems.

5. In order to deal with these issues properly there is need to thoroughly deliberate on the following:
What is expected of teachers and teacher educators and how should they function?
What should teachers and teacher educators be able to do? What should be their capabilities and knowledge base to perform as envisaged?
What place in the system should teachers and teacher educators occupy? And how an effective link between teacher education and classroom practice could be established to enhance the quality of classroom
What ongoing form of support and resources should the education system be providing for teachers and teacher educators?
What could be the role of BRC/CRC and DIETs in strengthening Teacher Education and
How BRCs and CRCs could be strengthened to facilitate decentralized planning of TE at the block/cluster level

6. In Tenth Five Year Plan period (from 2002 to 2007), this scheme contained guidelines on various aspects of the functioning of Institutes of Teacher Education in the country including the
SCERT, DIET, BRCs,
CRCs, IASE,
CTEs

7. One of the more serious challenges is the prevalence of a lack of ownership, care and support from the concerned state authorities, leading to multiple problems related to location, identity, faculty and performance of these institutes. Lack of a qualification framework to ensure a basic standard of quality for these institutions is another bottleneck. Teacher trainers lack exposure to examples of good practice in teacher education and carry out stereotyped activities in the absence of a clear modern vision of teacher education.

8. The disparities and compromises made over qualifications and pay scales for Colleges of Teacher Education and IASEs in different states in the country was also referred to as a prime cause of disillusionment and confusion among the faculty members of the institutes.
An International Conference on Teacher Development and Management organized in Udaipur from February 23-25, 2009 with the technical support of MHRD, the National Council for Educational Research and Training (NCERT), the National University of Educational Planning and Administration (NUEPA) and the National Council for Teacher Education (NCTE), tried to take up 3 a number of the above mentioned issues to improve the state of teacher deployment, education and capacity enhancement

9. In Udaipur Conference, another International Conference dedicated to Pre- service teacher training took place in the month of February 2010 in New Delhi. Participants in this workshop deliberated on challenges, suggestions and the way forward with respect to pre- service training of teachers‟. The huge requirement by the Right to Education Act to appoint around 12, 00, 000 teachers‟ over a period of next 3 years was one of the major challenge discussed.

10. Teacher education programs (pre-service and in-service) to the National Curriculum Framework – 2005 and an institution focused on comprehensive professional development plans for teachers.
The first follow up conference on Pre –service elementary education took place in Delhi, in February 2010 and threw some important light on the pre- service education of Elementary teachers.

11. The NCFTE is also now available
The NCFTE is also now available. Teacher educators‟ engagement in the process of understanding NCFTE and taking forward the task of building a curriculum and syllabus around the same is important so that it could effectively contribute to the classroom practices.

12. Objectives The consultations are planned with the following purposes:
- To identify key steps needed to build capacity of teacher educators to strengthen teachers and ultimately improve classroom transaction.
- To initiate/support the reform process of teacher development as a whole, engaging teachers and teacher educators around NCFTE and support the process of formulation of curriculum and syllabus for teacher education.
- To identify possible collaboration and synergy between teacher educators and CRC/BRC staff to maximize the support to teachers.
- To understand the missing links between school education, classroom teaching and teacher education

13. Proposed Issues to be discussed in the workshops
Ø Curriculum renewal in light of NCFTE/NCF and RTE
Ø Strategies for professional development of Teachers
Ø Development of Quality Parameters for TEIs
Ø Setting up of an effective Monitoring mechanism for TEIS
Ø Performance indicators for teacher educators and TEIS
Ø The role of TEIs (in addition to teacher training)
Ø The selection, qualification and the motivation of Teacher Educators‟
Ø programme design, curriculum and resource material for training of untrained teachers‟
Ø Norms regarding location and facilities of the study Centers for training of untrained teachers‟
Ø Training teachers for addressing emerging issues related to education of children from disadvantaged groups affected by social exclusion, and inequity
Ø Revamp of the role of BRCs/CRCs and linkages between BRC/CRC and DIETs
Ø Module and Management of In-Service Teacher Education
Ø Teachers as critical thinkers and facilitators
Ø Role of Teacher Unions in teacher preparation and accountability within RTE

14. Recommendation
As a follow-up of Udaipur, Delhi and Orissa conference, and in light of the RTE Act, a series of consultations are planned at State level to address primarily on concerns in pre – service teacher training and training of untrained teachers. However, the attempt will also be made to focus on the connectivity as well the continuum of teacher education from pre- to in-service and one full session would be spent on discussion on this vital connection between the two and the processes and mechanisms to be followed to foster it.
- Eliciting participation of Teacher Educators in the whole process of consultation on the issues related to various aspect of teacher development including teacher governance, education and capacity enhancement of teachers, teacher training curriculum and pedagogy and other related issues.

15. - Engage teachers‟ around NCFTE to strengthen to process of formulation of curriculum and syllabus of TE
- Concrete recommendations for the states to improve upon the teacher training institutes and teacher development scenario.
Overall, these workshops will also contribute to the planning process of next 5- 7 years’ perspective plan which all states are expected to develop in light of RTE Act on various aspects of Teacher Training.

16. Abstract
Child learning is greatly influenced by the quality of the teacher. Ø What is expected of teachers and teacher educators and how should they function?
Ø What should teachers and teacher educators be able to do? Ø What place in the system should teachers and teacher educators occupy? Ø What ongoing form of support and resources should the education system be providing for teachers and teacher educators?

17. This scheme contained guidelines on various aspects of the functioning of Institutes of Teacher Education in the country including the
SCERT, DIET, BRCs, CRCs, IASE, CTEs. Teacher trainers lack exposure to examples of good practice in teacher education and carry out stereotyped activities in the absence of a clear modern vision of teacher education, require state level focus to engage the TEIs

18. References 1. The articles of
Ms Sarada Balgopalan Associate fellow CSDS Delhi &
Mr. Parth J. Shah
President, Centre for civil society
Economic times
“Samvad” magazine of education dept. Gov. of UP
Portals of NCERT, SCERT, CBSE, UP Board, IGNOU etc.
Library of AMU Aligarh.

19. Thank you Vikram Singh Former PGT Mathematics
Jawahar Navodaya Vidyalaya
Jaipur (Rajasthan), Jhajjar (Haryana)
Mob. No
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