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Research in teacher education

The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.

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Research in Teacher Education: Gap between findings and Government Policies Sarwat Fatma Department of Education, Integral University Lucknow
Introduction  Educational research comprises of developing new knowledge, followed by application on improvement of educational practices 1 and it corresponds to Teacher Education.  The contributions of research to educational knowledge are easy to demonstrate through reviews of related literature; however, it is difficult to determine whether the accumulation of research findings has made an impact on the practice of education.  Even when research knowledge attracts the attention of policy makers in education, they generally consider it just one source of information to use it in shaping a particular policy, or use it to justify a unpopular decision, or cut funds, or may dismiss the research findings which are contradictory to their beliefs.  In spite of this research, in education in general and teacher education in particular continues to grow and make its contributions to the body of knowledge.
Nature & purpose of research in Teacher Education  Two broad purposes of research in Teacher Education 1. To understand the educational phenomenon 2. To transform it  Understanding the educational phenomenon -> It should fit into a theoretical framework.  This helps to conceptualize, explain, control and predict the dynamics of a given phenomena  Perspective Prediction would then give a comprehensive understanding of the phenomena.  Conceptualizing means arriving at interrelated set of variables and it may not involve verification since many paradigms are hypothetical in nature
 A well-articulated framework applicable to many contexts based on systematic is the presage- process-product paradigm of teacher education.  There is a relationship among variables is one thing but explaining why they have a relationship is another.  The researcher wishes to study how the new method of training the teacher affects the performance of teacher trainees.  Thus the influence of the intervening variables has to be controlled if nor experimentally then at least statistically.  Transforming the Educational Phenomenon means incorporating changes in the phenomena as it exists.  Research provides necessary ground for any changes to take place because changes based on research are sound and effective.
Problems of Research in Teacher Education  There has not been much headway in research since the researchers face a number of problems.  More research is needed in the area of teacher education and there needs to be qualitative improvement too.  Problems of research are both intrinsic and extrinsic to the researcher.
Findings  Teachers agree on the principle that students should have an active role in their education.  They cite motivation, engagement, and learning as outcomes of students being actively involved.  The other two teachers, Ines and Carmen seem more attentive to the social and cognitive importance of students’ interaction with each other and with the teacher.  They both suggest students be given opportunities to talk and to express themselves as parts of activities, reflecting a 179 belief that even very young children are capable of understanding material and expressing their own ideas.
 Pia and Carolina, in contrast, agree with the general notion that students should be “active” in their classrooms, however they differ from the other case-study teachers in the sense that they viewed student motivation as the goal.  Their orientation around learning is not associated with students’ engaging in different kinds of intellectual tasks, but rather as reflected in students “learning” the curriculum and necessary skills and competencies.  Their conceptions of the teacher’s role also vary.
Government Policies on Teacher Education  The Teacher Education Policy in India has evolved over time and is based on recommendations contained in various Reports of Committees/Commissions on Education  The important ones:  The Kothari Commission (1966)  The Chattopadyay Committee (1985)  The National Policy on Education (NPE 1986/92)  Acharya Ramamurthi Committee (1990) Acharya Ramamurthi Committee (1990)  Yashpal Committee (1993)  The National Curriculum Framework (NCF, 2005)  he Right of Children to Free and Compulsory Education (RTE) Act, 2009, which became operational from 1st April, 2010, has important implications for teacher education in the country.
Legal and Institutional Framework  Within the federal structure of the country, while broad policy and legal framework on teacher education is provided by the Central Government, implementation of various programs and schemes are undertaken largely by state governments.  Within the broad objective of improving the learning achievements of school children, the twin strategy is to  prepare teachers for the school system (pre-service training)  improve capacity of existing school teachers (in-service training)  For in-service training, the country has a large network of government-owned teacher training institutions (TTIs), which provide in-service training to the school teachers.
 At the National Level, the National Council of Educational Research and Training (NCERT), along with its six Regional Institutes of Education (REIs) prepares a host of modules for various teacher training courses and also undertakes specific programs for training of teachers and teacher educators.  At the state level, the State Councils of Educational Research and Training (SCERTs), prepares modules for teacher training and conducts specialized courses for teacher educators and school teachers.  The Colleges of Teacher Education (CTEs) and Institutes for Advanced Learning in Education (IASEs) provide in-service training to secondary and senior secondary school teachers and teacher educators.  At the district level, in-service training is provided by the District Institutes of Education and Training (DIETs).  The Block Resource Centers (BRCs) and Cluster Resource Centres (CRCs) form the lowest rung of institutions in the vertical hierarchy for providing in- service training to school teachers.
Financing of Programs and Activities  For pre-service training, the government and government-aided teacher education institutions are financially supported by the respective State Governments.  Under the Centrally Sponsored Scheme on Teacher Education, the Central Government also supports over 650 institutions, including the DIETs, CTEs and the IASEs.  For in-service training, financial support is largely provided by the Central Government under the Sarva Shiksha Abhiyan (SSA), which is the main vehicle for implementation of the RTE Act.  Implications on Teacher Education of the Right of Children to Free and Compulsory Education Act, 2009
 The Right of Children to Free and Compulsory Education Act, 2009 has implications on the present teacher education system and the Centrally Sponsored Scheme on Teacher Education.  The Act inter alia provides that:  The Central Government shall develop and enforce standards for training of teachers.  Persons possessing minimum qualifications, as prescribed by an academic authority authorize by the Central Government, shall be eligible to be employed as teachers.  Existing teachers not possessing such prescribed qualifications would be required to acquire that qualification within a period of 5 years.  The Government must ensure that the Pupil-Teacher Ratio specified in the Schedule is maintained in each school  Vacancy of a teacher in a school, established, owned, controlled or substantially financed by the Government, shall not exceed 10% of the sanctioned strength.
National Curriculum Framework on Teacher Education  The National Council of Teacher Education (NCTE) has prepared the National Curriculum Framework of Teacher Education, which was circulated in March 2009.  This Framework has been prepared in the background of the NCF, 2005 and the principles laid down in the Right of Children to Free and Compulsory Education Act, 2009 which necessitated an altered framework on Teacher Education which would be consistent with the changed philosophy of school curriculum recommended in the NCF, 2005.
 Framework has some important dimensions of the new approach to teacher education  Reflective practice to be the central aim of teacher education.  Student-teachers should be provided opportunities for self-learning, reflection, assimilation and articulation of new ideas.  Developing capacities for self-directed learning and ability to think, be critical and to work in groups.  Providing opportunities to student-teachers to observe and engage with children, communicate with and relate to children.
Conclusion  Through this study it has been observed that a progressive effort has been done on teacher education for improvement of the profession.  There is a consensus need to ensure the maintenance of highest standards in teacher education and determination for its improvement to raise the status of profession.  But achievement of these goals are still a questionable matter with respect to role of higher education. However, a considerable approach could result in an improved system of Teacher Education.