Teachers, skill upgrade is part of syllabus

The draft policy has also stated that teachers will be recognised for novel approaches to teaching. File  

With the curriculum across education boards undergoing change with every academic year, the spotlight is now on keeping learners engaged and having interactive classrooms which, in turn, has put the focus on teachers’ skills.

The draft National Education Policy (NEP) has emphasised on how better pre-service as well as in-service training can contribute to raising the skills of the teachers.

While the draft has recommended that teachers be given more autonomy in choosing finer aspects of curriculum and pedagogy so that they can teach in an effective manner, it has also stated that teachers will be recognised for novel approaches to teaching which improve learning outcomes in classrooms. “From our experience, five specific micro-skills are needed to be effective in the classroom. Teachers need to set a clear aim for learning, conduct and manage an interactive experience in the classroom, encourage children to ask probing questions to help uncover concepts, apply learning to real life problems and ensure practice, and finally assess student skills and give useful feedback,” explained Ashish Rajpal, CEO and Founder, XSEED Education. He further said shifting emphasis from content and syllabi towards pedagogy and the process of learning could be one of the most effective policy enablers for upgrading teacher skills. As part of their XSEED SuperTeacher Search finals on August 10 to be held in the XSEED education conference in Chennai, the finalists will teach a live classroom and will be judged by a jury based on it.

In-service programmes

As part of its in-service training programmes, the School Education Department in Tamil Nadu has the SCERT working with District Institutes of Education and Training (DIETs) to look for innovative teaching methods as well as document their best practices.

More recently, the SCERT has joined hands with UNICEF to examine the existing system in place for the assessment of learning and how to bring about a change where needed. This, many teachers feel, would also contribute to transforming classroom practices.

Emphasising on the importance of teacher training for early educators, Meghna Yadav, Head of Training and Development, KLAY schools, said, “For so long, there’s been a constant focus on the content and pedagogy but it is essential to understand the ‘why’ and the associated learning outcomes for early years,” she said. Ms. Yadav further pointed out that the NEP too has turned the spotlight on professional training, mentoring and career mapping, which she believes will pave the way for high quality educators in early education.

“Teachers for young children should be made aware of why they are singing a song or having an art activity. The right kind of teacher training will ensure that there is quality education provided,” she added.

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Printable version | May 11, 2021 5:32:08 AM |

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