National Conference
On
“Professionalism in Teacher Education”
Organised by
University of Allahabad, Allahabad

Theme : ‘Professionalism and Curriculum Framework for Teacher Education’

Professionalism in teacher education
School teaching is the single largest professional activity in India. There are 4.52 million teachers in the country out of which nearly 3 million teachers are in primary/elementary schools. Because of its size, the role played by teacher training institutes has always been a matter of discussion. The teacher education system has followed fixed curricula for different categories of teacher education programmes. This fixed curriculum is unable to meet the specific needs of professionalism in teacher education and is not keeping in view the diversity of school system and the requirements of schools in terms of training the teachers.

Teacher education for building a learning society for developing the ability of learning to learn and developing competencies required for using information and communication technology in teaching learning is one of the new ideas in the latest framework on teacher education. These ideas are not getting reflected appropriately in spirit in the new teacher education programme.

Teacher education will become futuristic and dynamic only when the existing programme cater to the changing needs and the element of professionalism is very seriously incorporated in it. The new type of professional teacher which is the need of the hour has to be forward looking, able to adapt appropriate pedagogy, prepare suitable instructional material to suit the needs of teaching learning and carry out the tasks envisaged for him/her.

Professionalism in Teacher Education
Teacher education institutes while preparing teachers have to ensure that the training makes them all rounders. The training develops in them ability and adaptability. It makes them skillful and ensures that they acquire desired proficiency in all the tasks that a teacher is expected to do.

(more about professionalism!!)

Curriculum Framework for Teacher Education
The curriculum framework establishes learning outcomes for all students, regardless of who they are, which school they attend, where they are from, or what approach their school takes to help them achieve those outcomes. These learning outcomes are set out within the overarching and learning area statements.

The curriculum framework is an inclusive framework for all students. It sets out “….the knowledge, understanding, skills, values and attitudes that students are expected to acquire”.

The curriculum framework makes explicit the learning outcomes, which all students should achieve. This focus on outcomes represents a major shift in school curriculum from a focus on educational inputs and time allocation toward one that emphasizes the desired results of schooling.

It is neither a curriculum nor a syllabus but a framework identifying common learning outcomes for all students, whether they attend government or non-government schools or receive home schooling. It is intended to give schools and teacher’s flexibility and ownership over curriculum in a dynamic and rapidly changing world environment.



Schools and teachers need to use the curriculum framework to develop their own learning and teaching programmes according to their circumstances, ethos and the needs of their students.

(something which relates curriculum framework and teacher education is missing!!)

Professional responsibilities of teacher in relation to curriculum renewal
Like all curriculum frameworks, core curriculum requires thoughtful improvement or renewal. This relates to the professional responsibility reasoned criticism. Teachers’ participation in core curriculum renewal might include

¨ Changing, adapting, improving or expanding aspects of curricula that have been implemented to reflect individual classroom contexts.
¨ Participating in local regional and/or provincial curriculum change.
¨ Examining the directions, philosophy or implications of core curriculum or aspects of individual curricula from a base informed by the refinement stage.

A teacher’s first moral obligation is to provide excellent instructions. Teachers with the high level of professionalism have a deep obligation to help students learn. According to Wynne 1995, teachers with that sense of obligation demonstrate their professionalism by:

¨ Coming to work regularly and on time;
¨ Be well informed about students-matter;
¨ Planning and conducting classes with care;
¨ Regularly reviewing and updating instructional practices;
¨ Cooperating with or if necessary confronting parents under achieving students;
¨ Tactfully but firmly criticizing unsatisfactory school policy and proposing constructive improvement.

Though codes of ethics may not have played a significant role in teacher preparation programme in the past (Strike & Ternasky, p.3), professional ethical dispositions of teachers must be addressed as a part of national council for accreditation of teacher education.

The curriculum framework for professionalism in teacher education should include the following:

¨ Knowledge of student and their learning.
Ø Professional teachers support the intellectual, social, physical and personal development of all students.
Ø Such accomplished teachers:
v Believe that all children can learn at high level and hold high expectations for all.
v Understand how learning occurs in general and in the content areas (for example; how diverse learners construct knowledge, acquire skills and develop habits of mind).
v Are sensitive, alert and responsive to all aspects of a child’s well being.
v Understand how factors in environment inside and outside of school may influence students’ lives.

¨ Learning environment
Ø Professional teachers create learning environment that encourages positive, social interaction, active engagement in learning and self-motivation.
Ø Such accomplished teachers:

v Create a learning community in which students assume responsibility, participate in decision making and work both collaboratively and independently.
v Organize, allocate and manage time, space, activities, technology and other resources to provide active and equitable engagement of diverse students in productive tasks.
v Understand and implement effective classroom management.
v Recognize the value of and use knowledge about human motivation and behaviour to develop strategies for organizing and supporting student learning.
v Are sensitive to and use knowledge of students unique culture, experience and communities to sustain a culturally responsive class.
v Access school, district and community resources in order to poster, students’ learning and well being.
v Use effective, verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

¨ Teachers design their own career paths.
Ø Such accomplished teachers:
v Are professional educators.
v They accept the challenge to pursue and create their own career opportunities from the day they decide to teach through retirement.
v They identify their needs based on their students’ learning, seek knowledge and support locate and evaluate resources.
v They are committed to their own professional growth as well as to the future of their disciplines.

¨ Professionalism
Ø Teachers recognize, participate in, and contribute to teaching as a profession.
Ø Such accomplished teachers:
v Continually examine and extend their knowledge of various disciplines.
v Understand and implement laws related to rights and responsibilities of student’s educators and families.
v Follow established codes of professional conduct, including school and state policies, systematically reflect on teaching and learning to improve their own practice.
v Seek opportunities to learn by reflecting.
v Advocate curriculum, instruction, learning environment and opportunities that support the diverse needs of and high expectations for all students.
v Assume leadership and support roles as part of a school team.

Paper for National Conference On
“Professionalism in Teacher Education” Organised by
University of Allahabad, Allahabad