Teacher Education through School Based Support in India

Teacher Education
through School Based
Support in India
Teacher Education
through School-based
Support in India
TEC14, Hyderabad
Collaborative approach to teacher development
• Centrality of valuing the voices of Indian teachers
and an appreciation of their educational context
• A suggestive approach that inspires rather than
being prescriptive and exhaustive.
• Provides the ‘seeds for adaptation and adoption.
• Promotes reflection and sharing of practices
The OER Materials
• Takes the form of a resource or tool kit
• Supports and speaks directly to the teacher
• Builds mutual respect between teachers and
• Promotes active engagement of students
• Focuses on transferable classroom techniques
• Includes many practical activities and dialogue
• Stands alone and also complements other forms of
• Assessment an integral part of teaching-learning
Process of Material Development
• Gathering a bi-national writing team
• Scoping what is required (policy[ NCF 2005 & NCFTE 2009],
research, experiences of teachers & teacher educators)
• Outlining a syllabus for each subject set( classroom
• Writing each unit as a team, peer reviewing and reworking
• Circulating the first draft to critical readers in India and UK
• Using the feedback to inform writing of the second draft
• Preparing the audio visual content- Indian classrooms
• Development testing of the materials in Indian classrooms
• Publiction of the English Units
• Making them available in multiple formats: in print, online, on
CDs, on SD cards for mobile phones
The OER Units are:
• OERs are : LIVE Free Open , represent shells
written initially in English to be translated and
• Criticality of OER localisation to fit different teaching
and learning contexts- to reflect local cultures,
customs school traditions.Capacity building of those
involved integral to the process.
• Evolving (Assume adaptation and amendment)
Localisation of OERs
• Identification and Constitution of State Resource
groups/teams ( subject specific) in collaboration with
SCERT, SSA & RMSA other key institutions.
• Conduct of a Series of Subject specific Workshops
for refining and localizing OER units by the SRGs
(SLEs, SLMs, Experts)
• Integrating videos, case studies, reference to NCERT
textbooks, photographs etc into the Units.
• Vetting and approval by SLMs and Review Committee
Example content from Elementary English (1)
EE 02: English emergent literacy: songs,
rhymes and word play: Activity 5
EE 15: Everyday
English: using
the community
as a source:
Activity 1
Example content from Elementary English (2)
EE 15: Everyday English: using the community as a
source: Activity 5
EE 6: Reading English:
shared reading and
guided reading:
Resource 2
Example content from Secondary English (1)
SE 02: English in the
Classroom: Case study 1
Example content from Secondary English (2)-SE 6: Helping students
write independently:
Resource 1
SE 12: Teaching literature: Activity 5
Tools and vehicles
• The units represent both tools that can be employed
according to their users’ differing needs and
contexts, and vehicles for creating supplementary
units to extend what is currently available.
• As such, they place their end-users at the centre of
their creation, enhancement and deployment, in a
collaborative, needs-driven, iterative process.
Material Usage by States : Possibilities
• Pre- Service Teacher Education ( Modules/
• In- service Teacher Education Programs (SCERT/DIET etc)
• On line Courses Open Universities/ ODL Contact
• Trainings of HTs/ Principals / State administrative cadre
DEOs/BEOs and others
• Incorporation into training modules
• Conducting discussion & dialogue in BRC/ CRC meetings
on classroom pedagogic practices
• Promote academic support in classrooms.
To find out more, see our website:
• www.TESS-India.edu.in