CTE's and the Experience

1
CTE's and the Experience

• The CTE is a college of Tecaher Education
• Between three districts there has been atleast
  one CTE set up
• The support is under a the central scheme
• The support includes for some support over the
  staff already appointed
• Also includes support for some infrastructure

2
Functions Of the CTE

• Pre-Service teacher preparation as a TTI. The
  training is for the secondary teachers
• In-service secondary teacher preparation
• Research activities
• Support to the DIET's

3
Pre-Service Education

• The CTE is a part of the university program and
  hence there are no new ideas that can be included
  in it
• The admissions and assesment calendar and manner
  is all Governed by the university
• University councils and academic bodies have a
  large number of persons without a coherent
  perspective and purpose
• No CTE can involve students in any alternate
  activities or plan for its own capacity building

4
In-Service training

• The program of the CTE orientations are not
  formulated by itself based on its ideas and
  strengths. It is decided at the State the CTE has
  to follow the program
• The SCERT, the SSA/RMSA, the Directorate lack
  co-ordination and hence programs have to be
  organised in a hurry
• The faculty does not recognise the need for and
  does not have the time to work as a team and link
  modules or share them

5
In-Service training -2

• The programs are planned without any
  comprehensive plan of capacity building of
  individual teachers
• The Faculty does not have structures to review
  and reflect on their modules or their delivery
• The numbers even in the secondary schools are too
  many for the institution to handle
• The faculty needs to have a regular experience of
  interacting with schools and teachers in their
  settings as observers and learners

6
Research

• The research is not open and has very little
  quality check
• The faculty does not opportunity to interact with
  seminars and have courses on research methodology
  and re-vitallise their knowledge and curiosity of
  their experience
• There is no consolidation of the research
  undertaken even at the level of a university

7
Co-Ordination

• The CTE relats to the Directorate, the SCERT and
  the university, with no Co-ordination among them
• The nodal office that is supposed to Co-ordinate
  among the CTE's and the IASE's does not have a
  academic nature but is largely administrative
• The teachers to be invited for the orientation
  have to come from schools and therefore released
  and deputed by the DEO/DDO. That requires a lot
  of effort and pursuance to meet the targets

8
Capacity- building of CTE

• Of Nodal officers and Principals
• Of Faculty
• On vision, research activities, purpose
• On disciplines, research methods
• On planning and work organisations
• Who will do it?
• Where will it be done?

9
More Possible Work

• Capacity building of new training college
  teachers
• Set-up of network of teachers colleges
• Elementary teacher preparation
• Preparing reading materials for the teachers

10
Key Issues

• Need to have a new cadre
• Need a structure for their visioning, review,
  institutional capacity building and planning
• Need a Co-ordinating and organising structure
• Need to have autonomy for their work
• They need to have scaffolding to build their plan
  and implement it