Snapshot of the Two-Year MEd Programme Structure
Snapshot of the Two-Year MEd Programme Structure (As Approved in the NCTE Recognition Norms and Procedures, 2014) The 2-year M.Ed. programme is designed to provide opportunities for students to extend as well as deepen their knowledge and understanding of Education, specialise in select areas, and also develop research capacities, leading to specialisation in either elementary education or secondary education. Programme Structure: While conceptualising the credit apportions, the Choice Based Credit System (CBCS) proposed by UGC should be adopted. The proposed programme follows the following organisation and credit apportionment format: Year 1: 16 – 18 weeks * 2 semesters + 3 weeks in summer Year 2: 16 – 18 weeks * 2 semesters + 3 weeks in inter-semester breaks Total: 16 – 18 weeks * 4 semesters = 64 – 72 weeks; + 6 weeks for field immersion during inter-semester breaks = 70 – 78 weeks. Apart from the 6 weeks in the various inter-semester breaks, 7 weeks should be allocated to the field immersion. Each year should have a total of at least 200 working days exclusive of admissions and exam period. The MEd Sub-Committee has outlined a model that has 80 credits1 in total: 44 for core courses, 20 credits for specialisations, 8 credits for field internship (4 credits in a teacher education institution and 4 in the area of specialisation), and 8 credits for research leading to dissertation. Put differently, the curriculum will have core courses (which shall have about 60% of credits) and specialisation courses and dissertation with about 40% of credits. Critical reflection on gender, disability and marginalisation should cut-across the courses in core and specialisations. Similarly skills pertaining to ICT and educational technology should be integrated in various courses in the programme. The taught courses will also have practicum components including workshops [even on aspects that go beyond theory courses such as self-development for mental and physical well being through modalities such as yoga, etc.], seminar and other field-based activities that supplement teaching-learning. 1 Each credit in a taught course is equated to one hour of teaching or two hours of seminars/ group work/ tutorial/ laboratory work/ practical work/ field-work/ workshop per week for 16 weeks. Thus, a 4-credit course entails 4 hours of regular teaching per week or as much as 8 hours of teaching and other programme activities. NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd A picture of the organisation of the programme is given below and its components are briefly described in the subsequent table. These are explained in deatil in the Section 3 of the Report that follows. Core within Elementary Specialisation Elementary School Stage Specific Specialisation (Taught Courses + Practicum = 20 Credits, Internship = 4 Credits, and Dissertation = 8 Credits) Common Core (Perspectives, Tools, Teacher Education) (Taught Courses & Practicum = 44 Credits; and Internship = 4 Credits) Secondary School Stage Specific Specialisation (Taught Courses + Practicum = 20 Credits, Internship = 4 Credits, and Dissertation = 8 Credits) Further Specialisation in any 1 Thematic Cluster: a. Curriculum, Pedagogy and Assessment; b. Policy, Economics and Planning; c. Administration, Management and Leadership; d. Inclusive Education; etc. Core within Secondary Specialisation Further Specialisation in any 1 Thematic Cluster: a. Curriculum, Pedagogy and Assessment; b. Policy, Economics and Planning; c. Administration, Management and Leadership; d. Inclusive Education; etc. 2 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 3 The curriculum of the two-year M.Ed. programme will comprise of the following components: Major Areas Covered Components Description Perspective, 1. Perspective Courses in the areas of: Tool, and Philosophy of Education, SociologyTeacher History-Political Economy of Education, Education Psychology of Education, Education Courses Studies, and Curriculum Studies. 2. Tool Courses comprising basic and advanced level education research, academic writing and communication skills; educational technology and ICT; self development (with focus on gender and society, inclusive education and mental and physical well-being through modalities such as yoga) 3. Teacher Education Courses (which are also linked with the field internship/ immersion/attachment in a teacher education institution) shall also be included in the core. Specialisatio Courses in any The Specialisation branches in one of the of the school stages: Elementary (upto VIII), or, n Branches one (Theory and school secondary and senior secondary (VI to XII), Practicum levels/areas each with: included) (such as 1. Core courses, within elementary, or elementary/secondary specialisation, secondary and focussing on mapping the area senior 2. Specialisation/elective clusters in secondary) and thematic areas pertinent to that stage, such further thematic as: Curriculum, pedagogy and assessment; specialisations. Policy, economics and planning; Educational management and administration; Education for differently abled; Education Technology, etc. Teacher Field internship/attachment in: Internship/ Education 1. A Teacher Education Institution, and Field + 2. The area of specialisation Attachment Institution Related to specialisation Related to Students (in close mentoriship of a faculty Research member) learn to plan and conduct a leading to specialisation/ research, and write a thesis. Dissertation foundations Common Core (Theory and Practicum included) Suggested Credit Allocation Perspective: 24 Credits; Tool Courses: 12 Credits; Teacher Education: 8 Credits; (excluding 4 credits for field internship) 20 Credits (excluding 4 credits of field attachment) 8 Credits (4 Credits each) 8 Credits 80 Credits NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd Section 1: Conceptual Framework This section of the Report serves as the context or the rationale for the recommendations of the Sub-Committee. It first presents the main recommendations of the JVC Report in the context of the post-graduate professional programme for preparation of professional practitioners education. Based on these recommendations, the highlights of the review of the Model MEd syllabus, developed by NCTE (and presented to this Sub-Committee for review as per JVC recommendations) has been presented. This is followed by a brief note on the conceptual basis of the programme proposed by the Sub-Committee. 2.1. Recommendations of JVC Report and NCFTE 2009, and Review of the Model MEd Syllabus developed by NCTE As explained in Section 1 of the report, the recommendations of the Sub-Committee are situated in the context of JVC recommendations, and NCFTE, 2009. In the process of developing the curriculum framework, the Sub-Committee etched out the essential features of a programme that is being imagined in the NCFTE and JVC. These include: 1. Stage specificity in training for various school levels and overcoming the hierarchies between the various levels. 2. Two year MEd programme or longer integrated models. 3. A framework (along with a rationale for) for defining the conception of a professional programme in education (in terms of what makes it different from a liberal programme). NCFTE states, “[MEd] is also indistinguishable from the 2-year M.A. in Education (considered a programme of liberal, academic study of education) because in actual course design and content, the two do not differ on any sound academic rationale.” (p. 79). 4. A logical framework of core courses and specialisation streams that train entrants for the various professional roles including teacher educators, specialists in foundations of education, curriculum developers, policy makers, administrators and the like. 5. A logical balance between theory and field exposure. 6. A greater emphasis on the mastery over the content areas taught at school level. In the light of the above recommendations, the review the 1-year MEd syllabus developed by the NCTE indicates that it does not adhere to the spirit of the NCFTE and JVC in the context of the following: 4 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd The NCTE model syllabus is for a 1-year MEd programme and therefore does not adhere to the JVC‟s and NCFTE‟s (2009) recommendation for a move towards longer duration models. There is a skew in the programme contents and design in the favour of psychology and research methods courses at the cost of other critical areas. Given that the entrants of the MEd programme would be drawn from longer duration first degree programmes in education, the contents of the courses seem to be basic. The various components of the syllabus and the course outlines are not fleshed out in terms of the rationale, focal concerns, modality, and approach. For example, the dissertation component does not explain the vision with which it has been included in the programme, how it has been integrated in the design, how it would be structured, etc. The course rubrics are also problematic. For example: “Pedagogy of science education”. How the model syllabus locates itself in the context of the contemporary teacher education scenario in the country also does not come across from the document. In this context, it emerged from the deliberations of the Sub-Committee that it would be essential to formulate a framework for a 2-year Masters in Education programme that is located in the concerns that JVC and NCFTE are addressing. 2.2. The Context of the Recommendations This section of the report presents the conceptual basis on which the 2-year MEd programme framework (outlined in the subsequent section) is based. It revolves around three questions: What is the character/nature of professionalisation in education? In a situation when the very domain of education is contested, can there be a generally accepted basis to define the domain and the concerns therein? In the context of these, what are the major concerns (or objectives) of the programme structure proposed in the Report? 5 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 2.2.1. Nature of Professionalisation in Education How is the domain of education constituted and what is the rationale for a professional training in education? Education is a complex organisation or arrangement of a large variety of elements facilitating the process of student learning which is core to this entire enterprise. Facilitation of learning happens essentially through teaching. Although there are several elements like curriculum, textbooks, school organisation and so on, providing a context to as well as actively supporting teaching, the role of the teacher of actually engaging with learners in a live, realtime context, is undoubtedly central to the facilitation process. Teaching is a complex process that presupposes on the part of the teacher both professional skills as well as conceptual and theoretical perspectives to locate these in. Professional preparation and continuing professional development of teachers in turn needs teacher educators who are themselves professional teachers and who have, through a process of critical scrutiny of theory, critical reflection on practice as well as doing research, deepened their understanding of the larger societal factors that circumscribes the context and scope of the core education processes, the nature and structure of knowledge that the learners construct and develop and the dynamics played out in the psychic and social world of the learners. MEd is the context of professional training of teacher educators. Therefore, the programme needs to provide for and facilitate the above mentioned deepening of understanding and critical reflection though both critical comprehension of theory as well as hands-on reflective practice. What makes a professional programme professional and how is it different from a liberal programme? What are the distinct features of education (if any) vis-à-vis the other professional domains? Professional programmes have certain distinct elements over and above those of liberal programmes. Therefore, in addition to critical comprehension of theory and collective reflections, exploratory readings, and inquiry through research, both theoretical and empirical, which are elements of good liberal programmes, professional programmes have a distinct additional emphasis on hands-on and field-based experiences, deep and protracted reflective practice, development of competencies and skills, particularly those related to practice of the profession, and inculcation of ethical principles that characterise the profession. Professional training in education in this sense would be constituted by the above features that are common to most of the professional fields. 6 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd However, while there is a utility in drawing parallels between education and other professional fields like engineering and law, there are limits to these comparisons. There are certain specific kinds of expectations from the professionals in education that are distinct from those in other professions. In more apparent ways, this is because education demands a training in pedagogy of school subjects, which itself requires a deeper engagement with the epistemological bases of the cognate disciplinary areas. In addition education demands a greater integration of the contributing disciplines. For example, say, a 101 course in Mathematics in an engineering curriculum can simply be a mathematics course; but a foundation course in education is a “sociology or philosophy or psychology of education” course, which plays a constitutive role. 2.2.2. Education as a Domain and the Thrusts of the MEd Programme In a situation when the very domain of education is contested, can there be a generally accepted basis to define the domain and the concerns therein? There is an ongoing debate about the status of education as an area of knowledge or discipline. Largely irrespective and independent of this debate, there is a consensus about the professional status of teaching and other supportive processes like educational administration, curriculum design, textbook development, educational evaluation and so on. It follows logically therefore that preparation of educators to engage with these processes is itself an exercise of professional preparation. It is important to differentiate between the two major components that constitute preparation of educators and their continuing professional development, viz., the domain of perspective building and the domain of competence development. While one must acknowledge the contributions of the various foundational areas in the perspective building exercise, it must be emphasised that the essence of professional preparation as educators is reflective practice involving hands-on engagement with the core processes of education. In the context of the above stated questions, what are the major concerns (or objectives) of the programme structure proposed in the Report? The major thrust of the MEd programme would be professional preparation of teacher educators who would through this process be equipped with the knowledge and competencies to facilitate and conduct initial preparation and continuing professional development of teachers. They would need to be necessarily equipped with the core competencies and 7 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd knowledge related to teacher education, its philosophical underpinnings, organisation, methodology, and so on. They would also need to specialise in one or the other of such areas as – curriculum, pedagogy and assessment; policy and economics; leadership, administration and organisation; early childhood education; secondary education; and the like. In addition, they should have a coherent perspective – socio-historical, political-economic, philosophical, and psychological – to make sense of education – its policies, systems, institutions, practices and processes. The programme should aim at developing in teacher educators skills related to independent study of literature, research, academic writing, professional communication and team work. It should also endeavor to develop in the future practitioners a deep and critical awareness of professional ethics and an ability to critically engage in and reflect on practice. 8 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd Section 2: MEd Programme Structure 3.1. Entry Level Expectations and Qualifications 3.1.1. Expectations from the First Degree Adequate content knowledge at par with a bachelors degree in a school subject area School experience Initiation in the foundations of education and pedagogic studies Familiarity with contemporary context of education 3.1.2. Entry Qualifications The universities offering MEd programme should stipulate the minimum eligibility marks at par with what is practiced in the university in other professional and post-graduate programmes. It is essential that an entrance exam (which may include a written test and an interview) is conducted for selection of the students. The applicants for entrance test should be drawn from the following programmes: a. BEd degree of 1 or 2 years duration, or b. 4 year integrated teacher education degree programme (BElEd/ BScEd/ BAEd), or c. DElEd/ DEd with a bachelors degree (BA/BSc/BCom, etc.)2 Since teacher education is a praxis based field of study, it is desirable that teacher educators have a teaching experience. In this context, it is recommended that possibilities that encourage working teachers to join MEd are explored. Thus, teaching experience may also be a desirable entry requirement for the programme. Institutions offering the programme may assign suitable weightage to prior teaching experience in the process of selecting the candidates. A first masters degree is not mandatory for entry in the MEd programme. However, for certain kinds of specialisations such as for senior secondary levels, institutions offering the 2 Note: The 2-year MEd assumes content/domain knowledge of the entrants at the level of graduate. Wherever it is found to be lacking, institutions may add bridge courses for the same. The Sub-Committee acknowledges that there may be different perspectives on whether or not diploma in education can be considered equivalent to the qualifications mentioned in points 1 and 2. While the equivalence or non-equivalence needs to be established by a review of the two kinds of teacher preparations, it can be said that in the current scenario the one year degree in education is also not of satisfactory quality. Also, the 2-year diploma will gradually be phased out after the JVC recommendations are implemented. In this context, the members agreed that if the 2-year diploma holders have completed their bachelors degree study in sciences/humanities/social sciences before or after the diploma, then they may be considered to be qualified to enter the programme. 9 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd programme may decide to add a first masters degree in the essential qualifications. The decision, for not making a first masters degree an essential qualification for entry, was taken in view of the following: a. Minimum qualifications do not debar entrants with higher degrees from applying to and entering the programme b. Since MEd is a post-graduate programme which requires candidates to have a first degree in education as well, to ensure that it attracts good graduates it is essential to keep the total duration of study viable. c. This also gives candidates an opportunity to choose their areas of masters after MEd. This would enable the graduates of the MEd programme to make more informed choice of the discipline in which they would want to pursue their second masters (MA/ MSc etc.). It is presumed that the candidates who have specialised at a particular school level (ECE, elementary/ secondary/ senior secondary) will continue in the same stream while pursuing MEd with specialisation in school based levels. 3.2. Structure for the 2-year MEd Programme 3.2.1. Programme Structure The proposed framework should not be seen as prescriptive by various institutions which will offer MEd programmes. While the spirit of the recommendations must be retained, these should not come in the way of innovations by universities. The proposed programme follows the following organisation and credit apportionment format: - Year 1: 16 – 18 weeks * 2 semesters + 3 weeks in summer - Year 2: 16 – 18 weeks * 2 semesters + 3 weeks in inter-semester breaks - Total: 16 – 18 weeks * 4 semesters = 64 – 72 weeks; + 6 weeks for field immersion during inter-semester breaks = 70 – 78 weeks; Apart from the 6 weeks in the various inter-semester breaks, 7 weeks should be allocated to the field immersion. The Sub-Committee has outlined a model that has 80 credits in total: 44 for core courses, 20 credits for specialisations, 8 credits for field internship (4 credits in a teacher education institution and 4 in the area of specialisation), and 8 credits for research leading to dissertation. The taught courses will also have practicum component. Each credit in a taught course is equated to one hour of teaching or two hours of seminars/ group work/ laboratory work/ field-work/ workshop per week for 16 weeks. Thus, a 4-credit course entails 4 hours of regular teaching per week or as much as 8 hours of teaching and other programme activities. 10 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd While conceptualising the credits the Choice Based Credit System (CBCS) proposed by UGC should be adopted. Programme Structure for 2-year Full-Time MEd: 4 semesters+ 1 summer; 80 credits Modality Components (a) Perspectives 24 credits (e+f) (e) Taught (f) Practicum/ (g) Internship Workshop/ Seminar (h) Research Project Sociology-History-Political Economy (8 credits); Philosophy of Education (4 credits); Curriculum Studies (4 credits), Introduction to Education Studies3 (4 credits), Psychology of Development and Learning (4 credits) Research Methods (Introductory and advanced levels adding-up to 8 credits); Communication skills (including ICT), Expository Writing, and Academic Writing (3 credits); Self Development (focus on: gender and inclusive education, and mental-physical well being including Yoga) (1 credit) (c) Teacher Institutions, Systems and Structures; 4 credits in a Education Conceptual basis of Teacher Education; TE institution 12 credits TE Curriculum, Policy and Practice; (e+f+g) Continuing Professional Development and In-Service TE. [Total: 8 credits] (b) Tools 12 credits Choice between Elementary (upto Class VIII) or Secondary and Senior Secondary (Classes VI to XII) Levels [or Early Childhood Education, or Higher Education], each having: 1. Core courses within elementary/secondary stage, and 2. Theme based electives: Curriculum, Pedagogy and Assessment; Policy, Economics, Administration and Leadership; Inclusive Education; Education Technology; etc. (20 Credits for both the components) Total Credits = 64 + 8 = 72 (d) Specialisations 24 credits (e+f+g) 4 credits based on the choice of specialisation cluster 8 credits (preferably in specialization area or in foundations) 8 80 (e+f+g+h) 3 This course will be aimed at introducing education as a phenomenon and as a field of study with a body of knowledge. 11 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd The above progromme structure is explained in the section below. First the various components of the programme structure (perspectives, tools, teacher education and specialisations) are discussed. This is followed by a discussion on the proposed modality of transacting these (taught, workshop/seminar/practicum, internship and dissertation). 3.2.2. Components of the Programme Structure a) Perspective Courses The main thrust of the MEd programme is visualised as a professional programme to prepare teacher educators; however in the current developing scenario in education it should also cater adequately to academic pursuits like curriculum and textbook development, research, policy analysis, and educational administration. The profession of the teacher educator has to be visualised keeping this broadened view of a teacher educator. There are many characterisations of a profession, some emphasising socio-political aspects of it and others keeping academic aspects at the centre. One such characterisation of profession that is adequate from academic perspective is provided by Downie in Professions and Professionalism, Journal of Philosophy of Education, Vol, 24, No. 2, 1990. This framework can be used to visualise profession of teacher education; without prejudice to other characterisations as the central points made in them have a very substantial overlap. What Professor Downie calls “ideal characteristics” of a profession emphasise the following (paraphrased): 1. Skill or expertise based on broad knowledge base. 2. Service provided with a relationship characterised by desire to help and with a sense of integrity, and authorised by an institutional body. 3. Entails duty to speak on matters of public policy, going beyond duties to specific clients and jobs. 4. Independence of influence of state and commerce. 5. Educated and not merely trained. 6. Moral and legal legitimacy depends on the satisfaction of the criteria 1 to 5 above. Expertise emanating from broad base of knowledge and understanding, skill and judgment being guided by theoretical considerations, public function, integrity and independence of professional judgement are generally accepted as necessary characteristics of a profession. Teacher education as a profession might have some special characteristics of its own as far as the required knowledge base is concerned. In, say, engineering a knowledge base of science, 12 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd abilities specific to engineering and situating the profession in the society may be enough. But teacher education as a profession may additionally demand: i. Certain knowledge of pedagogy to help others acquire knowledge and capabilities. ii. A general perspective on society, social needs and concerns and well-being of human beings will also be essential to be an educator. iii. A wider understanding of human knowledge, an idea of epistemic structure of disciplines other than one‟s own also will be necessary for a teacher educator to situate her own work in the curriculum, and educational perspective. iv. In depth and breadth of understanding education of teacher educators will have to match liberal studies otherwise it would be restrictive and further development of knowledge by the teacher educator himself/herself will be impaired. All this leads to the need of a robust theoretical perspective on education in general and teacher education in particular. What constitutes an adequate theoretical basis for such a perspective is a difficult question. One, because almost everything in the society and all branches of human knowledge might be seen as required for education. But no curriculum can aspire to teach everything. Therefore, a reasonable basis for deciding the extent of theoretical basis and a criterion for selection is needed. Two, disciplinary knowledge that is supposed to form an adequate perspective on education itself often approached in a manner that pulls the student in different directions and rather than helping in the formation of a coherent understanding leads to fragmentation and confusion. Therefore, curriculum planning for perspective, together with a criterion for adequacy, also requires a principle of unity. One possibility of such a principle of unity is provided by acceptance of „intentional teaching and learning‟ as the core of education, be that at the primary or university level. All that helps in developing a vision of intentional teaching-learning, its critique, issues involved in it and development of judgment to resolve those issues and answer those questions can be seen as the core of educational perspective. Education, intentional or otherwise, however, always happens in a socio-political and historical context and requires institutional basis for its continuity. The fundamental questions for intentional education in this sense can be seen as: why is it needed? Answering this would require an articulation of educational aims. What needs to be taught to achieve those aims? An adequate answer to this can only be in the form of criteria for selection of knowledge, values and skills; that is criteria for selection of knowledge for 13 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd curriculum, and how the teaching should be done (which will demand criteria for an acceptable pedagogy, see here as including assessment). For an adequate perspective for teacher education one has to pose these questions both at the school level as well as at the teacher education level. The obvious disciplines that might directly contribute to such a perspective seem to be: philosophy of education, psychology of education, sociology of education, history of education and political economy of education. The questions regarding notion of human being, ideas of desirable society, human knowledge and values (moral and aesthetic), capabilities and skills, and ways of their development; all have to be considered in an integrated manner in forming an adequate perspective on education. Therefore, understanding and contribution required from these disciplines is not within the boundaries of their own disciplinary limits; an interactive stance would be needed where fidelity is more to grappling with educational issues rather than to disciplinary purity. In the light of above discussion the core courses to build perspective on education and teacher education can be thought of as below: 1. Introduction to Education Studies: This should be an introductory course to encompass education as social phenomena, practice and field of study. The purpose here is to introduce the nature of education studies and map the field rather than in-depth critical understanding. It may be taught through short courses that focus on: a) introducing the students to certain selected seminal educational texts that represent the foundational perspectives [This may be done in a guided reading mode where a small cohort of students reads these texts with a faculty mentor]; b) orienting the students to the institutions, systems and structures of education and flagging the contemporary concerns of education policy and practice (which would be taken-up in greater depth with in other courses). 2. Philosophy of Education: This course should be used to develop capabilities for conceptual analysis and recognise issues that need understanding from ethical, epistemic, aesthetic and political philosophy perspective. 3. Psychology of Education: This course should be seen as including both psychology of learning and development, and contribute to a fuller understanding of human being as well as of pedagogical issues. 14 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 4. Sociology, History and Political Economy courses: The relatively formal understanding developed through philosophical and psychological perspectives remains inadequate unless understood in social, historical and political economy context. These courses perhaps can be best constructed in interaction with each other, and be seen as contextualising formal understanding of education. 5. Curriculum Studies: This course can bring all the understanding and analysis developed though the earlier mentioned course into a coherent unified perspective on education. Special care has to be taken in this course to build a broad, balanced and coherent perspective on why, what, and how of education. To be effective all these courses have to simultaneously address school education as well as teacher education, and have to primarily gear to address educational issues while keeping disciplinary authenticity and rigour. Critical reflection on gender, disability and marginalisation should cut-across the courses in core and specialisations. Similarly skills pertaining to ICT and educational technology should be integrated in various courses in the programme. The taught courses will also have Practicum Component including workshops [even on aspects that go beyond theory courses such as self-development for mental and physical well being through modalities such as yoga, etc.], seminar and other field-based activities that supplement teaching-learning. b) Tool Courses As the rubric suggests, the tool courses are envisioned to provide students with certain skills that enable them to work as professionals and scholars in the field. Located in the common core of the MEd programme that will be taught to all students irrespective of the specialisations they choose, these tool courses have been conceptualised in a broader fashion (to encompass research, communication and writing skills) rather than restricting them to a specialised domain of say policy analysis or curriculum development. [However, the specialisation branches should include tool courses of specialised kind.] Ideally these tool courses should be transacted through or be supplemented by workshops. The 12 credit tool component in the core includes the following courses: 1. Two (or more) research methods courses of introductory and advanced levels adding-up to 8 credits: While the MEd graduates are expected to do research, they are also expected to read research in all kinds of roles they assume as professionals. In this regard, the research courses should have two main objectives: a) to equip students with skills and understandings 15 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd to „read‟ educational research; b) to develop abilities to plan and do quality research. For many students, MEd is the first formal occasion where they are introduced to research or at least to research in education. Therefore, it appears essential to devote at least 8 credits spread in two (or more) separate courses to the component of research out of which one introduces the domain and the second advances this understanding with specific focus or foci. The introductory research methods course(s) should primarily aim at orienting the students to the idea of research, and basic research concepts and skills. For instance, it may focus on introducing certain selected methods, tools and techniques; formulating research problems and questions; framing hypothesis; observing and taking field-notes; interviewing and transcription; developing proposals and the like. The course should also familiarise students with basic educational statistics so as to make them better equipped to read educational research and literature. The purpose is to introduce students to the enterprise of research by providing a space for hands-on engagement. In this regard, it will be more meaningful if the introductory course is supplemented by workshops or is conceptualised in a workshop modality with short modules focussing on different areas. The advanced course in research may be conceptualised or organised in various ways. For example, one possibility is to design different kinds of courses for the different specialisation areas offered in the programme. Second possibility is to design a course that may not be specialisation specific but advances the pursuits undertaken in the introductory course by delineating certain focal methodological frames. Third possibility is to offer students a basket of research courses that have different focusses (for example, action research, ethnography in education, programme evaluation, experimental designs and the like) from which they choose one. Whichever approach is chosen, the aim should be to enhance the understandings not only with respect to doing research, but also with regards the philosophical bases of research, how these shape research practice, and making-sense (at a beginners level) of how research in education is constituted. These understandings should be supplemented with focussed handson assignments, activities or projects that further the students‟ research skills and understandings. Engagement with research ethics should cut-across these courses. 2. Communication skills, Expository writing and Academic writing (3 credits): The short workshop courses (or course) on communication skills and expository writing are intended to enhance the ability of the graduates to listen, converse, speak, present, explain and exposit 16 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd ideas in groups and before an audience – as this is one of the essential expectations from all professionals in education. The workshops should also involve training in ICT and educational technology. The academic writing component is meant to focus on questions such as: What are the different kinds of writings and writing styles? What are the essential requirements of academic writing? What distinguishes a good academic writing from others? What are academic sources and how to refer to them? How to cite a source, paraphrase and acknowledge the source? How to edit one‟s own writing? 3. Self-development workshops (1 credit): These workshops should engage the students in reflecting on the linkages between the self and one‟s professional practice. Themes such as gender, society and education, „disability‟, psycho-social dimensions of exclusion, and inclusive education, should be central to these workshops. Sessions on mental and physical well-being (through modalities such as Yoga), should also be interwoven in the sessions. c) Teacher Education Component The master of education programme is viewed primarily as a programme that prepares teacher educators who would be involved in either initial teacher preparation or in-service teacher professional development or both. Even though all courses in the MEd Programme will contribute to the making of a teacher educator, it is necessary to provide focussed exposure and experiences in teacher education. This component on teacher education hence will be compulsory for all students. It would consist of two taught courses transacted oncampus and an internship transacted in an institution of teacher education. The notion of teacher cognition and teacher learning has acquired a special meaning in the last 20-30 years. This is also embedded in the concept of teacher development/growth that enables a teacher to keep learning and growing in the profession. In keeping with learnercentred approaches to teaching leading to autonomy, it is necessary for the teacher educator to employ learner centred approaches in the teacher education classroom. A teacher education programme would need to equip a teacher educator to this end. The would be teacher educator needs space and time in the curriculum to realistically understand the roles and functions expected of them by observing and analysing the activities performed by the teacher educators in an institutional context. They also need opportunities to put into action the theoretical understandings about teacher preparation gained through 17 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd various courses in the curriculum. This component in MEd is designed in keeping with the above rationale and with an intention to help students integrate theory and practice of teacher education on the one hand and of school experiences with that of teacher education on the other. The broad objectives of the teacher education component would be: Gain insight and reflect on the concept and the status of pre-service and in-service teacher education Be acquainted with the content, and organisation of pre-service teacher education curriculum, infrastructure and resources needed, and the issues and problems related to teacher preparation Examine the existing pre-service and in-service teacher education programmes from the view point of policy and its relevance to the demands of present day school realities Involve in various activities and processes of a teacher education institution, in order to gain an insight in to the multiple roles of a teacher educator and understand the organisational culture. Develop competence in organisation and evaluation of various components of a preservice and in-service teacher education programmes Design in-service teacher professional development program/activities based on the needs of teachers Critically examine the role and contribution of various agencies and regulating bodies in enhancing the quality of teacher education. Understand and appreciate the research perspective on various practices in teacher education. Develop professional attitudes, values and interests needed to function as a teacher educator The teacher education component would comprise of 12 credits. This includes 8 credits for taught, workshop and/or seminar courses (and practicum associated with these) and 4 credits for internship. The internship will be organised for duration of three to four weeks with attachment to both pre-service teacher education and in-service teacher education settings. This could be done in two phases either in a linear or a non-linear manner. Necessary orientations to the students and mentor teacher educators from the respective institutions of teacher education need to be provided before organising the internship. One way in which the contents of the 8 credits may be apportioned is shared below. While institutions developing 18 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd MEd programmes may organise the 8 course credits in various ways, this framework proposes to organise these in the form of 2 courses of 4 credits each. Suggested Content of the Taught Courses Course I: Pre-Service and In-Service Teacher Education Course Credit: 4 Unit 1: Structure, Curriculum and Modes of Pre-service Teacher Education A review of the understandings developed on teacher roles and functions Pre-service teacher education – concept, nature, objectives and scope. The structure of teacher education curriculum and its vision in curriculum documents of NCERT and NCTE Components of pre-service teacher education – foundation courses, subject specialisation and pedagogy, special fields, school based practicum and internship – weightages in course work and evaluation Modes of pre-service teacher education – face-to-face (linear and integrated), distance and online – relative merits and limitations Unit 2: Organisation of Different Components of Teacher Education Curriculum The student teacher as an adult learner – characteristics. The concept of andragogy and its principles Organisation, transaction and evaluation of different components of teacher education curriculum – existing practices. Transactional approaches for the foundation courses – Expository, Participatory, Collaborative, Peer Coaching, and Inquiry. Scope and possibilities for organisation and evaluation Transactional approaches for the skill and competency development courses – need for awareness-modeling-analysis-practice-feedback cycle – scope and possibilities for organisation and evaluation – practicum records and portfolio assessment Concept and scope of school based practicum and internship – the existing practices, their nature, objectives, organisation and duration. Activities and experiences in preinternship, internship and post-internship Unit 3: In-service Teacher Education in India – Concept, Structure and Modes Concept, need for continuing professional development of a teacher – areas of professional development. Purpose of an in-service teacher education programme – orientation, refresher, workshop, seminar and conference – their meaning and 19 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd objectives The structure for in-service teacher education – sub-district, district, state, regional and national level agencies and institutions. Modes and Models of in-service teacher education: - Modes of in-service teacher education – face-to-face, distance mode, online and mixed mode. - induction, one shot, recurrent, cascade, multi-site, school based and course work scope, merits and limitations of each of them Unit 4: Planning, Organising and Evaluating an In-service Teacher Education Planning an in-service teacher education programme – preliminary considerations of purpose, duration, resource requirements, and budget Designing an in-service teacher education programme – steps and guidelines – assessment of training needs, formulation of training curriculum, preparation of course material Organising an in-service teacher education programme – common problems faced by a teacher educator and guidelines for communication, arrangement, preparation, facilitating participation and collecting feedback and evaluation. Qualities and characteristics of an effective in-service teacher educator The sessional work may include: - A “comparative study of state and national curricula” of pre-service teacher education in terms of their components, weightages, duration, organisation, transaction and assessment – document analysis - Design, implementation and evaluation of a training input in any one course of preservice teacher education – mentored practicum - Critical study of an in-service teacher education programme in terms of their need and relevance, duration, planning, organisation and outcomes – document analysis - Interview of practicing teachers to identify the nature of in-service teacher education received and the felt needs. Course II: Perspectives, Research and Issues in Teacher Education Course Credit: 4 Unit I: Perspectives and Policy on Teacher Education Teacher Development – Concept, Factors influencing teacher development – personal, contextual. 20 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd Teacher Expertise – Berliner‟s stages of development of a teacher. Approaches to teacher development – self-directed development, cooperative or collegial development, change-oriented staff development. National and state policies on teacher education – a review Different organisations and agencies involved in teacher education – their roles, functions and networking In-service teacher education under DPEP, SSA and RMSA Preparation of teachers for art, craft, music, physical education and special education – need, existing programmes and practices Initiatives of the NGOs in designing and implementing in-service teacher education programmes Unit II: Structure and Management of Teacher Education Structure of teacher education system in India – its merits and limitations Universalisation of Secondary Education and its implications for teacher education at the secondary level Preparing teachers for different contexts of school education – structural and substantive arrangements in the TE programmes Vertical mobility of a school teacher - avenues Professional development of teachers and teacher educators – present practices and avenues Systemic factors influencing the quality of pre and in-service education of secondary school teachers Unit III: Research in Teacher Education Paradigms for research on teaching – Gage, Doyle and Shulman. Research on effectiveness of teacher education programmes – characteristics of an effective teacher education programme Methodological issues of research in teacher education – direct versus indirect inference, generalisability of findings, laboratory versus field research, scope and limitations of classroom observation Trends of research in teacher education – review of a few recent research studies in teacher education with reference design, findings and policy implications Unit IV: Problems and Issues in Teacher Education 21 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd Challenges in professional development of teachers – relevance to school education, improperly qualified teacher educators, assurance of quality of teacher education programmes, Sufficiency of subject matter knowledge for teaching at the senior secondary level, Single subject versus multiple subject teachers – implications for subject combinations in initial teacher preparation Issues related to enhancing teacher competence, commitment and teacher performance Partnerships in secondary teacher education – TEI with school and community, Government Agencies with University, with NGOs, between teacher education institutions preparing teachers for different levels of school education Sessional Work may include: Study of the Annual Reports of SCERT/RIE/NCERT/NUEPA to identify the various programmes for professional development of teacher educators. Select any one current practice in teacher education and trace the background of its formulation as a policy. A review of researches in any one area of research in teacher education and write the policy implications A review of a research article in teacher education and write implications for practitioner Evaluation: Whereas the evaluation of the taught on-campus courses would involve tests, assigned readings, seminar and project in the same way as in other taught courses; the internship would be evaluated differently. This may involve performance rating through - Observation of performance in transacting a unit from the teacher education curriculum, - Cumulative assessment by the mentor teacher educator on dispositions and developmental aspects such as professionalism, - Outcomes of activities such as designing training material and - Records submitted on reflections during internship, study of the teacher education institution on instructional and evaluation practices. 22 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd (d) Specialisations The specialisation component has 24 credits (including 4 credits for field engagement/attachment). In the process of developing the specialisation clusters, the professional roles that a graduate of the revised MEd programme may assume/perform have been kept in mind. The idea is to develop a programme that prepares teacher educators who not only have a thorough understanding of a specific school stage (such as elementary/secondary and senior secondary) but also specialise in one such area as curriculum, pedogogy and assessment; policy, planning and economics; administratoion and leadership; inclusive education, and the like. Keeping this in mind, the specialisation component has been organised in the following fashion: School/Education level/stage based specialisation clusters: Since the entrants of the 2-year MEd programme will already have a first degree in education with a specific school level/stage focus, they may specialise in the same level in the MEd programme. Thus, the students would make a choice from among the following stage/level based specialisations: a. Elementary Education, or b. Secondary and Senior Secondary [The Sub-Committee recommends that NCTE explores the possibility of offering specialisations in Early Childhood Education (ECE) and Higher Education levels. There is a clear need for Early Childhood professionals in the country. Therefore, there is a need for teacher educators who specialise in ECE level. There is a similar need for a cadre of professionals who are trained in the Higher Education level. While at present there is no specific programme for training such professionals, there are various institutional structures (like Academic Staff Colleges and Institutions for Continuing Professional Development) at higher education level where such trained personnel are needed.] Within these Elementary and Secondary-Senior Secondary clusters there would be a common core and theme based specialisation clusters: A. Core within the elementary/secondary-senior secondary specialisation: This would comprise courses (full or half) that focus on orienting the students to certain essential stage-specific areas/concerns which must be understood by any kind of specialist working in that stage. These courses can be seen as those aimed at broadly mapping the area: i. Institutions, Systems and Structures at the school stage level (2 credits) ii. Stage specific status, issues and concerns (2 credits) 23 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd iii. A stage specific general course on Curriculum, Pedagogy and Assessment (focusing on policy and practice) (2 credits) B. Further specialisation in any 1 theme based trajectories [total 14 credits (which may be organised in full and half courses) + 4 credits for internship] focussing on different focal areas in education amongst which the student chooses any 1 for further specialisation: i. Curriculum, pedagogy and assessment ii. Education policy, economics and planning, iii. Educational management, administration and leadership iii. Inclusive Education iv. Education Technology/ICT iv. Other theme based areas based on institutional strengths From the various trajectories the universities offering the MEd programme may choose any, based on their institutional resources strengths. The above specialisations are only exemplary. The institutions offering MEd programmes can conceptualise other theme based specialisations based on their institutional strengths. However, before offering an area of specialisation the following must be ensured: There is a body of knowledge which is discernible for offering a particular specialisation There are experts specialised in the area who can assume the role of faculty in an institution There are adequate number of candidates interested in the specialisation stream There are work/employment prospects for the graduates who specialise in the stream Teacher education is not proposed as a separate stream of specialisation as it comprises the common core of the programme. This is because the programme is primarily focusing on preparing teacher educators who may specialise and work in a variety of domains. As examples, outlines of the content areas that may be included in two of the theme based specialisation clusters are presented below. It is hoped that these are seen as suggestive and the institutions offering the degree design their own courses. 24 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 1. Theme i: Curriculum, Pedagogy and Assessment The Curriculum, Pedagogy and Assessment specialisation is about the central action in education. It is supposed to develop capabilities of theoretical understanding of curriculum, pedagogy and assessment as well as practical abilities to work in these areas. The curriculum and pedagogy is seen as including understanding of appropriate teaching learning material (textbooks and other materials). The “electives within the specialisation” are briefly outlined below; institutions can add more as per faculty research interests and expertise; and as per institutional priorities: I. II. Advanced curriculum theory (4 credits) Advanced level subject pedagogy course (4 credits) III. Approaches to assessment (4 credits) IV. Material Design (2 credits) V. VI. VII. Instructional design (2 credits) Comparative study of curricula (2 credits) Comparative study of pedagogical features in different educational institutions (2 credits) VIII. Relevant electives from other thematic clusters such as Inclusive education, Policy, economics and planning, and the like. The above are only indicated areas and credit allocations. The institutions may design these in different ways. There is a possibility of overlap in the elective courses among various thematic clusters within a specific school stage level specialisation. Similarly, there could also be overlaps between the same thematic cluster offered in different school stages – for example the course contents in the electives offered in the Curriculum, Pedagogy and Assessment clusters in Elementary and Secondary/Senior Secondary Stages, may have some commonalities. It is advisable that the institutions identify such overlaps so that resources can be more optimally utilised. Internship (4 credits) in organisations working in the field of curriculum (preferably in the specialisation-electives chosen by students) may be organised. These may include NCERT/SCERT, textbook bureaus, private/innovative/alternative schools which develop their own curricula, centres of research where relevant projects are being worked-upon, etc. The internship should be guided by faculty supervisor/s. The organisation of internship may be conceived in such a fashion that the students get opportunities to observe relevant activities (of say material design) and interact with the practitioners, along with engaging in 25 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 26 some activities while on the site. The internship experience should be structured around a focused task (for example writing a short report on a particular aspect relating to material design). 2. Theme ii: Educational Policy, Economics and Planning: This could include electives (and internship) in areas such as: I. Advanced course in Economics of education II. Analysis of policy and financing of education in India IV. Comparison of policy and financing patterns amongst some countries III. Educational planning: Approaches and alternatives IV. Workshop courses on Strategy planning, Budget preparation, Policy analysis method, etc. VI. Relevant courses from other thematic clusters, especially from Educational management, administration and leadership basket. 3.2.3. Modality of Transacting the above Components Taught (classroom lectures and interactions), practicum (for example, visit to specific fieldsites for a particular module in a course), workshop (for instance, analysing curriculum documents while working on an issue in a course), and seminars (for example, a set of lectures organised around one seminal theme where students get an opportunity to present their ideas) have been visualised as the modalities through which the courses will be transacted. Practicum, workshops and seminars are not to be confused with internship component (to which 8 credits have been allocated). In this programme design, these have been visualised as integral parts of the courses and allied to the taught modality. It is strongly recommended that the programme begins with a more hands-on learning for students and gradually engage in a perspective building. Thus the tools components may be located in the first semester. These tools courses may also be supplemented by close mentorship and hand-holding, through formats such as study circles and workshops. It is also recommended that smaller groups of faculty and students engaging in academic activities and dialogue in a tutorial modality should continue all through the programme. The transactional approach of the various components may cut across areas like ICT, analysis of policy and curricular documents. Also research and comparative perspectives need to be integrated with all the components of the programme. NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd g) Internship The internship has been conceptualised in two parts or 4 credits each. First part involves a compulsory attachment with a teacher education institution during the summer. The second part involves interning at/associating with a field site relevant to the area of specialisation. Both these internships will be organised for durations of three to four weeks each. It is suggested that the institutions develop a network of partner organisations where the students can intern. Such partnerships (with mutual interests of both the partners) on the one hand reduce the need for logistical arrangements every year, on the other they also facilitate structure and consistency in internship and a scope of reviewing and improving it for every academic cycle. The host organisations may help in designing the field internship keeping in view the activities that will be going on during the internship period and by suggesting aspects for study/work/focus which may be useful from the host as well as the interns/students. This also implies that the internship should be structured around some focussed tasks or projects which students may design (in consultation with faculty and field coordinators) prior to going to the host organisation. These tasks may converge in a short field report on the basis of which a part of assessment may be done. A student‟s regularity, engagement in the field sites, and discussions with mentors (during pre-planning and during and after the internship) should also be included in the assessment. This implies that the internship should be seen as a mentored component whereby a faculty and a member from the host association (field mentor) together guide groups of (3 to 5) students. Adequate handholding should be provided to the students such that they are able to (or at least begin to) make-sense of their field observations and experience. This is also to facilitate a bridge between what students learn in classroom and observe in the field. These expectations necessitate that orientations to the students and mentor teacher educators from the respective institutions of teacher education are provided before organising the internship. g) Research Dissertation The dissertation is a compulsory 8 credit component of the MEd programme. A dissertation is distinguished from other writing assignments in the programme on the basis of the expectations and processes involved therein. It is visualised as a curricular space where students (with close mentorship/guidance of a faculty member) learn to plan and conduct a research, and write a thesis. It is also a space where students come to see and draw linkages 27 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd between education theory (transacted through taught courses) and research. Thus, while the product or the outcome of this component (i.e. the thesis) is important, the process through which it is arrived at is equally (if not more) significant. This makes a case for this component to be guided or mentored closely by a faculty mentor. Various skills that are expected to be developed through this component include: articulating and formulating a research problem and research questions, designing a plan to study it, executing the plan (which includes engaging with the relevant body of literature and theory(/ies) ), analysing and writing the findings in an academic fashion, and presenting the work. [However, this should not be seen as implying that the dissertation must be field-based. It may be a long essay/treatise.] The dissertation should preferably be in the area of specialisation that a student opts or in the areas introduced in the perspective courses. While a dissertation may be submitted at the end of the Semester 4 of the programme, the process of arriving at it should begin early on, ideally in the Semester 2 onwards. This also means that the assessment of this component should be spread over various stages in this process, viz., developing a research proposal, presenting it, conducting the research, developing the first draft, finalising the dissertation and presenting it in a viva-voce situation. All these stages should be given due weightage in the assessment of the dissertation. For supporting the students through these processes, apart from mentoring by faculty, timely orientations (to explain the expectations, processes, roles of the students and research mentors, and assessment), workshops (for example: on developing research proposals, doing fieldwork, taking field-notes, referencing and editing, etc.) and research seminars (where the MEd students present work-in-progress, and other researchers are invited to present their work) should be organised. Sessions guiding students to understand the interfaces between theory (transacted through taught courses) and the dissertation must also be planned. These could be in the form of special tutorials in relevant courses. It is strongly recommended that a department offering the MEd programme, develops a concept note on the dissertation component that clearly specifies the expectations, assessment rules and procedures, and guidelines for students. This note should also include aspects like style sheet, and the word limit for the dissertation (ideally between 15,000 to 20,000 words). While a set of clearly laid guidelines should be put in place for this component, there should 28 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd be an openness in terms of allowing and encouraging various research styles, areas, kinds of problems, and writing styles. h) Relationship between specialisation and internship and dissertation Internship is viewed as an intensive on site engagement of a student in institution of teacher education. The specialisation courses would have provided the students with the conceptual understandings and insights expected in a specialist. If the transacted specialisation courses provide specialised understandings and insights, the internship provides opportunities to put into action the theoretical understandings gained through various courses in the curriculum. The nature and extent of activity and participation during internship are also directed by the specialisation courses. For example, if a student seeking to specialise in Curriculum is required to „design, implement and evaluate a module in any school subject‟ as a mentored practicum under the sessional work, the implementation and evaluation of the designed input may be an activity to be undertaken during internship. Similarly, for other specialisations sessional work in one or more transacted courses may have activity to be organised during internship. Further, level based specialisations (such as ECCE, Elementary, Secondary and Tertiary) would necessitate that the internship for students with these specialisations are organised in institutions at the relevant level only. For example, if students with specialisation in elementary education will be placed in Elementary School/Elementary Teacher Education institution, those with secondary education will be placed in Secondary School/Secondary Teacher Education Institution. Just as internship is the culmination of theoretical understandings developed in transacted courses, dissertation is the culmination of understandings developed in tool courses for methodology and other courses for matter. As a specialised professional experience, dissertation provides an MEd student with an opportunity to investigate and understand the operational dynamics of a selected educational phenomenon. Though organised as separate courses, internship and dissertation aim at further strengthening the specialisation from a practical angle. By organising them in the second year of the programme, it is envisaged that they would draw heavily from the courses taught earlier. 29 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 3.5. An Example and General Principles for Developing a Curriculum Based on the programme structure proposed in Section 3 above, the Sub-Committee deliberated on the ways in which MEd curriculum may be organised. One model emerging from these deliberations is presented as an example below. However, it is not being recommended as the only possibility emerging from the proposed framework. Instead, it is strongly recommended that individual institutions engage in consultative processes to evolve a curriculum that best represents their institutional competencies. The following model is only to provide an example and to demonstrate the general principles that the Sub-Committee recommends for organising the MEd programme. These general principles are also discussed in the section that follows the example. 3.5.1. An Example of Curriculum Organisation based on the Proposed Framework Table: Curriculum Organisation for 2-year MEd Semester ISB* I I Psycholog Communi y of cation and Learning Expositor and y Writing Developm (1 credit); ent (4 Selfcredit) Developm ent (1 History credit) and Political Economy (4 credit) Education Studies (4 credit) Introductio n to Research Method (4 credit) Field Visit/ Practicum 16 credit 2 credit *Inter-semester break Semester II ISB II Philosophy of Education (4 credit) Semester III Dissertati 2 on (2 Specialisati credit); on courses Internshi (8 credit) p in a TEI (4 credit) Sociology of Education (4 credit) Research Methods (Advanced ) (4 credit) Curriculum Studies (4 credit) Teacher Education I (4 credit) Teacher Education II (4 credit) Internship (4 credit) 16 credit 6 credit 20 credit ISB III Semester IV Dissertati 3 on (2 Specialisati credit) on Courses (12 credit) Academi Dissertatio c Writing n (4 credit) (2 credit) 4 credit 16 credit 30 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd 3.5.2. General Principles or Assumptions: All institutions offering MEd programme should evolve their respective curricula/ syllabi based on the framework/ programme structure proposed in this report (in Section 3) through a consultative process. The curriculum designed in this way should represent the competencies of the faculty of the institution. That is, the choice of specialisation(s) an institution would offer and organisation of various programme components should be based on the institutional strengths and context. The curriculum proposed in the Section 3.5. should in no way be seen as a prescription or the only possible model for MEd. MEd needs to be visualised as a professional programme for preparation of stage specialist teacher educators who can also work as curriculum specialists and pedagogues, policy makers, administrators and leaders, school level based specialists, specialists in the domain of education for differently abled, and the like. There can be more theme based areas in which specialisations may be offered. The programme should begin with more hands-on and guided experiences and introductory contents – and gradually take the students towards understanding more abstract and rigourous theoretical perspectives. All the courses should attempt to organise practicum, workshop and/or seminar components which may involve field visits, development of tools, analysis of curricular material and documents, development of materials, and the like. Ideally, the MEd programme should have a provision for regular field visits for students across the semesters. For example, a day in every week may be reserved for this purpose. Field visits is visualised as a space where practicum for various courses could be organised. It should provide school experience opportunities (preferably in the first semester) that have sufficient rigour to enable the student to understand school practice from a broader/holistic perspective of/that informs teacher education (.i.e. it should not be repetition of the school experience in first degree in education – and should weave in the broader perspective of teacher education). Internship should be organised in a way that it involves engagement with teacher education institutions for all students, and field experience associated with the specialisation that a student chooses. Since the MEd programme structure proposed in this report is hinged on schools and teacher education institutions (and other sites) based activities, the MEd calendar should be developed keeping in mind the schedule of these institutions. 31 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd While the programme structure suggested in this report suggests a face-to-face modality, it recognizes the opportunities that blended mode offers. Since teacher education is a praxis based field of study, it is desirable that the programme attracts working teachers. In this context, it is recommended that possibilities that encourage working teachers to join MEd without having to leave their jobs may be explored. Blended mode provides for this possibility. 32 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd Section 3: Implications This section of the report highlights some implications of the 2-year MEd programme – or certain provisions that would need to be ensured to facilitate a shift to a longer duration postgraduate programme in education. It does not provide a comprehensive account of all the aspects on which the revised MEd curriculum will have a bearing, but points out some of the obvious concerns on which (as can be anticipated) the institutions offering the 2-year MEd programme will encounter challenge or need support. These aspects are listed below: NCTE would need to promulgate the curriculum framework of the 2-year MEd programme and a suggestive guideline on how the institutions may progress towards curricular revision. Since the duration of the programme has been enhanced as per the JVC recommendations, it is anticipated that some advocacy work (through regional consultations) may be needed to convince the institutions to progress towards longer duration programmes. The institution would need resource support in the process of curricular revisions and for enhancing the faculty strength to offer the 2-year programme. For the implementation of the revised MEd curriculum, a phased process will need to be charted out. A deadline by which all states should comply with the recommendations would need to be suggested by the NCTE. If a phased process is planned, there would be a need to encourage candidates to take-up longer duration MEd [to avoid influx of applicants to 1-year programmes that may co-exist with the longer duration MEd during the transitory period]. To facilitate this, there is a need to conceptualise of a set of recruitment rules that provide for better increments or some other provisions for those who graduate from longer duration/revised programmes. Given the time investment and commitment that the revised structure of teacher educators‟ preparation would demand, there would be a need to initiate advocacy for revision in the recruitment rules (particularly in relation to enhancement in the salary structure) for the cadre of teacher educators. This may be initiated in view of bringing about parity between teacher education and other professions. It is recommended that a Sub-Committee is formed to look into the matters pertaining to recruitment rules for teacher educators. 33 NCTE Sub-Committee for Reviewing and Devising Model Curriculum/Syllabus for MEd NCTE also needs to re-examine its recruitment rules for teacher educators to ensure equivalence among the varied kinds of stage specific programmes (elementary and secondary) in the light of the anomalies that exist at present. To encourage candidates to pursue longer duration study in education, there may be a need to de-link the entry into degree from the job of teacher educator. That is, candidates without first masters degree may be permitted to join the programme (except in the cases where it is indispensable). This will enable the candidates to make more thought-out choice of the domain in which they would want to pursue their masters after completing MEd. Possibilities of blended programmes (a blend of face-to-face and distance modalities) may need to be explored. This is to facilitate greater viability of longer duration time investment. In-service training and continuing professional development for the faculty will also need to be planned as per the revised curriculum framework. The institutions would need to explore field networking with teacher education institutions and other cognate sites (such as schools, SCERT etc.) with a fleshed-out plan of field mentoring and structure of the field based assignments/attachments. In some cases there will be need to coordinate the semester calendar with that of the field-site so as to organise the field attachment in a meaningful fashion. The institutions would need to be encouraged to develop anthologies of practice, recording lectures and a culture of writing to develop resource material for supporting classroom transaction and research. 34
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