Elementary teacher training in India : Reform through the DIET system and its structural characteristics

本项目旨在审查印度的小学教师教育，特别是自1987年印度第二次国家教育政策于1986年出台后开始实行的教师教育制度。该系统是地区教育和培训学院，旨在以分散的方式促进初等教育的普及，并培养将在邻近当地社区服务的小学/小学教师。第一章考察1947年印度独立后的小学教师培训。调查发现，小学教育的扩张造成了小学教师的严重短缺，而当时负责学校教育的各州政府建立了更多的教师培训机构。此外，一些州政府组织了流动训练队，例如到村庄访问和培训年轻的学校教师。中央政府编制的《教育工作报告》和著名的教育委员会1964-66年的报告反复强调了教师培训的重要性。但印度1968年的第一个《国家教育政策》并没有对小学教师培训提出任何明确的战略，因为每个邦的小学和小学教育状况差异太大，中央政府不可能制定一个全国范围的教师教育计划。第二章论述了印度教师培训的一些历史问题。虽然印度有着丰富的学习传统，但19世纪初由于英国势力的扩张，本土小学教育开始衰落。英国统治最终决定在19世纪中叶引入现代学校教育，但他们主要关心的不是初级教育在印度大众中的普及，而是对印度大陆的有效控制。与当地社区生活在一起，资历不高的土著乡村学校教师从印度教育舞台上消失，现代学校教师培训开始小规模开展。印度政府编制的报告中报告了校长短缺的情况，这些报告提到教师培训的质量不足。第三章追溯了作为印度第一个促进基础教育和培养学校教师的全国性战略的DIET系统是如何规划的。该系统有望成为UEE的第三个轮胎，每个研究所都被赋予了一定的自主权，例如，用当地语言编写教科书。到目前为止，已经建立了400多个饮食，其中大多数已经开设了小学教师培训课程。对德里、哈里亚纳和马哈拉施特拉邦的饮食进行了研究和分析。德里和哈里亚纳邦自1986年开始建立饮食，大多数成功的学生成为这些邦的学校教师。在马哈拉施特拉邦小学进行教学实习。大多数学员喜欢实践性的科目，比如学习教学方法、参与实践教学等，但很多学员对印度的教育学、教育史等理论研究持批判态度。需要进一步的研究，以分析教师培训生如何认识到学校教师所期望的榜样。少

This project intended to examine elementary teacher education in India, especially, the DIET System, which was introduced from 1987, after India's second National Policy on Education in 1986. The system, District Institute of Education and Training, aims at promoting the Universalization of Elementary Education (UEE) in a decentralized manner, and producing primary/elementary school teachers who will be in service in the neighboring local communities. Chapter 1 examines elementary teacher training in India after independence in 1947. It was found that the expansion of elementary school education caused serious shortage of elementary school teachers, and that each State Government, that was in charge of school education at that time, established more teacher training institutions. Moreover, some State Government organized, for example, Mobile Training Squads, visiting villages and train young school teachers. The importance of teacher training was repeatedly stated in the educational an … More nual report compiled by the Central Government and the well-know report of the Education Commission in 1964-66, but India's first National Policy on Education 1968 didn't state any clear strategy for elementary teacher training because there had been too much differences in the condition of primary and elementary education in each State and it was not possible for the Central to articulate a nation-wide plan for teacher education.The Chapter 2 deals with some historical aspects in teacher training in India. Although India had rich learning tradition, indigenous primary education was on decline in the beginning of the 19th century because of the expansion of the power of the Briatin. The British raj finally decided to introduce modern school education in the middle of the 19th century, but their main concern was not the diffusion of primary education in the masses of India, but an effective control of the Indian continent. Indigenous village school teachers, whose qualification was not very high but who lived together with local communities, vanished from Indian educational scene, and modern school teacher training began in a small-scale. The shortage of school masters had been reported in the reports compiled by the raj and these reports mentioned that teacher the quality of teacher training was insufficient.The Chapter 3 traces how the DIET System was planned as the first Indian nation-wide strategy for promoting elementary education and producing school teachers. The System is expected to be the third tire for the UEE and each institute has been given some autonomy, for example, compiling text books in local languages. More than 400 DIETs have established so far and most of them have already launched elementary teacher training course. The DIETs in the States of Delhi, Haryana and Maharashtra were researched and analyzed. Delhi and Haryana began establishing DIETs since 1986 and most of the successful students became school teachers in these States. Maharashtra elementary school in the teaching practice period. Most of the trainees appreciate practical subjects, for example, learning teaching methods and participating in practice teaching, but many of them are rather critical of theoretical studies like pedagogy and educational history in India. Further research is required so that how teacher trainees recognize the expected role model as school teachers could be analyzed. Less