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

印度的小学教师培训：通过饮食制度进行改革及其结构特征

基本信息

批准号：
14510323
负责人：
AKAI Hisako
金额：
$ 0.96万
依托单位：
Tokai University Fukuoka Junior College
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510323/
关键词：
School Education in India Elementary Teacher Training Decentralization in education The DIET System 初等教育普遍化初等教育養成

项目摘要

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

该项目旨在审查印度的基础教师教育，特别是1986年印度第二个国家教育政策后于1987年引入的DIET系统。该系统即地区教育和培训学院，旨在以分散的方式促进基础教育的普及（UEE），并培养将在邻近当地社区服务的小学教师。第一章考察了1947年印度独立后的小学教师培训情况。发现小学教育的扩张导致小学教师严重短缺，当时负责学校教育的各邦政府设立了更多的教师培训机构。此外，一些州政府还组织流动培训队，走访村庄并培训年轻学校教师。中央政府编制的教育年度报告和著名的教育委员会1964-66年的报告多次阐述了教师培训的重要性，但印度1968年第一个国家教育政策并没有对基础教师培训提出任何明确的战略，因为每个邦的小学和初等教育条件差异太大，中央不可能制定全国性的教师教育计划。第二章讨论教师培训的一些历史方面在印度。尽管印度有着丰富的学习传统，但由于布里廷势力的扩张，本土初等教育在19世纪初逐渐衰落。英国王室终于在19世纪中叶决定引入现代学校教育，但他们主要关心的并不是初等教育在印度广大群众中的传播，而是对印度大陆的有效控制。资历不高、与当地社区生活在一起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。拉吉编制的报告中曾报道过学校校长的短缺，这些报告提到教师培训的质量不足。第三章追溯了饮食制度是如何规划的，作为印度第一个全国性的促进基础教育和培养学校教师的战略。该系统预计将成为UEE的第三个轮胎，每个机构都被赋予了一定的自主权，例如用当地语言编写教科书。目前已有400多家DIET成立，其中大部分已经开设了初级教师培训课程。对德里、哈里亚纳邦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 年起开始建立 DIET，大多数成功的学生都成为了这些邦的学校教师。马哈拉施特拉邦小学处于教学实习期。大部分学员都欣赏实践性科目，例如学习教学方法、参与实践教学，但也有不少人对印度教育学、教育史等理论研究持批评态度。需要进一步的研究，以便能够分析受训教师如何认识到学校教师的预期角色模型。较少的