History of CPD
Objectives of continuous Professional development:
To sensitize teachers to exhibit and inculcate ethics and human and constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice among students;
- ● To enable teachers to re-conceptualize citizenship education in terms of human rights and critical pedagogical approaches; emphasize the environment and its protection, living in harmony with one’s natural and social environment; and promote skills for a peaceful and democratic way of life;
- ● To equip teachers to become informed and responsive to the social, emotional, and psychological needs of students as first-level counselors;
- ● To educate teachers to use art as pedagogy to enhance creativity and innovation among students; and strengthen their personal social qualities for their holistic development;
- ● To upgrade teachers for the creation of an enabling and enriching inclusive classroom environment and to help them create a healthy and safe school environment;
- ● To orient teachers to practice multidisciplinarity and holistic education across the sciences, social sciences, arts, humanities, and sports in order to ensure the unity and integrity of all kinds of knowledge; ● To provide orientation towards the integration of competency based learning, experiential learning, art-integrated learning, sports-integrated learning, toy-based learning and ICT in teaching, learning, and assessment for the improvement in learning outcomes of the students;
- ● To educate teachers to promote multilingualism and the power of language in teaching and learning processes;
- ● To facilitate teachers for promoting life skills, such as communication, cooperation, teamwork, and resilience during interactions with students;
- ● To sensitize teachers to respect diversity, such as gender, caste, religion, socio-economic status and the local context as a professional for lifelong learning;
- ● To facilitate teachers to practice a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge systems and traditions;
- ● To prepare teachers to adopt activity-based teaching-learning processes and move away from rote learning to competency-based learning;
- ● To equip teachers to develop stress-free school-based assessment focussed on the development of competencies;
- ● To educate teachers and school heads on new initiatives in school education and implement them in their school;
- ● To transform heads of schools into providing academic and administrative leadership for the schools for fostering new initiatives;
- ● To make teacher competent to explore, reflect on and develop one’s own practice;
- ● To orient teachers to deepen one’s knowledge and update oneself about one’s academic discipline or other areas of school curriculum including twenty-first century teaching skills and competencies;
- ● To enable teachers to research and reflect on learners and their education for improvement of learning outcomes of the students;
- ● To prepare teachers for assuming other roles that are professionally linked to school education or teaching, such as development of e-content and other digital resources, curriculum, textbook development and other community engagement activities, etc.;
- ● To help teachers come out of their intellectual isolation and share their experiences and insights with others in the field, both teachers and academians working in the area of specific disciplines as well as intellectuals in the immediate and wider society through academic participation via offline as well as online mode;
- ● To provide orientation to teachers towards the use of innovative child-centric teaching-learning strategies aiming at enabling students to learn ‘how to learn’ and to construct knowledge on the basis of their own observations, experiences, analysis and reflection;
- ● To motivate teachers and head teachers to engage and to promote self-regulated professional development practices for teachers and head teachers; and
- ● To upgrade teachers about educational and social issues of local and global concerns and act accordingly.
- Planning of Continuous Professional Development Opportunities Module
- Development Implementation of Face-to-Face Mode
- Implementation of Online/Open and Distance Mode Courses
- Digital Repository of Resource Persons
- Annual Continuous Professional Development Calendar
- Continuous Assessment during Face-to-Face Workshops,
- Follow-up and Portfolio Assessment
- Financial Support and Sources of Other Academic Activities
- Continuous Professional Development Portfolio
Section A:
Suggested Mode for Continuous Professional Development of Teachers and Head Teachers
- Face-to-Face mode
- Online Mode and Distance Mode
- Other Continuous Professional Development Activities
- Assessment Parameters Assessment Mechanism
Section B:
Suggested Mode for Continuous Professional Development of Teacher Educators
- Face-to-Face mode
- Online Mode and Distance Mode
- Other Continuous Professional Development
- Activities Assessment Parameters Assessment Mechanism
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