JVC report 2012

Justice Verma Commission (JVC) Report 2012 andits recommendations

A Commission was appointed by the Honourable Supreme Court to examinethe entire issue which have bearing on improving the quality of teacher education as well asimproving the regulatory functions of the National Council for Teacher Education (NCTE).The Chairman of this Commission was HonourableJustice J. S. Verma, former Chief Justice ofIndia.

Justice Verma Commission (JVC) has attempted a close scrutiny of the existing provisionsand the quality of teacher education to facilitate identification of the deficiencies therein, andthen to enable it to make recommendations which can rectify the defects and provide thelevel of teacher education necessary to produce quality teachers.

The JVC Report is in three volumes:

·         Volume I contains the main report divided into seven chaptersalong with the final conclusions and recommendations.

·         Volume II contains all the discussion andmaterial related to the 291 recognisedinstitutionsWestern Region of Maharashtra.

·         Volume III contains all the Annexure.

Terms of Reference of JVC Report

·         Whether in the context of the provisions of the Right of Children to Free and Compulsory Education Act, 2009 the Regulations on Recognition Norms and Procedure that lay down the norms and procedure for various teacher education courses which are adopted by NCTE are adequate or need review.

·         Whether further reforms are necessary to improve quality of teacher training and inservice training.

·         To review the Recognitions on Recognition Norms and Procedure currently in force as laid down by the NCTE are being properly enforced. If not how to evolve a fair and transparent manner in which these norms and standards may be enforced.

·         To review the existing practice of appointment of members to the NCTE are undertaken, so that the NCTE discharges its crucial role in providing vision and direction in the functioning of NCTE.

·         To evolve standard and norms for evaluating teacher performance and audit teachers.

·         To review whether the present provisions empowering withdrawal of recognition of institutions are adequate.

·         To determine what the methodology should be to examine / enforce quality in teacher education institutions.

·         To review whether the 291 institutions in the Western Region qualify to be recognised as Teacher Training Institutions.

Existing Scenario of Teacher Education as found by the JVC report

The Commission of the JVC report pointed out the following findings :

·         Classroom practice is closely tied to the manner in which teachers learn to engage with teaching as a practical and social activity.

·         The institutions of teacher education operates as a system of well-established conventions that structure social interaction, reproducing shared habits of thought through the conventions and rituals of teacher preparation.

·         The bulk of secondary teacher education institutes offering programmes leading to the B. Ed. degree are outside university campus.

·         Elementary teacher education institutes leading to the D. Ed. degree are not linked to the Universities.

·         Teacher education institutes function as closed spaces with the sole mandate of training teachers.

·         Most teacher education programmes (B. Ed. and D. Ed.) do not adequately engage with subject knowledge.

Quality of Curriculum Content

The Commission examined the curriculum and found the following :

·         Initial teacher preparation, both at the elementary and secondary levels, is facing a number of problems. Some of them are common while others are specific to a stage of education.

·         The teacher education curriculum either in the D. Ed. or the B. Ed. programmes does not effectively engages student-teachers with subject knowledge. It focuses only on generic methods of school subjects. Any new developments in specific disciplines that make up school subjects do not receive the due attention.

·         Current programmes fail to integrate the knowledge the knowledge about learners and the knowledge of the subject with knowledge about the socio-cultural context and philosophical basis of education and learning. Teaching is practiced as a mechanical delivery of a given a number of lessons, rather than reflective practice.

Quality in Mode of Teacher Preparation

The commission of the JVC report studied the mode of teacher preparation and viewed the following :

·         Quality of training through distance mode was poor.

·         Current teacher education institutes are isolated from universities and the system of higher education.

·         Initial training of teacher education suffer from isolation, low profile and poor visibility in view of it being a non-degree programme.

·         There is an urgent need to up-grade pre-service elementary teacher education by enhancing the duration of training; making it equivalent to an integrated degree programme and locating the management and control of elementary teacher education with universities.

Recommendations made by the JVC Commission

·         The Commission recommends the Government should increases its investment for establishing teacher education institutions and increase the institutional capacity of teacher preparation, especially in deficit states.

·         Government may explore the possibility of instituting a transparent procedure of pre-entry testing of candidates to the pre-service teacher education programmes, keeping in view the variation in local conditions.

·         Teacher education should be a part of the higher education system. The duration of programme of teacher education needs to be enhanced, in keeping with the recommendations of the Education Commission (1966), the implementation of which is long overdue.

·         It is desirable that new teacher education institutions are located in multi- and interdisciplinary academic environment.

·         This will have significant implications for the redesigning of norms and standards of various teacher education courses specified by the NCTE.

·         This will have also implications for employment and career progression of prospective teachers.

·         Existing teacher education institutions may be encouraged to take necessary steps towards attaining academic parity with the new institutions.

·         Current teacher education programme may be redesigned keeping in view the recommendations in the National Curriculum Framework for Teacher Education (NCTE, 2009) and other relevant material.

·         In keeping with the recommendations of the Education Commission (1966), every pre-service teacher education institution may have dedicated school attached to it as a laboratory where student teachers get opportunities to experiment with new ideas and hone their capacities and skills to become reflective practitioners.

·         There is a need to establish a national level academic body for continual reflections and analysis of teacher education programmes, their norms and standards, development of reading material and faculty development of teacher educators.

·         As a matter of policy, the first professional degree/ diploma in teacher education should be offered only in face-to-face mode.

·         Distance learning programmes and the use of blended learning material may be developed and used for continuing professional development of school teachers and teacher educators.

·         The institutional capacity should be increased for preparation of teacher educators.

·         There is need to make Masters in Education programme of two years duration with the provision to branch out for specialisation in curriculum and pedagogic studies, foundation studies, management, policy and finance, and other areas of emerging concerns in education.

·         The NCTE would need to develop broad-based norms for qualification of teacher educators to enable induction of persons with post-graduation degrees in education science, social science, languages and mathematics, along with a professional degree in teacher education or a research degree in education, as teacher educators.

·         The idea of creating opportunities for teaching practioners to teach in teacher education institutions, as visiting faculty, may be explored. Similarly, teacher educators could be considered as visiting faculty in schools.

·         Faculty development programmes for teacher educators should be institutionalised.

·         There is need for enhanced investment in promotion of research in education in general, and in teacher education in particular in the universities; creation of an Inter University Centre in Teacher Education could play a significant role, in this regard.

qualitative research

QUALITATIVE RESEARCH from ANUKU2

ICT workshop report

A report on ICT workshop

   A a part of M.Ed curriculum 2019_2021 the first year students of NSS training College Ottapalam conducted  a 5 days ICT workshop (19.82019-26.8.2019).The workshop session  Inaugurated by Sri Rajiv warrier and coordinated by Dr k Sajan sir (Assistant professor in nsstc ).Students are actively participated in workshop the coordinator assigned the task to create a blog for education and upload documents MS word , Excel file,PowerPoint presentation , YouTube video,  audio file,  resume etc. After 5 days students are created their  on blogs and YouTube channels. In this  workshop very much help to improve our knowledge about ICT like tumblr, blog ,Linked In etc.After the workshop section Akhil Raj and Kavita give feedback about its effectiveness

Audio file

https://anchor.fm/anu-ramesh/episodes/Qualitative-Research-e545ia

youtube video

excel file

QUALITATIVE RESAERCH

Qualitative Research

Qualitative Research: Definition

             Qualitative research is defined as a market research method that focuses on obtaining data through open-ended and conversational communication. This method is not only about “what” people think but also “why” they think so. For example, consider a convenience store looking to improve its patronage. A systematic observation concludes that the number of men visiting this store  are more. One good method to determine why women were not visiting the store is to conduct an in-depth interview of potential customers in the category. On successfully interviewing female customers, visiting the nearby stores and malls, and selecting them through random sampling, it was known that the store doesn’t have enough items for women and so there were fewer women visiting the store, which was understood only by personally interacting with them and understanding why they didn’t visit the store, because there were more male products than female ones.

Therefore, the qualitative research methods allow for in-depth and further probing and questioning of respondents based on their responses, where the interviewer/researcher also tries to understand their motivation and feelings(“qualitative research—Google Search,” n.d.).

Qualitative Research Methods with Examples

       Qualitative research methods are designed in a manner that they help reveal the behavior and perception of a target audience with reference to a particular topic. There are different types of qualitative research methods like an in-depth interview, focus groups, ethnographic research, content analysis, case study research that are usually used. The results of qualitative methods are more descriptive and the inferences can be drawn quite easily from the data that is obtained Qualitative research methods originated in the social and behavioral sciences. Today our world is more complicated and it is difficult to understand what people think and perceive. Qualitative research methods make it easier to understand that as it is more communicative and descriptive.

The following are the qualitative research methods that are frequently used:

v One-on-One Interview:

           Conducting in-depth interviews is one of the most common qualitative research methods. It is a personal interview that is carried out with one respondent at a time. This is purely a conversational method and invites opportunities to get details in depth from the respondent. One of the advantages of this method provides a great opportunity to gather precise data about what people believe and what their motivations are. If the researcher is well experienced asking the right questions can help him/her collect meaningful data. If they should need more information the researchers should ask such follow up questions that will help them collect more information. These interviews can be performed face-to-face or on phone and usually can last between half an hour to two hours or even more. When the in-depth interview is conducted face to face it gives a better opportunity to read the body language of the respondents and match the responses

v Focus groups:

              A focus group is also one of the commonly used qualitative research methods, used in data collection. A focus group usually includes a limited number of respondents (6-10) from within your target market. The main aim of the focus group is to find answers to the why what and how questions. One advantage of focus groups is, you don’t necessarily need to interact with the group in person. Nowadays focus groups can be sent an online survey on various devices and responses can be collected at the click of a button. Focus groups are an expensive method as compared to the other qualitative research methods. Typically they are used to explain complex processes. This method is very useful when it comes to market research on new products and testing new concepts.

v . Ethnographic research:

            Ethnographic research is the most in-depth observational method that studies  people in their naturally occurring environment. This method requires the researchers to adapt to the target audiences’ environments which could be anywhere from an organization to a city or any remote location. Here geographical constraints can be an issue while collecting data. This research design aims to understand the cultures, challenges, motivations, and settings that occur. Instead of relying on interviews and discussions, you experience the natural settings first hand. This type of research method can last from a few days to a few years, as it involves in-depth observation and collecting data on those grounds. It’s a challenging and a time-consuming method and solely depends on the expertise of the researcher to be able to analyze, observe and infer the data.

v Case study research:

            The case study method has evolved over the past few years and developed as into a valuable qualitative research method. As the name suggests it is used for explaining an organization or an entity. This type of research method is used within a number of areas like education, social sciences and similar. This method may look difficult to operate , however, it is one of the simplest ways of conducting research as it involves a deep dive and thorough understanding of the data collection methods and inferring the data.

v Record keeping:

                 This method makes use of the already existing reliable documents and similar sources of information as the data source. This data can be used in a new research. This is similar to going to a library. There one can go over books and other reference material to collect relevant data that can likely be used in the research.

v Process of observation:

             Qualitative Observation is a process of research that uses subjective methodologies to gather systematic information or data. Since, the focus on qualitative observation is the research process of using subjective methodologies to gather information or data. The qualitative observation is primarily used to equate quality differences. Qualitative observation deals with the 5 major sensory organs and their functioning – sight, smell, touch, taste, and hearing. This doesn’t involve measurements numbers but instead characteristics.

Qualitative Research: Data Collection and Analysis

A. Qualitative Data Collection

Qualitative data collection allows collecting data that is non-numeric and helps us to explore how decisions are made and provide us with detailed insight. For reaching such conclusions the data that is collected should be holistic, rich and nuanced and findings to emerge through careful analysis. 

v Whatever method a researcher chooses for collecting qualitative data, one aspect is very clear the process will generate a large amount of data. In addition to the variety of methods available, there are also different methods of collecting and recording the data.

For example, if the qualitative data is collected through focus group or one-to-one    discussion, there will be handwritten notes or video recorded tapes. If there are recording they should be transcribed and before the process of data analysis can begin.

v As a rough guide, it can take a seasoned researcher 8-10 hours to transcribe the recordings of an interview, which can generate roughly 20-30 pages of dialogues. Many researchers also like to maintain separate folders to maintain the recording collected from the different focus group. This helps them compartmentalize the data collected.

v In case there are running notes taken, which are also known as field notes, they are helpful in maintaining comments, environmental contexts, nonverbal cues etc. These filed notes are helpful and can be compared while transcribing audio recorded data. Such notes are usually informal but should be secured in a similar manner as the video recordings or the audio tapes.

B. Qualitative Data Analysis

Qualitative data analysis such as notes , videos, audio recordings images, and text documents.  One of the most used methods for qualitative data analysis is text analysis. Text analysis is a data analysis method that is distinctly different from all other qualitative research methods, where researchers analyze the social life of the participants in the research study and decode the words, actions etc. There are images also that are used in this research study and the researchers analyze the context in which the images are used and draw inferences from them. In the last decade, text analysis through what is shared on social media platform has gained supreme popularity.

Characteristics of Qualitative Research Methods

v Qualitative research methods usually collect data at the sight, where the participants are experiencing issues or problems. These are real-time data and rarely bring the participants out of the geographic locations to collect information.

v Qualitative researchers typically gather multiple forms of data, such as interviews, observations, and documents, rather than rely on a single data source.

v This type of research method works towards solving complex issues by breaking down into meaningful inferences, that is easily readable and understood by all.

v Since its a more communicative method, people can build their trust on the researcher and the information thus obtained is raw and unadulterated.

Qualitative Research Method Case Study Example

Let’s take the example of a bookstore owner who is looking for ways to improve their sales and customer outreach. An online community of members who were the loyal patrons of the bookstore were interviewed and related questions were asked and the questions were answered by them. At the end of the interview, it was realized that most of the books in the stores were suitable for adults and there were not enough options for children or teenagers. By conducting this qualitative research the bookstore owner realized what the shortcomings were and what were the feelings of the  readers. Through this research now the bookstore owner can now keep books for different age categories and can improve his sales and customer outreach. Such qualitative research method example can serve as the basis to indulge in further quantitative research, which provides remedies.

Qualitative Research Methods Vs Quantitative Research Methods

REFERENCE

.  https://www.questiopro.com/blog/qualitative- research-methods/

• (“Difference Between Probability and Non-Probability Sampling (With Comparison Chart)—Key Differences,” n.d.)
• (“What Is Qualitative Research? - | University of Utah,” n.d.)

• (“Qualitative Research: Definition, Types, Methods and Examples,” n.d.)
• (“Qualitative research methods: When to use them and how to judge them | Human Reproduction | Oxford Academic,” n.d.)

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Qualitative research from ANUKU2

https://youtu.be/QxnLBM0xJzs multiple choice questions (1).docx

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