1. Problematising sustainable futures for state level systemic change in teacher education UKFIET 2015, 15 – 17 September, Oxford Wolfenden & Murphy, UKFIET 20151 Freda Wolfenden & Patricia Murphy The Open University

2. TESS-India Wolfenden & Murphy, UKFIET 20152 Large scale Teacher Education programme working in 7 states in India Assam, Bihar, Karnataka, Madhya Pradesh, Odisha, Uttar Pradesh, West Bengal to improve student learning outcomes (GoI 12 th Plan, 2012-17) Collaborative production, adaptation and use of Open Educational Resources (OER) to improve teachers’ classroom practices (Classes I – X). OER in multiple languages, versions and formats First phase until March 2016. DFID funded, led by the Open University, working closely with the Government of India and key stakeholders in each state.

3. Wolfenden & Murphy, UKFIET 20153 Teachers’ practice (pre-service and in-service) Teacher Educators’ practice (CRC, BLOCK, DIET, SCERT, Universities etc ) Education system TESS-India Perspective OER

4. Wolfenden & Murphy, UKFIET 20154 Teachers’ practice (pre-service and in-service) Teacher Educators’ practice (CRC, BLOCK, DIET, SCERT, Universities etc ) Education system in each state National Education system

5. ‘Problem of practice’ in India Classrooms: Ontology in the dominant pedagogic approach ‘lack of faith in children’s own creative instinct and their capacity to construct knowledge out of their experiences’ (NCF, 2005 p2 ) Teacher Education: Lack of elementary expertise amongst teacher educators because elementary education not understood as distinct community of practice Isolation of disciplinary knowledge from professional training in pedagogy; absence of ‘praxis and a context where theories and practical wisdom are generated continuously’ (NCFTE, 2009, p10) No encouragement for reflection and lack of relevance to current classrooms. Wolfenden & Murphy, UKFIET 20155

6. Policy responses and positions Teachers’ professional competency identified as primary target for change. Ontological and epistemological shifts advocated in policy( NCF2005, NCFTE 2009) Learners perceived as creative and knowledgeable, discovering understanding through activity and ‘leading’ their own learning ie self-directed and intrinsically motivated. Teachers’ role is to guide individual pathways without determining them, the ‘humane teacher’ connect formal school knowledge to community knowledge Wolfenden & Murphy, UKFIET 20156

7. TESS-India approach Aims to support trajectories of professional competence which bring specified policy aims and curriculum into the enacted and experienced curriculum in classrooms and lecture halls (sites of learning). OER are means to enable participation in the practices of teaching and learning. Engage teachers in a dialogue within practice involving : - planning learning activities - carrying out learning activities - draw on evidence from the outcomes of these activities to develop a discourse about pedagogy and learning in and beyond curriculum topics exemplified in the OER. Access -> Participation -> Innovation Wolfenden & Murphy, UKFIET 20157

8. TESS-India: being ‘open’ and ‘local’ Needs driven; supporting multiple trajectories of evolving professional competence with negotiated entry points (local mediation) Curriculum examples drawn from state specified curriculum (local) Pedagogic integrity maintained through reification features of the OER developed through collaborative production: structured pathway to guide participation consistent and repeated representation of key ‘principles of practice’ through the OER (principles of practice based on ontological dimensions of Indian policy) Wolfenden & Murphy, UKFIET 20158

9. The TESS-India model of implementation Stage 1: Validating the OER Production of the English language version OER with state involvement Leading to review and endorsement by Independent Review Panel (MHRD appointed) Emergence of the TESS-India State Resource Groups (SRG) facilitated by the TESS-India State Representative. Wolfenden & Murphy, UKFIET 20159

10. Stage 1 – Developmen t of the OER in English Refinem ent WS MOOC Usability testing School leaders WS AV filming TESS-India Implementation Model Emergence of the TESS-India SRGs Focus State SRG: 43 members including representatives from state policy making agencies and 10 teachers; all with minimum of 15 years experience. Wolfenden & Murphy, UKFIET 201510

11. The TESS-India model of implementation Form and function of the SRG Constituted in partnership with State Governments through nodal agencies eg SCERTs Appointment and membership varies across states reflecting state structures, policies and priorities and capabilities of key actors. SRG members to act as brokers (Wenger, 1998); crossing institutional and structural boundaries using TESS-India OER as a boundary object to negotiate mutual adaptation in structures and practices of teacher education institutions. ‘Break the isolation of teacher education institutions from the unvesrity life, from the schools and from one another’ (NCRTE, 2009, piv) Wolfenden & Murphy, UKFIET 201511

12. Stage 1 – Developmen t of the OER in English Refinem ent WS MOOC Usability testing School leaders WS AV filming TESS-India Implementation model Stage 2 – Development of state authenticated OER Familia risation SRG meeting s Localis ation Stage 1 Stage 2 Wolfenden & Murphy, UKFIET 201512 Stage 2: Extending the local to each state: state authentication Focus State localisation: 7 teams (one for each set of OER): all led by senior teacher educators from the SRG.

13. Focus State: Initial plans for TI OER (familiarisation workshop) I shall try to incorporate in the Classrooms of pre-service Education taking both pedagogy and content areas While visiting the schools… the teachers of that school to adopt and access DIET Teacher Educator I shall use those materials with my pre- service student teachers They will be oriented on the necessity, rational and importance of the OERs They will be asked to go to the nearby schools and try out the activities and share with the teacher educators I shall form a team with the 2 other TEs in my DIET We three will work on that I shall personally use the activities during my school visit programmes. DIET Teacher Educator As a HeadTeacher my 1st goal will be to go through the TDUs provided TESS-India minutely Next goal will be to localise the TDUs in assistance of subject teachers My next goal will be to experiment it in the classroom transaction by demonstration of self and subject teachers Headteacher Wolfenden & Murphy, UKFIET 201513

14. Stage 1 – Developmen t of the OER in English Refinem ent WS MOOC Usability testing School leaders WS AV filming Stage 2: Planning Embedding TESS-India Implementation model TI SRGs with DIETs, other TEIs & Schools Stage 2 – Development of authenticated OER TI SRG and other participating teachers Familia risation SRG meeting s Localis ation Stage 3 –Embedding the OER Wolfenden & Murphy, UKFIET 201514

15. Stage 1 – Developmen t of the OER in English Refinem ent WS MOOC Usability testing School leaders WS AV filming Stage 2: Planning Embedding TESS-India Implementation model TI SRGs with DIETs, other TEIs & Schools Stage 2 – Development of authenticated OER TI SRG and other participating teachers Familia risation SRG meeting s Localis ation Stage 3 –Embedding the OER Wolfenden & Murphy, UKFIET 201515 MOOC

16. Wolfenden & Murphy, UKFIET 201516

17. The TESS-India model of implementation Incorporating TI activities in Teacher Education AWP 2015/16 Focus State Capacity building IASE /CTE/ DIET faculty on use of OER Capacity building for SCERT TESS-India OER provided for each DIET Thematic modules for SSA /RMSA based on TESS-India OER Wolfenden & Murphy, UKFIET 201517

18. SCERT DIETs BRC/ CRC TESS-India Project TI SRGs with DIETs, other TEIs & Teacher Educators TI SRG and other participating teachers Stage 3 – State Use Decision makers eg DSERT, SSA Office, RMSA Office Wolfenden & Murphy, UKFIET 201518 SRG Schools

19. The TESS-India model of implementation; movement to date Continuous capacity building of key actors (SRG) through activities which draw on the their expertise ( familiarisation, localisation, translation, AV, embedding for use); Dialogue across levels initiated, mediated by the openness of the tools; SRG working in ways appropriate to structures and policy, extending the capabilities of the system and key actors; Enlarging the community through the MOOC; Dynamic interplay between central and local programme design emerging; OER in multiple modes facilitates access across different levels to meet locally defined needs. Wolfenden & Murphy, UKFIET 201519

20. Challenges (Focus state) Focussing on ‘deficits’ in teachers’ practice; limited acknowledgement of a problem in the practice of teacher educators Little involvement of local teacher educators ( CRC, BRPs) in the SRG Lack of teacher educator academic and pedagogic expertise at lower levels - little familiarity with the idea of ‘modelling’ pedagogic approaches Mapping the OER to the text book, limiting movement in epistemological positions But, social media platforms are enabling teachers and some teacher educators to share and collaborate around the OER in new, locally relevant and productive ways. Wolfenden & Murphy, UKFIET 201520