The scheme entitled Innovative Practices in School and
Teacher Education: All India Competition for NCERT award
for school Teachers and Teacher Education was formulated
during nineteen sixties and was in vogue till 2005.
National Curriculum Framework 2005 under the heading
"Encouraging Innovations" in Chapter 5 entitled "Systemic
Reforms" has made the following observations: Individual
teachers often explore new ways of transacting the curriculum
in addressing the needs of students within their specific
classroom context (including constraints of space, large
numbers, absence of teaching aids, diversity in the student
body, the compulsion of examination, and so on).
These efforts, often pragmatic but also creative and ingenious,
by and large remain invisible to the school and the larger
teaching community, and are usually not valued by teachers
themselves. The sharing of teaching experiences and diverse
classroom practices can provide opportunities for an academic
discourse to develop within school as teachers interact with
and learn from each other. This will also encourage new ideas
and facilitate innovation and experimentation. How can
innovative and creative ways of teaching and learning be
encouraged and supported by the system so that they can
become a body of practice that can be brought to a stage
when they can be built back into the system? For a start, there is a need to create structured spaces within schools,
and at the level of the cluster and block where teachers are
encouraged to share and discuss classroom practices and
experiences. If seen as worthwhile, some of these ideas and
practices can be systemically followed up. It is also important
to bring together groups of teachers within and across schools
and provide support to them in terms of resources as well as
time to work together. There is also, a need for documentation
and research of identified ëgood practicesí (5.5.2).
As a follow-up of field interaction, expert group meetings
and observations of NCFñ2005, the old scheme was reviewed.
On the basis of feedback received from the teachers,
headmasters and experts, the following in-built obstacles in
the system of school education and teacher education were
identified in the way of sustaining innovations and innovative
ideas in the system for a longer period.