Page 12 - A comprehensive policy

A Comprehensive Training Policy for Technical Teachers

expectations from a good teacher and the ground reality of technical education
in the country. This will naturally characterize the training needs at the time of
induction as well as at the successive stages of the academic career.

• To prescribe the structure and the contents of the training program at different
levels.

• To propose a feasible mechanism to effectively implement the desired Training
Policy on a large scale throughout the country.
• To monitor, facilitate and successively improve the quality of training by proposing
to develop suitable resource persons, resource material (both print and on line
modes) and carrying out action research.

• To recognize the salient implications of the proposed policy and to suggest ways
and means to appropriately deal with these to establish a sustainable system for
training of technical teachers.

• Continuous updating of technical subject expertise (theory and practice) by making
mandatory, the successful completion of at least one subject course offering
through technology-based means i.e. Massive Open Online Courses (MOOCs) and/
or open online courses every year.

4.0 TRAINING NEEDS DURING THE FACULTY INDUCTION
PROGRAM (FIP)

In this phase of Faculty Induction Training (FIP), teaching skills and enhancement of
leadership would be required in addition to general academic as well as domain specific
requirements. This will need both instructional inputs as well as guided exposure to good
practices and demonstrative situations. The Committee after detailed deliberation has
recognized the following requirements to be met in the training schedules:

• General orientation about the present scenario and challenges of technical
education and the spectrum of duties and expectations.
• Basic understanding of the teaching-learning process, the psychology of learning
and effective pedagogical techniques.

• Training for preparing lesson plans and effective instructional process and initiatives
for developing competence in communication skills in various modes relevant to
the technical profession.

• Inculcation of a holistic perception, professional values and ethical attitudes.
• Exposure to relevant ICT tools and aids for effective teaching-learning and
resources for lifelong self-learning.

• Training in the appropriate use of various modes of student evaluation.

• Training in creative problem-solving;research methodology; conducting guidance
for R&D projects etc.
• Guided exposure to good teaching practices, learning methods, lab development
and organization of practical classes etc.

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