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Line 5: − + + − The KOER programme has as its foundation the 'Subject Teacher Forum' (STF) programme, which is the RMSA Karnataka in-service TE programme since 2011-12. Over the last three years, under the STF, around 5,000 teachers across all 34 districts have learnt to use a wide variety of digital methods, tools, resources for their subject teaching as well as overall professional development, including public educational tools like geogebra, phet, kalzium, marble, freemind; web tools such as maps, encyclopedias, search and web resources. Teachers use mailing groups to network, share ideas/resources/feedback, seek support from peers in subject groups in mathematics, science, social science and english. More than 20,000 emails have been shared in last two and half years by teachers in these groups, constituting a huge 'community of learning'.
→Programme outcomes
=Programme outcomes=
=Programme outcomes=
More than 3,600 web pages have been created in KOER English and Kannada by around 300 teacher-users and several more teacher-contributors. KOER has already crossed 400,000 views. The most important outcome is a resource repository of the Karnataka teachers, by the Karnataka teachers and for the Karnataka teachers and an approach that has potential to democratise teacher education and empower teachers to participate actively in their own professional development, instead of being passive receivers. Currently KOER covers class IX topics in English and Kannada languages, the eventual aim is to cover all classes, subjects and media of instruction used in Karnataka education.
More than 3,600 web pages have been created in KOER English and Kannada by around 300 teacher-users and several more teacher-contributors. KOER has already crossed 400,000 views. The most important outcome is a resource repository of the Karnataka teachers, by the Karnataka teachers and for the Karnataka teachers and an approach that has potential to democratise teacher education and empower teachers to participate actively in their own professional development, instead of being passive receivers. Currently KOER covers class IX topics in English and Kannada languages, the eventual aim is to cover all classes, subjects and media of instruction used in Karnataka education.
Foundation for KOER - the STF (Subject Teacher Forum) programme
=Foundation for KOER - the STF (Subject Teacher Forum) programme=
The KOER programme has as its foundation the 'Subject Teacher Forum' (STF) programme, which is the RMSA Karnataka in-service TE programme since 2011-12. Over the last three years, under the STF, around 5,000 teachers across all 34 districts have learnt to use a wide variety of digital methods, tools, resources for their subject teaching as well as overall professional development, including public educational tools like geogebra, phet, kalzium, marble, freemind; web tools such as maps, encyclopedias, search and web resources. Teachers use mailing groups to network, share ideas/resources/feedback, seek support from peers in subject groups in mathematics, science, social science and english. More than 20,000 emails have been shared in last two and half years by teachers in these groups, constituting a huge 'community of learning'.
=Pioneering global models=
=Pioneering global models=
The STF (community of learning) and KOER (open educational resources) initiatives are in line with similar cutting edge teacher education programmes across the world, and seek to implement the vision of the National Curricular Framework for Teacher Education, 2010 (NCFTE), of a democratised, self-directed, need-based, peer-learning based, mentored, continuous/life-long teacher education; moving from the largely top-down, centralised / supply-driven, content transmission based legacy teacher education approaches. Both programmes are systemic (use existing budgets/infrastructure/resources and across the entire state) and hence have potential
The STF (community of learning) and KOER (open educational resources) initiatives are in line with similar cutting edge teacher education programmes across the world, and seek to implement the vision of the National Curricular Framework for Teacher Education, 2010 (NCFTE), of a democratised, self-directed, need-based, peer-learning based, mentored, continuous/life-long teacher education; moving from the largely top-down, centralised / supply-driven, content transmission based legacy teacher education approaches. Both programmes are systemic (use existing budgets/infrastructure/resources and across the entire state) and hence have potential
for being scalable as well sustainable.
for being scalable as well sustainable.