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Do Varsity Teachers Need Training ?

Muzaffer Ahmad
TEACHING-Learnlng unit* (TLU) are designed to develop teaching staff.
Like all theories In social and management sciences cduca-
rtes are not free from controversies. Such controversies relate to Its need. Its functions and its approaches. Let us analyse them tn the context of the experience of Bangladesh Universities. However. It need be mentioned that none of the universities liave a educational staff development unit. Teacher training is limited to primary and secondary schools and recently It has been extended to colleges
There I* no unanimity amongst the theorists on the basic concept of staff development. They can be classified into two baste categories—or gantxatlon-centered theories and person-centered theories
The first group sec staff development tn terms <>f inculcation of organis . ,1 culture.
International!'. >1 values and goals of orgmusaUon. acceptance of the >ii u< lure and rules and finally promotion of necessary skills for organisational efficiency.
The second group views staff developgqent as a continuous process to build competence and confidence in the Individual which it Is argued would automatically promote commitment to the objective* of the system and induce Innovation In his work. The emphasis is on how to be his own best self in the latter while the first emphasises how to perform in the context of the organisation
However, the proper approach is to fuae the organisation and person centered approaches so that the organisations can build on the strengths of the Individual and the individuals can sec his opportunities and constraints within the framework of the organisation and its needs.
The Need
Il is Indeed unique that university teachers do not go through any formal training before they embark on their job. The Interaction with their seniors in the university departments of Bangladesh directs our attention to the following factor* :
(1) the new recruits know the conlent of work from their year* as students :
(2) they also know how to communicate the contents from their years as students— by observing more effective and less effective teachers:
(3) they also learn the se quenclng of contents from their Interaction*:
(4) they also know about growth In their respective disciplines If the library Is rich and ready
Further, many of ihe new recruits In the universities in the developing countries go through a further enrichment programme when they go abroad for higher studies. Many seniors arc of the opinion that observing a potential recruit properly and grooming him for three to four years. If properly done, do not leave much of a room for further training and development tn communication skill and curriculum devefopment
Those who held such view arc of the opinion that failure to judge a student's potential as teacher, recruitment on the basis of examination results only, absence of a period for gaining practical experience through apprenticeship' are among the reasons for ineffective performance of the new recruits tn the universities.
In this context a reference to a survey of selected departments and institutes of certain Bangladesh Universities cun be made. The survey was carried out in 1983. The sample size was 500 teachers of whom the 160 were from technical universities and 240 from general universities which again were equally divided between science and non-sciencc groups. Of the samples 150 were professors or associate professors, and 305 were assistant professors and lecturers: of the first group 15 had no foreign education or training. of the second group 220 were in that category.
The 500 teachers were asked to assess needs In terms of :
(a) Development of communication ability: (b) knowledge of teaching methods: (c) knowledge of curriculum dc.-velopment process: (d) knowledge of mordern educational technology: (c) academic programme planning and review process: and (0 techniques of using library for teaching and research. The methodology applied was open-ended discussion.
An overwhelming majority of the teachers said lack of
knowledge of academic programming. planning and review contribute to making performance of new recruits inef feettve. They felt that lack of knowledge of curriculum development is the second moat important factor Lack of use of library for teaching and re search, and lack of knowledge of modern educational tech no logy got third and fourth highest scores.
directives
The basic objective of a TUJ should be Informed and supported. self-dcvck>pmcnl of the teachers so that two-way process of communication between the teacher and the student around a subject within the broader context of educatton becomes meaningful It has many facets .
The teacher has to be assisted In maintaining the
effectively. In undertaking re-ncelive enquiry vis-a-vis his teaching responsibility and in contributing towards ad-
The teacher Individually and as a member of the 'team has to be assisted In relating his leaching to other units of leaching and broader context of society and education as well as students need for de vefopment which Is possible if the teacher Is assisted to be come responsive to student needs and speiai environment, to relate effectively Io relevant wider educational experience and to make him realise his rote as a facilitator through communication and interaction so that courses and curricula are designed and redesigned continuously to accommodate new developments in the discipline, to accommo-
date institutional priorities and to Innovate new approachrs
The following points need be noted :
1 Instructional effective ness takes place within organ Isational and professional interactive framework
2. Knowledge to be effee lively used, enriched and communicated needs a skill and attitudinal base, and
3. Teaching-learning units concern themselves to build these skill attitudinal Interac Hon for effective organisational and Individual attainments.
Adults are In general dtffi cult learners: teachers arc more so. Unless the learning styles suit their personalities and attitudes, the teaching-learning units would not be ef feettve. Unhkc attitudinal stud les on managers, there arc precktus little on teachers and none for Bangladesh Under
the circumstances, wc have fallen bark on generalities. Teachers may be classified in many different ways, but for teacher-learner. I think tl>e classification give by Honey and Mumform. is quite appropriate
If a teacher is activist In nature. he teams least from lee tures. monologues, statements, explanation and precise instruction etc. He learns more from exciting experiences Involving diverse range of activities. solving problems and bouncing Ideas.
If a teacher is reUective in nature, he hates being made a leader and put into role-playing. being given cut and dried Instruction about how to do things and being pul Into situations which require action without planning. On the other hand he learns more through obscrvalkin and analysts with
out being an active participator
nature he hates’thsoriM’and generalise'ton* . absence of guidelines and unnecessary managerial obstacle* to Im piemen Cattons of programmes He learn* mo»t from trying out technique* related to prob
there la an opportunity to implement what he ha* learnt.
If a teacher I* u thcorisi he recoil* from lack of context or purpose and he rejects plat! Hides and gimmickcry On the other hand, he learns most If the learning process strechcs bis Intellect through analysis of complex situation through concept building, system anal y*ta. model formulation and test of theoretical framework
Since these pure types are rare and since groups arc likely to be a mix. the organ!
of TLU has to be sento ttvc ta the mix and the pro gramrns has to be ItaaMr This eon be done through omrto* croup setting offering self learning as well as learning from peer*, emphasising choices and alternatives, and making room for Increasing their control over methods and conteaH at teaming These are difficult laak Indeed
In this context the rote of teacher counselling assumes great reievanex The new entrant as well as those in the early phase of their career need a caring and supportive 7r\™ndev’eto£ r tal^l through seeding and weaving assumes great Importance.
This work can be formalised to a teacher learning unit.
Abridged from the paper presented at a 3 day confer ence of the HangMesh Eca OOfFlic A It h&td 4/1
Dhaka from January If to 19 The author is Professor of the Institute of Husiness Administration. DU.