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RESEARCH CELL

Research and practice are the inseparable duality in which both are equal and dialectically operate in order to produce possibilities of ideas and practices in education. However, this duality becomes dysfunctional due to their mutual alienation and subjugation in the field. The distinct organizational agencies of research and practices reproduce the epistemic disjoint between research and practices in the field of education where the practices, generally, become devoid of systematic reflection of the practitioners. A practice without research becomes rootless endeavors that seldom help in actualizing the goals of all participants. In fact, the research helps in discovering authentic solutions to the problems arising in classrooms or other socio-cultural spaces of education institutions. It underpins the professional learning of knowledge, strategies and skills by the practitioners. It also connects with the valuable sources of insights, information and network of professionals for formulating policy, planning and the effective implementation of the pedagogical agenda in the socio-educational fields.

Under the context, SCERT appears as a hope where research and practices can be dialectically aligned for producing potential praxis in the field of teacher education and schooling. The idea of research is the threshold component of this organization that facilitates the effective actualization of other components such as curriculum development, pedagogical planning, training and others. SCERT emphasizes on the practice-based research that helps policy makers, planners, and practitioners, enriching quality of curriculum, pedagogic planning, practices, student learning, professional development of teachers and knowledge creation to teaching profession. Besides, it also helps in preparing teachers, administrators and teacher educators for critical and emancipatory research in the socio-educational field. In fact, students and teachers need to be educated to become planners, innovative practitioners and professionals with research disposition and competencies that help them to deal with questions and challenges that teach practitioner learners encounter in a dynamic knowledge society.

Thus, the idea of Research forum in SCERT has been visualized in a way that it aims to build and support high quality research, and encourage the practitioners to engage with existing and emerging areas of research, search creative solutions enhance the institution’s national and international profile, promote strategic linkages with other institutions, assist in attracting both outstanding researches and research work, foster dynamic research teams, to attract practitioners to find research based solution and boost high quality research publications. It intends to cultivate fertile space and opportunities where the needs and aspirations of practitioner researchers can be catered to. It will encourage research in interdisciplinary, multi-disciplinary and transdisciplinary facets of education.

This framework sets out the principles and processes for instigating, managing, and evaluating research processes. This will guide the relationship between schools, DIETs, SCERT, and research forums. The research forum may collaborate or share resources with universities, and research institutions. The district research supports will be constituted to foster emerging research strength, and allow the organic pursuit of research as a constructive research agenda and process. This will also facilitate conducting research at micro, meso, and macro levels in collaboration with students, teachers, community, and other stakeholders to generate new knowledge strategies and pedagogic possibilities in the educational field. A State Research Forum (SRF) and District Research Forum (DRF) will also mentor, monitor and support the practitioner researchers in their jurisdiction. Likewise, a District Research Forum(DRF) in each DIET will work as a decentralized unit of the State Research Forum (SRF) and will function through the culture of distributive leadership and ethos of flat organization. Besides, the research forums at DIETs and SCERT will also facilitates the establishment of School Research Forum in schools of Delhi also quality critical action research and emergence of teachers and students as researchers. The research forums will work in alignment with their respective Educational Planning, Research and Assessment department.

VISION:

To create a dynamic research culture and agency of global repute and relevance at local, national and global level.

(It will ensure the creation of new knowledge and strategies along the interconnected trajectories of academic rigor, professional commitment, creative excitement for discovery, innovations and agentic mindset for socio-educational reconstruction)

MISSION:

To build active research disposition, ambience, active engagement, creative excitement, knowledge-creation, questioning, problem-posing, problem-solving, praxis and agency for educational and social change through the community of practitioner researchers.

CORE VALUES:

In order to evolve as a dynamic research agency, the following values will work as anchors to the research process.

1.      Curiosity

2.      Critical Consciousness

3.      Creativity

4.      Collaboration

5.      Professional Learning

6.      Relevance

7.      Academic Honesty

8.      Compassion

9.      Distributive Leadership

10.  Shared Responsibilities

11.  Collective Feedback

12.  Assessment and Enrichment

STRUCTURE

Research Cell

GOALS AND ACTION PLAN

S. No. Goals Action Plan Curricular Time Frame Resources Expected time for germination
1 To create a constructive research culture along the core values of the Research Forum for educational change in the SCERT and DIETs. 1.1.Ensure effective leadership and clear goals followed by review meet, reflection and feedback discussion in the SRF team Every Week

1. Time allocation in the usual time-table/calendar.

2. Research material including research relevant textbooks, journals etc.

3. Technological support on a need basis.

4. Designated research corner/room

3 to 5 years
1.2. Conduct monthly assessment meetings at SCERT and DIETs to ensure goal alignment and to discover needs for improvement. Monthly
1.3. Engage in effective conversation to promote active research gossip/ talk within the DIETs and SCERT in short breaks (lunch & tea times) Regularly
1.4. Engaging dialogue between the SCERT and DIETs leadership Monthly Subject Expert
2 To facilitate practitioners of SCERT, DIETs and schools to emerge as a community of researchers in their area of interest 2.1. Research Colloquium of DIETs and SCERT monthly Monthly (rotational basis-location) Subject Expert 2 to 5 Years
2.2. Conduct research colloquium fortnightly at DIETs and SCERT for sharing and cross-learning among fellow researchers through work presentation. 15 days Scheduled in the calendar
2.3. Conduct capacity building workshops and trainings. Bi-annually engagement period (10-15 days) Relevant external institutions, Internal and external subject experts
2.4.Align the research trainings with other existing training programs Need Basis -
2.5.Produce e-newsletters to keep an update on developments in the field of educational research both internally and externally. Quarterly Technological Support
2.6.To facilitate the early researcher and other practitioners to develop writing skills and prepare research paper and articles to be published in reputed journals and books at local, national and global level through mentor systems and writing workshop. Regularly SRF and DRF
2.7 Baseline and intermittent need-assessment through google forms. Reflection and feedback loop. Ongoing SRF
3 To promote research to challenge and address issues in the socio-educational field and create new relevant knowledge bases. 3.1. Design awareness campaign based on research findings Quarterly need based internal and external support 1 to 4 Years
3.2. Promote advocacy for critical consciousness through various means of dialogue and engagement. Quarterly Social Media
3.3. Identification of authentic themes and topics at local level and its collection at SCERT level by discussion and deliberation for researches on emerging and pertinent issues. Annually external and internal experts
4 To facilitate a dialogic interface among various agencies of knowledge creators for discovering inclusive understanding and solution in the field of education 4.1. Create an online space to promote dialogue and stay updated on research pertaining to policy, planning and other updates relating to the field of education. Regularly Social Media 1 to 2 Years
4.2. Engage in upcoming seminars and webinars outside of SCERT and DIETs. Monthly -
4.3. Annual Conferences wherein research papers can be presented and a flood of fresh ideas and new knowledge and skills. Annually Location and other need-based assistance from the administration among others.
5 Dissemination of research practices among the SCERT and DIET faculty. 5.1. Create a repository in terms of a research survey of all previous research done in the SCERT and DIETs. Ongoing - 1 to 2 years
6 To support PAC in finalization and approval of research proposals in terms of inputs, advice and other assistance required by PAC. 5.2. Get subscription of relevant international and national journals to ensure knowledge base development. Of the researcher Annually Financial Support Immediate

 

It is to be submitted that the said draft envisages the actualisation of vision and mission through an action plan in five to six years.But, this plan includes short term targets and plans as under:

1.         To identify the strength, inclination and learning needs of the faculty and also the institution. (10 January, 2022)

2.         To form the State Research Forum (SRF) and District Research Forum (DRF) in all DIETS (before 10 January, 2022).

3.         To collect review and feedbacks to research proposals from DIETS and SCERT to ensure the quality of researches at three-tier review process which includes peer review, DRF review, SRF review before perusal of the proposal by the PAC (20 January, 2022).

4.         To organise a two-week workshop on research methodology for orientation of members of the DRF and SRF.(April, 2022)

5.         Co-Creation of the Framework of Research Forum with Action Plan.(March,2022)

 

Besides as per the said draft framework, the constitution of State Research Forum (SRF) is as under.

S.No. Name of the Faculty Designation in SCERT/DIET Designation in State Research Forum (SRF)
1 Dr Ajay Kumar Choubey Assistant Professor Nodal Officer
2 Dr Gaurav Sharma Assistant Professor Member
3 Dr Sonu Lal Gupta Assistant Professor Member
4 Dr Bandita Mohanty Assistant Professor, DIET Darya Ganj Member
5 Dr Mohd. Suhail Assistant Professor, DIET R.K Puram Member
6 Dr Alok Tiwari Assistant Professor, DIET Keshav Puram Member
7 Dr Nahar Singh Joint Director Advisor
8 Dr Mohammad Zameer Principal B.Ed. Division Advisor
9 One CMEI Fellow & three BRP as a support team One CMEI Fellow & three BRP as a support team Research Fellows

 

 

Additionally, the structure of constitution of District Research Forum(DRF) is proposed under:

1.      Nodal officer-01

2.      Members –  04

3.      BRPs- 02 or  03

 

The members of DRF may be selected from the voluntary nomination of the interested faculties in consultation with the State Research Forum at SCERT.

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Page last updated date : 26-09-2022
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