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India has now accepted a ten years general school system, divided into
three stages: pre-school education, elementary education and secondary
education, There is further a provision for two year diversified senior secondary
education with the subject oriented and disciplinary approach. The maturity level
and psychosocial make-up of the students and curriculum requirements demand
separate teacher education programmes for all the stages of the school education.
Importance
Developing among student teachers language skills including the skills of listening
and speaking so as to be able to teach languages effectively and creatively;
Enabling student teachers for planning and organising activities such as puppetry,
games, sports, physical and other similar activities;
Enabling student teachers to integrate values with the total curriculum transaction
within classroom and outside;
Enabling student teachers to understand the potentialities of ICT and make use of
the same;
Developing among student teachers the capacity to solve social, interpersonal and
emotional problems of learners;
Familiarizing student teachers with methods and materials for teaching learners
with special needs;
Developing among student teachers a special concern for the education of weaker
and deprived groups of learners;
In the recent years India has taken a fresh and more critical look at the role
of education within the context of overall national development. The goals of
education follow the national goals of development. This means development of
the human resources. The development of human resources is possible through a
properly organised programme of education. It is imperative, that the teacher has
to assume greater responsibility so as to initiate action for the transformation of
society as an agent of social change and thereby help achieve the goal of national
development. Thus success in carrying out educational reforms and acceptance of
the new role by the teacher depends on the quality the teacher which, in turn
depends on the quality of teacher education.
Importance
To make them aware of the philosophy, purpose and teaching learning strategies of
the subjects they have to teach,
To empower them to make indepth pedagogical analysis of the subjects they have
to teach and understand their relevance to tertiary education.
To empower prospective teachers to comprehend the characteristics of students
for making suitable educational provisions for them.
To enable them to guide learners and prepare them for self – study, independent
learning, to develop reference skills, undertake group learning, critical thinking,
conceptualization, self – evaluation of their own performance and derive
knowledge / information from ICT, mass media and MCLS,
To develop among them the skills for promoting patriotic feeling national
consciousness, social cohesion, communal harmony and universal brotherhood.
To enable the perspective teachers to evolve need based and culture specific
pedagogy,
To make them aware of national problems, environmental crisis and Indian cultural
ethos and
To enable them to orient and sensitize the students about HIV / AIDS, preventive
education and to bring attitudinal change in understanding numeriuos problems
relating to healthy life, life skill development, stigma and discrimination etc.
Exposing and helping children to identify and discriminate different objects, birds,
animals etc. available in the immediate environment of the learner;
This list is not exhaustive and activities may be included according to local
requirements.
Evaluation
NCTE while finalising the structure & curriculum framework followed two
criteria i.e. Flexibility & Integration flexibility for mobility of teachers from stage
to another.
Theory
Compulsory subjects
Principles, Status, Problems and Issues in Secondary Education in India and the
region concerned,
- Emerging Indian Society : (Emphasis on unity, diversity and regional specificity)
and Secondary Education,
- Philosophy of Secondary Education : Indian and Western : (Only trends and
educational implications),
- Sociology of Education and Cultural Anthropology (unity – diversity and the study
of regional culture be given due Weightage),
- Psychology of learning and motivation of secondary school level students
(Regional and Group Specificities be given due (Weightage),
- Curriculum and instructional designs for secondary school level,
- Environmental Education,
- Action research and innovative practices,
Practical Activities
The current system for teacher education at territory level has failed to
provide the teachers the training they normally need. Indeed there is a little
systematic coordination between various elements of teacher education which may
leads to a lack of coherence and continuity especially between teacher initial
professional education and their subsequent induction in service training and
professional development.
There is an urgent need for ensuring professional development well
coordinated coherent and adequate resources. It is essential to promote culture of
reflective practice and research among teachers in order to sustain not only
quality but the skills and collaboration of scholars in distant time zones in order to
cope with assimilate vast information and knowledge, hence universities and other
institutions of teacher education at tertiary level take on new features which
needs new modes of administration and management in order to keep quality in
teacher education programme at tertiary level.
It is the need of the hour to bring and modify the teacher education
programme at universities and colleges to reflect on its objectives curricular
transaction, the structure of the education system and mainly the competencies
and the skills expected of the teacher at the tertiary level.
It is learnt and expected that the learners of today are expected to be more
independent and autonomous in respect of their learning activities, the rapid
expansion and adoption of distant and open learning education at tertiary level has
reduced the need to spend more time within the four walls of classrooms. The
question arises what type of professionalism is expected of teacher education
teachers to effectively handle the new learning situations at tertiary level ?
Environmental Education
International Education
Languages / Social Science
Science and Mathematics
Economics And Commerce
Methodology of Education
M. Phill
M. Ed.
Not Essential for M.
1) Foundation Courses 20 Ed. But needed For
% other discus.
2) Research Courses 20% Research Courses
3) Theoretical Course 60 % 20%
Research Courses 20 %
4) Task Oriented Courses
60 %
5) Any two areas of
specialization
Scientific and feasible curriculum evaluation index system and evaluation program
with standard practices can inspire the enthusiasm and creativity of teachers in
curriculum construction and make curriculum develop towards a healthy direction
in order to ensure the achievement of education goals and talent training goals. A
comprehensive curriculum evaluation index system can make teachers improve
teaching strategies, enrich their knowledge, skills and comprehensive qualities and
make them take the initiative to conduct exploratory practice and research of
curriculum construction under the guidance of curriculum theories and standards
[6]
with practical values .
References
1. Khan M.S. (1983), ‘Teacher Education in India & abroad’, New Delhi,
Himalaya Publishing House.