Question: 1

Read the article carefully “Role of Teachers’ in Curriculum Development for

Teacher Education”

Summarize the article in (500-800) words keeping in view the following context.
a. Curriculum development process
b. Teacher as a curriculum developer

Curriculum:
Curriculum is derived from Latin word and is defined as the process of learning through
the guidance taken by the institutions. And the process of composing syllabus,
instructors and training methods is called curriculum development.

Curriculum development Process:

Teachers follows the layout of curriculum and give instructions to their student to leads
them towards progress. Progress is important for the students to move towards next
level. Without the curriculum guidance, it is not possible for instructors to give
necessary information and ideas to students, whether it is on school level or college
level. Curriculum also helps the students for individual learning and self-confidence to
maintain their time and plan their learning strategies. Some students may accept the
learning by acquiring right information but they may not know how to take a part in
learning process. Student should be provided with the guidance about the techniques
that they should know before taking the courses.

Curriculum development is the process which is not static,

it changes to fulfill the needs of community and the organizers of the institute. Different
stages of this process are planning, preparing, developing, implementing and improving.

Role of teachers in curriculum development:

Teachers know all the needs of education. A teacher have ideas about the different
strategies that should be used for teaching methodology. An instructor come to know
about the psyche of the student with in the short period of time. An instructor must
possess the ability of good planner. A teacher must be self-confident, and the decision
making power should be strong. In curriculum development process, teacher plays an
 important role in every step. Curriculum arranging includes examination of reasoning,
social powers, needs, objectives, treatment of information, human improvement,
learning process, guidance, and choice. Curriculum arrangement includes deliberate
information, content, determination, assortment, appraisal, association. Configuration
factors incorporates school (levels, types, Structures), instructive innovation,
foundational professional, social remaking, Curriculum plan, investigation of social
needs, making an interpretation of the necessities into
Course/general/learning/terminal destinations, parting the goals into explicit targets,
gathering the particular destinations into subjects, getting the subjects from the above
grouping, indicating empowering targets, unitizing each topic, determination of required
time, and prospectus definition. Curriculum advancement stages comprise of
Instructional improvement, Materials and media improvement, Methods of educating
and testing. Curriculum assessment includes Intra-curricular assessment, Teacher
assessment of understudies, Student assessment of instructors, Materials assessment,
Verification of techniques, Evaluation of tests and assessments, checking the learning
results while on the field, Curriculum survey/improvement/change/alteration, System
correction. Subsequent to assessing the readied curriculum it is seen that the curriculum
isn't good then designer turns for updating and improving stage.

Question: 2

Briefly describe the characteristics of these two educational philosophies.

Idealism

Characteristics of Idealism:
Other than the physical or material universe, there is likewise a profound universe which is
saturated by the all inclusive Personality of God. He is the Maker and others are the made.
Human personality is a part of the all inclusive Personality and is needy of Him. God or the
General Personality is the wellspring of every single human worth and the objective of every
human movement is the acknowledgment of this all inclusive Personality is one's very own self.

Idealism accepts that man is a negligible creature. He is basically an otherworldly being whose
central point is to build up his profound nature. It is this otherworldliness that recognizes man
from other lower animals. The hidden standard of the optimistic way of thinking is "Mind or soul
is the basic world stuff and that psyche isn't just cerebrum and its action, yet is in itself a genuine
article." The truth is found in the brain of man and not in the outside world.

Idealism has full confidence in unceasing qualities which never show signs of change. They can
neither be made nor crushed. As per Plato, the extraordinary interminable qualities are Truth,
Goodness and Excellence. They are actually like the properties of God as communicated by the
sages and diviners of antiquated Indian in the words. Man can't make these qualities.

He can possibly find them in the event that he attempts. As indicated by idealism, "Everything
which we really made a decision to be great or wonderful is so on the grounds that it participates
in the idea of Outright Goodness or Excellence. It is Total Excellence which makes every single
lovely thing, excellent. "

The information which is increased through the movement of brain is a higher priority than the
information, obtained through faculties.

Dreamers give very' significance to the 'Self of the person. Subsequently they demand the fullest
improvement of the character of a person. The advancement of character implies
accomplishment of flawlessness. As per J. S. Ross, "Along these lines the magnificence and
worth of human life at its best are underscored by Idealism. Human character is of preeminent
esteem and establishes the noblest work of God."

Realism:
Realism is the refinement of our common acceptance of the world as being just what it appears
to be. As indicated by it, things are basically what they appear to be, and, besides, in our insight
they are only equivalent to they were before entering our cognizance, staying unaltered by our
encountering them.

Characteristic of Realism:
The supporters of Realism underlined the significance of helpful and purposive education. They
upheld the incorporation of logical subjects in the educational plan and instead of scholarly and
fake education; they laid weight on the regular education which brought forth Naturalism. Along
these lines, the accentuation on logical education is the primary qualities of reasonable
education. The practical education is to make the present existence of kid as the point of
convergence of educational framework. As we probably am aware the way that Realism was
conceived as a response to too much Optimism, it contradicted the scholastic education of
negligible goals and values and accentuated the quick genuine and handy issues of everyday
living which just can advance individual products and welfare.

The racialist education is accentuation on examinations, encounters and use of information

learnt. It lays extraordinary weight on learning by doing, by creating innovativeness and
inclination of political work in youngsters with the goal that they can take care of their quick
commonsense issues and lead a genuine fruitful life.

Realists censure minor scholastic, hypothetical and learned information which grows just
repetition memory and energizes packing. It doesn't empower the kid to comprehend the
substances of outer things and regular wonders. As indicated by Realists, education ought to
instill in the kid a comprehension of both the thing and the earth. Subsequently, the motto of
sensible education isn't 'words yet things'. Such kind of education advances knowledge and a
feeling of judgment which the scholarly education doesn't do.