4.1.pptx educational issues and related to

4.1.pptx educational issues and related to

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  ISSUES RELATED TO TEACHER EDUCATIONIN INDIA
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  INTRODUCTION Man is asocial being. He is an integral part of the society. The man is product of society where as society also depends upon its individuals for its development. Aims and objectives of any society can achieved through the proper education of its people. For such an educational system, we require efficient teachers. It is well known saying that teacher is the national builder. To be able to discharge such a high
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  TEACHER EDUCATION As perthe National Council of Teacher Education Act, 1993, term Teacher education means… ‘‘Programmes of education, research or training for equipping them to teach at pre- primary,primary, secondary and senior secondary stages in schools, and includes non- formal education,part- time education, adult education and corresponding education’’
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  Teacher education encompassesteaching skills, sound pedagogical theory and professional skills. (W.H. Kilpatrick) Teacher Education = Teaching Skills + Pedagogical skills + Professional skills.
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  IMPORTANCE OF TEACHERTRAINING "If you educate a boy, you educate one individual. If you educate a girl, you educate the whole family and if you educate a teacher, you educate the whole community."
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  ISSUES AND CHALLENGES
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  MEASURES AND REMEDIES TheTeacher Education Policy in India has evolved over time and is based on recommendations contained in various Reports of Committees/Commissions on Education like: – the Kothari Commission (1966) – the Chattopadyay Committee (1985) – the National Policy on Education (NPE 1986/92) – Acharya Ramamurthi Committee (1990) – Yashpal Committee (1993) – and the National Curriculum Framework
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  The Right ofChildren to Free and Compulsory Education (RTE) Act 2009,which became operational from 1st April,2010, has important implications for teacher education in the country. Within the broad objective of improving the learning achievements of school children, the twin strategy is to: – Prepare teachers for the school system (pre- service training). – Improve capacity of existing school teachers (in- service training
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  For pre-service training: •The National Council of Teacher Education (NCTE), a statutory body of the Central Government, is responsible for planned and coordinated development of teacher education in the country. For in-service training: • The country has a large network of government-owned teacher training institutions (TTIs), which provide in- service training to the school teachers. The spread of these TTIs is both vertical and horizontal. At the National Level: – the National Council of Educational Research and Training (NCERT) – National University on Educational Planning and Administration (NUEPA). Both NCERT and NUEPA are national level autonomous bodies
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  SUGGESTIONS • The coursesof studies both in theory and practice should be reorganised. For this a pragmatic research should be conducted by some universities to see the course structure, which will be helpful for realisation of the goals of teacher education. • The method of teaching in the teacher education departments should be such that it inspires a sense of appreciation among other departments of the universities and colleges • For development of professional attitude it will be advisable to organise various types of activities such as daily assembly programmes, community living, social work, library organisation and other curricular activities. • The admission procedures of B.Ed. should be completely systematised and steps should be taken to make it full proof against tempering and meddling as far as possible. • There should be a planning unit in each State Education Department. The function of this unit should be to regulate the demand and supply of teachers at various levels of schools.
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  • The practisingschools have to be taken into confidence. For this the members of the staff of teachers colleges should be closely associated with the schools. • " Innovative practices of teaching such as microteaching, simulation and interaction analysis procedures should be encouraged. • The teacher education department should be made a nucleus for research on teaching curriculum and evaluation in the regular university departments. • For professional growth of teacher educators there should be seminars, summer internships and research symposia at more frequent intervals. • Proper provision of textbooks and reading material, including reference books in Hindi and regional languages in the field of teacher education. • The State Government should make adequate provision of funds for teacher education departments. Special assistance should be given for running an experimental school and holding of practice teaching sessions in various schools. • Correspondence courses in teacher education should be provided, with a strict and high screen for admissions and a rigorous manner of assessment. • Libraries are needed to be enriched with complete and comprehensive reference section equipped with all available
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  CONCLUSION HENCE THERE WOULDBE A MAJOR SHIFT FROM • Teacher centric, stable designs • Teacher direction and decisions • Teacher guidance and monitoring • Passive reception in learning • Learning within the four walls of the classroom • Knowledge as "given" and fixed • Disciplinary focus • Linear exposure • Appraisal, short, few
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  To …. • Learner centric,flexible process • Learner autonomy • Facilitating, supporting and encourages learning • Active participation in learning • Learning in the wider social context in the class room • Multidisciplinary, educational focus • Multiple and divergent exposure • Multifarious, continuous Education