Académique Documents
Professionnel Documents
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978-81-925192-3-4
Teacher Education
Dr. Jagdip Sonwane
2013
First
www.edupublication.com
Dr. J. R. Sonwane
Department of Education
M. K. Bhavnagar University,
Bhavnagar
INDIA
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Price
131
Pages
Educational Technology
Subject
Language English
ISBN
Title
Author
Year
Edition
Vol
Publisher
Something
International Encyclopedia of Teaching and
Teacher Education (1987), says - Teacher
education
phases:
can
be
considered
Pre-service,
Induction
in
and
three
In-
empower
the
teacher
to
meet
the
We
to
invite
serve
suggestions
better
to
from
our
stakeholders.
-Dr J R Sonwane
Index
Sr
Content
Page
No
1.
2.
3.
4.
5.
6.
In-Service
Teacher
Education: 89
TEACHER EDUCATION
1.
Teacher Education at a
Glance
TEACHER EDUCATION
and
technological
influences have
TEACHER EDUCATION
theoretical
knowledge,
skill
orientation,
and
correspondence
education
through
experiences.
The
curricula
for
teacher
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
Primary
Education
Programme
(DPEP),
launched in 1993.
Thus, it can be clearly envisaged that number of
commissions
and
committees
appointed
since
TEACHER EDUCATION
were
also
recommended
to
be
TEACHER EDUCATION
10
TEACHER EDUCATION
2.
NEED
AND
IMPORTANCE
OF
TEACHER EDUCATION
11
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
programmes,
organization
of
joint
of
alternative
programmes
of
teacher
education
programme,
TEACHER EDUCATION
programmes
of
staff
development
activities
like
teaching,
evaluating,
co-curricular
activities,
participate
in
TEACHER EDUCATION
make
them
sufficient
to
implement
TEACHER EDUCATION
17
TEACHER EDUCATION
3.
TEACHER
AND
TEACHER EDUCATION
18
TEACHER EDUCATION
functions
according
to
the
needs
and
TEACHER EDUCATION
(A) TEACHING
Teaching is the most fundamental responsibility of
teachers irrespective of their time and stage of
education. Especially at the stage of higher education, a
great quantum of knowledge is required to be imparted
and a vast area of topics need be covered by teachers.
As we know well, teaching is an intricate and
complication process involving artistic skills and
responsibility as well as scientific principles and
procedures. Teachers should not only acquire the
quantum of knowledge that is required for various
groups of learners but also use different methods and
techniques of teaching for which they have to master a
good number of skills. There are vital and general
principles of teaching, e.g. teaching from known to
unknown, from analysis to synthesis, from simple to
complex, from empirical to rational, about which
teachers should be made aware so that knowledge
accumulated over the years can be transmitted to
students effectively.
The quantum of knowledge is being multiplied so fast
and some of the theories and concepts are getting
20
TEACHER EDUCATION
with
advancements.
This
calls
for
high
TEACHER EDUCATION
administrative,
programmes
organisational
/activities
which
and
management
help
teaching
The
proper
management
of
various
TEACHER EDUCATION
classification,
comparison
and
TEACHER EDUCATION
24
TEACHER EDUCATION
Activities
of
teachers
are
of
crucial
TEACHER EDUCATION
TEACHER EDUCATION
occasionally
and
haphazardly
organised
by
the
27
TEACHER EDUCATION
dimension
to
the
teachers'
role
and
TEACHER EDUCATION
students'
performance
and
achievement
TEACHER EDUCATION
importance
citizens of
TEACHER EDUCATION
arena
in
particular
and
national
development in general.
31
TEACHER EDUCATION
TEACHER EDUCATION
and
adult
education
instructors
and
supervisors.
3) Training and orientation of heads of institutions in
institutional planning and management and microlevel planning.
4) Orientation of community leaders, functionaries of
voluntary organizations and other influencing school
level education.
5) Academic support to school complexes and
District Boards of Education.
6) Action Research and experimentation work.
7) Serving as evaluation centre for primary and upper
primary schools as well as non-formal and adult
education programmes.
33
TEACHER EDUCATION
of
Educational
Research
and
Training
Education
and
Advanced
Teachers
Training
34
TEACHER EDUCATION
Education
(NCTE)
would
exercise
education
programmes
for
secondary
for
primary teacher
education
and
innovations
and
experimentation.
The
35
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
bearing
impact
on
curriculum
development,
38
TEACHER EDUCATION
through
higher
order
professional
39
TEACHER EDUCATION
1)
Pre-service
teacher
education for those who after graduation or postgraduation decide to enter this profession and take
up teacher education courses in teacher education
colleges.
2)
In-service
teacher
and
skills,
is
the
education
for
Distance
teacher
40
TEACHER EDUCATION
4.
Emerging Roles of Teacher
Education Organizations at
the National Level
41
TEACHER EDUCATION
4.
Emerging
Roles
of
Teacher
Education
(A) NCERT
The NCERT has played an important role in the field of
Teacher Education for the last four decades. It has been
an apex organisation in the domain of school education
of which Teacher Education has formed a significant
part.. The Central Institute of Education (1948-49) and
National Institute of Basic Institution were predecessors
of the National Institute of Education or NCERT.
Previously, these organisations were organizing inservice education programmes and providing preservice
Teacher
Education.
Under
the
NCERT,
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
and
liberalisation
policies
of
the
government.
(B) NCTE
Teacher Education has to assume responsibility to
prepare teachers with proper attitude and ability to
translate the philosphy of education into practical
learning experience. Therefore, to build the teacher
education on sound professional lines it is imperative to
take strategic actions on multiple fronts-structural
reforms, curricular upgradation improving the status and
motivation of teacher educators. At present as needed
by the NCTE, the curriculum of most of the M.Ed.
programmes are not specifically designed to prepare
teacher educators. The M.Ed. programme is a
discipline-oriented Post-Graduate level of programme
of educational studies and research that provided for
specialisation in different sub-disciplines of education.
49
TEACHER EDUCATION
arena
without
sufficient
professional
TEACHER EDUCATION
"Curriculum
Framework
for
Quality
Teacher
teacher
educators
with
M.Ed.
TEACHER EDUCATION
TEACHER EDUCATION
53
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
and
conformity
with
the
functional
requirements.
Teacher Education is a continuous process and its preservice and inservice components are complimentary to
each other. Its programmes have to be re-organised and
geared to the emerging needs of the society. The NPE,
56
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
There
is
treasure
capability
in
TEACHER EDUCATION
(iv)
Long-term
and
Short-term
in
particular.
There
is
explosion
of
TEACHER EDUCATION
62
TEACHER EDUCATION
democratic
and
enlightening
TEACHER EDUCATION
opportunities
to
teachers
and
teacher
trends
and
competencies
for
effectively
TEACHER EDUCATION
perpetual
and
the
equalisation
of
educational
TEACHER EDUCATION
accreditation
on
par
with
other
TEACHER EDUCATION
undertake
action
research,
developmental
TEACHER EDUCATION
68
TEACHER EDUCATION
5.
Effective Teaching
and
Successful Teachers
69
TEACHER EDUCATION
5.
1.
QUALITIES OF A TEACHER
are
the
qualities
of
head,
sympathy,
humanitarian
qualities
of
love,
sympathy,
70
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
of precise
utilise
the
same
independently
and
TEACHER EDUCATION
TEACHER EDUCATION
of
(1972) has
knowledge,
aptly observed,
explosion
of
"With
student
TEACHER EDUCATION
TEACHER EDUCATION
old
fashioned
or
modern,
time-tested
or
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
84
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
88
TEACHER EDUCATION
6.
IN-SERVICE TEACHER
EDUCATION:
CONCEPT
AND
NEED
89
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
definition
has
the
following
significant
components:
1. Professional knowledge.
2. Skill aspect.
3. Attitude towards profession.
4. A code of conduct or ethics of profession.
5. Professional skills, Such as administrative skills,
management skills, organizing skills, leadership
skills, etc.
6. Interest in teaching profession.
7. Course refers to the provision of such experiences
based on sound
92
pedagogical
and
empirical
TEACHER EDUCATION
such
as
seminars,
symposium,
It
includes
such
new
courses
whose
(1952-53)
was
more
specific
in
TEACHER EDUCATION
TEACHER EDUCATION
not
necessary,
not
only in
view of the
TEACHER EDUCATION
disadvantaged
and
the
economically
education
brings
into
focus
the
96
his
professional
life,
thus
avoiding
TEACHER EDUCATION
obsolescence,
fossilization
and
irrelevance of
knowledge.
(7) The teachers could be made abreast of global
perspectives regarding changes in the ideas about
the theory and practice of education in different
countries, which may help them to give a fresh look
at their own thinking and working styles.
97
TEACHER EDUCATION
HISTORY
OF
IN-SERVICE
TEACHER
EDUCATION
Extension Services were started in Europe as extramural
departments in early eighteenth century. After a gap, the
services changed its nomenclature and called workers
education department. Birkbeck College was an output
of these efforts. The objectives of this education were to
propagate "secular", "scientific" knowledge to once
imparted by church.
In India Buddhists were perhaps the first to start
evening classes for imparting useful' knowledge. It was
presumed in those days that all monks had to learn an
extra trade of 'secular' skill. Certain trades were
organized on family basis like oil pressures, gold smith,
carpenters
etc.
and
improved
knowledge
were
community discussion,
folk
stories
TEACHER EDUCATION
stressed
in
subsequent
reports
of
various
recommended,
"to
ensure
continued
TEACHER EDUCATION
Programme
for
Secondary
Education
TEACHER EDUCATION
But
these
centres
have
had
some
101
TEACHER EDUCATION
TEACHER EDUCATION
TEACHER EDUCATION
This
policy
statement
emphasized
the
recourse
administration
had
persons,
worked
key
persons
hard.
and
During
TEACHER EDUCATION
105
TEACHER EDUCATION
school
supervisors,
instructors/
education,
institutions,
local
secondary
Radio
teacher
Station
education
(wherever
applicable), etc
At the Divisional Level:
University Department, of Education, IASE, NGOs
and other concerned organizations and institutions.
106
TEACHER EDUCATION
107
TEACHER EDUCATION
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108
TEACHER EDUCATION
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I am not
a teacher,
but an
awakener
Robert Frost