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 gotten from Latin word and is defined as the process of learning through the
direction taken by the institutions. Furthermore, the process of composing schedule, instructors
and training strategies is called curriculum development.

Curriculum development Process:

Teachers pursues the design of curriculum and offer instructions to their understudy to drives
them towards progress. Progress is significant for the understudies to move towards next level.
Without the curriculum direction, it isn't workable for instructors to give essential information
and thoughts to understudies, regardless of whether it is on school level or school level.
Curriculum additionally helps the understudies for individual learning and self-assurance to
maintain their time and plan their learning techniques. A few understudies may acknowledge the
learning by acquiring right information however they may not realize how to take a section in
learning process. Understudy ought to be furnished with the direction about the systems that they
should know before taking the courses. Curriculum development is the process which isn't static,
it changes to satisfy the necessities of network and the coordinators of the institute. Various
phases of this process are planning, preparing, developing, implementing and improving.

Role of teachers in curriculum development:

Teachers know every one of the necessities of instruction. An instructor have thoughts regarding
the various methodologies that ought to be utilized for teaching technique. An instructor come to
think about the mind of the understudy with in the brief timeframe. An instructor must have the
capacity of good organizer. An instructor must act naturally sure, and the basic leadership power
ought to be solid. In curriculum development process, educator assumes a significant role in each
progression. Curriculum arranging includes examination of reasoning, social forces, needs,
targets and Objectives, treatment of information, human improvement, learning process and
direction, and decision. Curriculum course of action includes intentional information, content,
determination, variety, examination, affiliation. Setup factors incorporates school, instructive
innovation, basic professional, social remaking, Curriculum plan, investigation of social needs,
making an interpretation of the necessities into Course destinations, parting the objectives into
unequivocal targets, gathering the specific destinations into subjects, getting the subjects from
the above grouping, indicating empowering targets, unitizing every theme, determination of
required time, and outline definition. Curriculum headway stages contain Instructional
improvement, Materials and media improvement, Methods of educating and testing. Curriculum
appraisal includes, Intra-curricular appraisal, Teacher evaluation of understudies, Student
evaluation of instructors, Materials evaluation, Verification of strategies, Evaluation of tests and
evaluations, Checking the learning results while on the field, Curriculum
review/improvement/change/modification, System revision. Resulting to assessing the prepared
curriculum it is seen that the curriculum isn't great then planner turns for updating and improving
stage.

Question: 2

Briefly describe the characteristics of these two educational philosophies.

Characteristics of Idealism:
Other than the physical or material universe, there is in addition a profound universe which is
doused by the complete Personality of God. He is the Maker and others are the made. Human
character is a part of the broad Personality and is poor of Him. God or the General Personality is
the wellspring of every single human worth and the objective of every human development is the
attestation of this comprehensive Personality is one's own stand-out self.

Idealism recognizes that man is a superfluous creature. He is basically an extraordinary being

whose main issue is to build up his profound nature. It is this otherworldliness that sees man
from other lower animals. The covered standard of the confident point of view is "Mind or soul
is the basic world stuff and that mind isn't just cerebrum and its movement, yet is in itself a
genuine article." really found in the brain of man and not in the outside world.

Idealism has full trust in unceasing attributes which never give indications of progress. They can
neither be made nor squashed. According to Plato, the extraordinary interminable attributes are
Truth, Goodness and Excellence. They are extremely like the properties of God as passed on by
the sages and diviners of obsolete Indian in the words. Man can't make these attributes.

He can find them on the off chance that he tries. As indicated by idealism, "Everything which we
genuinely chose a decision to be extraordinary or grand is so in light of the fact that it
participates in the probability of Outright Goodness or Excellence. It is Total Excellence which
makes every single stunning thing, splendid. " The information which is increased through the
development of brain is a more significant need than the information, obtained through assets.
Visionaries give very' centrality to the 'Self of the individual. Along these lines they demand the
fullest improvement of the character of an individual. The movement of character infers
accomplishment of impeccability. According to J. S. Ross, "In this manner the brightness and
worth of human life at its best are underscored by Idealism. Human character is of preeminent
respect and sets up the noblest work of God."

Realism:
Realism is the refinement of our normal acknowledgment of the world as being exactly what it
seems, by all accounts, to be. As indicated by it, things are fundamentally what they seem, by all
accounts, to be plus, in our insight they are just equal to they were before entering our
comprehension, staying unaltered by our encountering them.

Attributes of Realism:
The supporters of Realism underlined the importance of accommodating and purposive
instruction. They maintained the incorporation of legitimate subjects in the instructive
arrangement and instead of academic and phony training; they laid load on the normal training
which delivered Naturalism. Thusly, the highlight on legitimate instruction is the essential
characteristics of sensible training. The pragmatic training is to make the present presence of
child as the point of combination of instructive system. As we likely am mindful how Realism
was imagined as a reaction to a lot of Optimism, it repudiated the academic training of
immaterial objectives and values and complemented the speedy genuine and convenient issues of
regular living which simply can propel individual items and welfare.

The racialist training is complement on examinations, experiences and utilization of information

learnt. It lays extraordinary load on learning by doing, by creating innovativeness and inclination
of political work in adolescents with the objective that they can deal with their snappy practical
issues and lead a genuine productive life. Pragmatists scold minor educational, speculative and
learned information which develops just redundancy memory and stimulates packing. It doesn't
enable the child to understand the substances of external things and normal ponders. As indicated
by Realists, instruction should instill in the child an appreciation of both the thing and the earth.
Hence, the witticism of reasonable training isn't 'words yet things'. Such kind of training propels
information and a feeling of judgment which the academic instruction doesn't do.