1.BLOCK PRACTICE TEACHING INTERNSHIP
2.INTERMITTENT PRACTICE TEACHING INTERNSHIP
Thursday, July 3, 2008
Monday, June 30, 2008
BUDHIST PERIOD
Teacher education was given importance.
Any enlighened person can teach, not only Brahins.
Formal system of teacher training started.
Teachers were trained for propagating Budhism.
Monitorial system existed.
Teaching was considered as noble profession.
Any enlighened person can teach, not only Brahins.
Formal system of teacher training started.
Teachers were trained for propagating Budhism.
Monitorial system existed.
Teaching was considered as noble profession.
ANCIENT AND MIDIEVAL PERIOD: 2500 B.C. TO 500 B.C
ANCIENT AND MIDIEVAL PERIOD: 2500 B.C. TO 500 B.C.
Taught Vedas
Brahmins served as teachers
Varna system was prevalent
Manu says Brahmins alone shall teach Vedas
No formal system of teacher’s training
Methods and techniques were simple
Close contact between teacher and taught.
Taught Vedas
Brahmins served as teachers
Varna system was prevalent
Manu says Brahmins alone shall teach Vedas
No formal system of teacher’s training
Methods and techniques were simple
Close contact between teacher and taught.
TEACHER EDUCATION IN CHANGING SOCIETY
INTRODUCTION
The history of teacher education in India is as old as the history of education and the history of Indian education is as old as the human civilization, hence it seems to be correct that the concept of informal teacher education must have been born in India during early ancient Indian period that is in 2500 B.C.
The history of teacher education in India is of four parts.
1.Ancient and medieval period: 2500 B.C. to 500 B.C.
2.Buddhist period: 500 B.C. to 1200 A.D.
3.Muslim period: 1200 A.D to 1700 A.D.
4. British period: 1700 A.D. to 1947 A.D.
The history of teacher education in India is as old as the history of education and the history of Indian education is as old as the human civilization, hence it seems to be correct that the concept of informal teacher education must have been born in India during early ancient Indian period that is in 2500 B.C.
The history of teacher education in India is of four parts.
1.Ancient and medieval period: 2500 B.C. to 500 B.C.
2.Buddhist period: 500 B.C. to 1200 A.D.
3.Muslim period: 1200 A.D to 1700 A.D.
4. British period: 1700 A.D. to 1947 A.D.
Tuesday, May 13, 2008
HISTORY OF TEACHER EDUCATION IN INDIA
HISTORY OF TEACHER EDUCATION IN INDIA
ANCIENT PERIOD
In the ancient period so many students came to teacher that he could not fulfill his responsibilities towards them. Hence he used to seek the assistance of meritorious students of higher classes called “pattacharya” who assisted their teacher in teaching. If the teacher sometimes went out side, he used to entrust the whole work of teaching and school to such students.
ANCIENT PERIOD
In the ancient period so many students came to teacher that he could not fulfill his responsibilities towards them. Hence he used to seek the assistance of meritorious students of higher classes called “pattacharya” who assisted their teacher in teaching. If the teacher sometimes went out side, he used to entrust the whole work of teaching and school to such students.
As in the monitorial system, in this system meritorious students of the same class and some students of the higher classes assisted the teacher in the performance of teaching and other allied works, after having been thus trained these students used to become efficient teachers and school organizers.
MUSLIM PERIOD
The chief aim of the Muslim rulers in India was to propagate their religion. It is very difficult for them to have any idea of teacher education.
BRITISH PERIOD
BRITISH PERIOD
1. EARLY BEGINNING
In this period, the educational Boards of Bombay, Madras, and Calcutta for the first time felt the need of teacher education. They established a few training centers where the teachers of primary schools were imparted training. The native education society of Bombay trained 25 teachers and sent them to different parts of the province. So that the standard of teaching in the primary schools might be raised. In 1812, Calcutta school society was established at Calcutta, which made provision for the training of the teachers on the basis of monitorial system. East India Company started giving Rs. 500 monthly aid since 1825. Training schools for the training of teachers was founded at madras in 1825, in order to encourage the work of the society, in accordance with the suggestions of Munro, the then governor of Madras.
2. WOOD’S DESPATCH
Wood’s dispatch of 1854 mentioned “we desire to see the establishment, with as little delay as possible, of training schools and classes for masters in each presidency in India”.
3. FROM 1859 TO 1882
Lord Stanley mentioned in his dispatch that a special attention should be devoted to the training of the teachers. After the transfer of the power it was not possible for the British administrators posted in India to ignore or disregard the orders of the secretary for state of India. Hence they worked with enthusiasm for the establishment of training schools in India. As a result of their efforts many training schools were established in each province by the year 1882. in 1882 there were 7 training schools for men and 2 for women. The number of students studying in these schools was 553. In Madhya Pradesh technical schools were 43 for men and 1 for women. The number of students studying in these schools was 118.
Normal school system was started in Bengal in 1862. According to this system the teachers of the native schools or their relations were sent to Normal Schools. In 1874 Campbell, the Governor of the Province, prepared a new scheme for the training of the teachers. Consequently, 46 normal schools were established at the cost of Rs.164000/-.
In Madres, there were 32 training schools with 927 students. Provision of the training of the teachers of primary schools was made in other provinces also. In 1802, there 106 normal schools in the whole of India and 3886 men and women were being trained in those schools with an annual expenditure of Rs.4 lacs.
4. Regular System of Teacher Education
In India regular system of teacher education was started in accordance with the recommendation of the Indian Education Commission, 1882. Hence by the end of 19th century there were Training Colleges at Madras, Lahore, Allahabad, Kursang, Rajmudri and Jabalpur and 50 Training Schools in the whole country.
5. Government Resolution of Education Policy, 1904
Lord Curzon devoted sufficient attention towards education and training of the teachers. The Government Resolution of Educational Policy of 1904, made the following recommendations:
1. Provision should be made for higher training of able and experienced teachers for the Indian educational Service.
2. The importance of the equipment of the Training colleges is almost equal as that of General colleges.
3. The training period for the graduates should be only one year. Thereafter they should be granted degree by the University. The knowledge of teaching methods and practical training should also be included in the curriculum. The training period for the non-graduates should be two years.
4. Theoretical training and practical training should be mutually connected with each other. There should be a practicing school connected with each Training College.
5. Training colleges should be connected with ordinary schools so that the teachers may apply the methods learned in the training colleges.
Monday, May 12, 2008
HISTORY OF TEACHER EDUCATION IN INDIA, ANCIENT PERIOD, MUSLIM PERIOD
HISTORY OF TEACHER EDUCATION IN INDIA
ANCIENT PERIOD
In the ancient period so many students came to teacher that he could not fulfill his responsibilities towards them. Hence he used to seek the assistance of meritorious students of higher classes called “pattacharya” who assisted their teacher in teaching. If the teacher sometimes went out side, he used to entrust the whole work of teaching and school to such students.
As in the monitorial system, in this system meritorious students of the same class and some students of the higher classes assisted the teacher in the performance of teaching and other allied works, after having been thus trained these students used to become efficient teachers and school organizers.
MUSLIM PERIOD
The chief aim of the Muslim rulers in India was to propagate their religion. It is very difficult for them to have any idea of teacher education.
ANCIENT PERIOD
In the ancient period so many students came to teacher that he could not fulfill his responsibilities towards them. Hence he used to seek the assistance of meritorious students of higher classes called “pattacharya” who assisted their teacher in teaching. If the teacher sometimes went out side, he used to entrust the whole work of teaching and school to such students.
As in the monitorial system, in this system meritorious students of the same class and some students of the higher classes assisted the teacher in the performance of teaching and other allied works, after having been thus trained these students used to become efficient teachers and school organizers.
MUSLIM PERIOD
The chief aim of the Muslim rulers in India was to propagate their religion. It is very difficult for them to have any idea of teacher education.
Saturday, May 10, 2008
HISTORICAL PERSPECTIVE OF TEACHER EDUCATION IN INDIA
HISTORICAL PERSPECTIVE OF TEACHER EDUCATION IN INDIA
On ancient and medieval India, there was no concept of teacher education. Scholarliness was considered as the sole criterion for becoming a teacher. The concept that teachers are born and not made was also prevalent.
It is only during the British period we see that advent of teacher education in India.
The salient developments are listed below,
1. Setting up of the first normal school at Serampur by the Danish missionaries.
2. Establishment of teacher training institutions at Pune, Surat, Calcutta by government.
3. Establishment of teacher training centers in Bombay, Madras, and Calcutta by educational societies.
4. Opening of government normal schools at Agra (1852), Meerut (1856), and Banarus (1857).
5. Woods dispatch recommended for opening teacher training schools but with no effect.
6. By 1882, there were 106 elementary teacher-training institutions.
7. Indian education commission of 1882 recommended for starting of more training schools and examinations in theory and practice for secondary school teachers.
8. Practicing schools came to be attached to training colleges after the government resolution of 1914.
9. By the end of 19th century there were 6 training colleges and 56 training schools for secondary school teachers.
10. Calcutta university commission of 1917 recommended for the systematization of research work on training.
11. Hartog committee of 1929 recommended for organizing refresher and in-service training courses for the trained teachers.
12. After the attainment of independence, basic training received great importance. B.Ed training courses, M.Ed and PhD courses were started in many universities.
On ancient and medieval India, there was no concept of teacher education. Scholarliness was considered as the sole criterion for becoming a teacher. The concept that teachers are born and not made was also prevalent.
It is only during the British period we see that advent of teacher education in India.
The salient developments are listed below,
1. Setting up of the first normal school at Serampur by the Danish missionaries.
2. Establishment of teacher training institutions at Pune, Surat, Calcutta by government.
3. Establishment of teacher training centers in Bombay, Madras, and Calcutta by educational societies.
4. Opening of government normal schools at Agra (1852), Meerut (1856), and Banarus (1857).
5. Woods dispatch recommended for opening teacher training schools but with no effect.
6. By 1882, there were 106 elementary teacher-training institutions.
7. Indian education commission of 1882 recommended for starting of more training schools and examinations in theory and practice for secondary school teachers.
8. Practicing schools came to be attached to training colleges after the government resolution of 1914.
9. By the end of 19th century there were 6 training colleges and 56 training schools for secondary school teachers.
10. Calcutta university commission of 1917 recommended for the systematization of research work on training.
11. Hartog committee of 1929 recommended for organizing refresher and in-service training courses for the trained teachers.
12. After the attainment of independence, basic training received great importance. B.Ed training courses, M.Ed and PhD courses were started in many universities.
FUNCTIONS OF TEACHER EDUCATION LEVELS
FUNCTIONS OF TEACHER EDUCATION LEVELS
FUNCTIONS OF PRE-SERVICE TEACHER EDUCATION
· To promote capabilities for inculcating national values and goals as enshrined in the constitution of India.
· To enable teachers to act as agencies of modernization and social change.
· To develop critical awareness about the social realities.
FUNCTIONS OF IN-SERVICE TEACHER EDUCATION
· Updates teacher’s in-services issues concerning content, methodology, and evaluation.
· Upgrades serving teachers in tasks with which they are currently occupied.
· Initiates and orients teachers to new roles and technologies.
· Provides opportunities for unqualified or under- qualified on the job teachers to update their knowledge.
FUNCTIONS OF EXTENSION-SERVICE TEACHER EDUCATION
· Upgrade the professional competence of serving teachers.
· Prepare teachers for new roles.
· Provide knowledge and skills relating to emerging curricular changes, content, process and evaluation.
· Overcome gaps and deficiencies of pre-service education.
FUNCTIONS OF PRE-SERVICE TEACHER EDUCATION
· To promote capabilities for inculcating national values and goals as enshrined in the constitution of India.
· To enable teachers to act as agencies of modernization and social change.
· To develop critical awareness about the social realities.
FUNCTIONS OF IN-SERVICE TEACHER EDUCATION
· Updates teacher’s in-services issues concerning content, methodology, and evaluation.
· Upgrades serving teachers in tasks with which they are currently occupied.
· Initiates and orients teachers to new roles and technologies.
· Provides opportunities for unqualified or under- qualified on the job teachers to update their knowledge.
FUNCTIONS OF EXTENSION-SERVICE TEACHER EDUCATION
· Upgrade the professional competence of serving teachers.
· Prepare teachers for new roles.
· Provide knowledge and skills relating to emerging curricular changes, content, process and evaluation.
· Overcome gaps and deficiencies of pre-service education.
LEVELS OF TEACHER EDUCATION
LEVELS OF TEACHER EDUCATION
Teacher Education can be classified in different ways depending on the type of the students teachers, levels etc..
Teacher education can be classified as follows
1. Pre-service
2. In-service
3. Extension service
Pre-service Teacher education
If the student teachers to be admitted in to teacher education institutions are freshers from schools and colleges Without having any training earlier, it is called the pre- service teacher education.
In-service teacher education
If the student teachers are working teachers, who have not been trained earlier, it is called the in –service teacher education.
Extension service
If the participants are trained earlier and if refresher courses are organized for them, it is called the extension teacher education.
Teacher Education can be classified in different ways depending on the type of the students teachers, levels etc..
Teacher education can be classified as follows
1. Pre-service
2. In-service
3. Extension service
Pre-service Teacher education
If the student teachers to be admitted in to teacher education institutions are freshers from schools and colleges Without having any training earlier, it is called the pre- service teacher education.
In-service teacher education
If the student teachers are working teachers, who have not been trained earlier, it is called the in –service teacher education.
Extension service
If the participants are trained earlier and if refresher courses are organized for them, it is called the extension teacher education.
Friday, May 9, 2008
FUNCTIONS OF TEACHER EDUCATION
FUNCTIONS OF TEACHER EDUCATION
The teacher education institutions will acquire a wider spectrum of function and a greater room for responsibilities.
-> Develop Capability to provide both for pre-service and in-service education
-> Provide training and orientation programme to the functionaries of alternative educational strategies aimed at achieving universal elementary education and eradication of illiteracy.
-> Organize programmes for heads of schools and schools complexes and supervisory staff.
-> Offer courses for community Leaders, Voluntary agencies and Parents.
-> Provide academic support to school and other agencies engaged in education of children and adults.
-> Undertake research and experiments with innovative educational ideas.
-> Act as a resource center for education for a specific area.
-> Impart training for other areas of education like physical and special education.
Thursday, May 8, 2008
SCOPE OF TEACHER EDUCATION
SCOPE OF TEACHER EDUCATION
1. Professional commitment and overall competencies of teachers leave much to be desired.
2. The quality of preservice education has not only improved with recent developments in pedagogical science but has actually shown signs of deterioration.
3. Teacher education progranmmes consist mainly of preservice teacher training with practically no systematic programmes of in-service training facilities for which are lacking.
4. There has been an increase in sub-standard institutions of teacher education and these are numerous reports of gross malpractices.
5. The support system provided by the state councils of educational research and training (SCERTs) and the universities department of education has been insufficient and there is no support system.
6. To establish 430 district institutions of education and training (DIETS) have already been established.
1. Professional commitment and overall competencies of teachers leave much to be desired.
2. The quality of preservice education has not only improved with recent developments in pedagogical science but has actually shown signs of deterioration.
3. Teacher education progranmmes consist mainly of preservice teacher training with practically no systematic programmes of in-service training facilities for which are lacking.
4. There has been an increase in sub-standard institutions of teacher education and these are numerous reports of gross malpractices.
5. The support system provided by the state councils of educational research and training (SCERTs) and the universities department of education has been insufficient and there is no support system.
6. To establish 430 district institutions of education and training (DIETS) have already been established.
CONCEPT OF TEACHER EDUCATION
CONCEPT OF TEACHER EDUCATION
A Teacher considers a variety of factors in a comprehensive manner and formulates wide range concepts of teacher education.
Ø Ways of improving and enhancing thinking or cognitive abilities.
Ø Creating interest, attitude towards learning, environment and the processes and forces operating in the environment, concerns for excellence, sense of belonging, team spirit, curiosity, involvement, initiative and tolerance to others ideas and behaviours ,all of which could be called the emotional or the affective aspects of human personality and,
Ø Improving more operational skills-mechanical, complex, observational, and so on, or the psychomotor dimensions,
Ø Inculcation of values and attitudes through teaching.
A Teacher considers a variety of factors in a comprehensive manner and formulates wide range concepts of teacher education.
Ø Ways of improving and enhancing thinking or cognitive abilities.
Ø Creating interest, attitude towards learning, environment and the processes and forces operating in the environment, concerns for excellence, sense of belonging, team spirit, curiosity, involvement, initiative and tolerance to others ideas and behaviours ,all of which could be called the emotional or the affective aspects of human personality and,
Ø Improving more operational skills-mechanical, complex, observational, and so on, or the psychomotor dimensions,
Ø Inculcation of values and attitudes through teaching.
Aims and Objectives of teacher education
AIMS AND OBJECTIVES OF TEACHER EDUCATION
The aims of teacher education are,
Ø To evolve instructional strategies to improve effectiveness and efficiency of instructional process in B.Ed program.
Ø Providing instruction in particular courses of study in B.Ed .
Ø Restructuring the existing curriculum of teacher education programme completely.
Ø Efforts in the second category aimed at enhancing the impact potential and practical relevance of particular courses of study in B.Ed.
Ø To build a national system of teacher education based on India’s cultural ethics, its unity and diversity synchronizing with change and continuity..
Ø To facilitate the realization of the constitutional goals and emergence of the social order.
Ø To [prepare professionally competent teachers to perform their roles effectively as per needs of the society.
Ø To upgrade the standard of teacher education.
Ø To enhance the professional and social status of teachers and develop amongst them a sense of commitment.
The aims of teacher education are,
Ø To evolve instructional strategies to improve effectiveness and efficiency of instructional process in B.Ed program.
Ø Providing instruction in particular courses of study in B.Ed .
Ø Restructuring the existing curriculum of teacher education programme completely.
Ø Efforts in the second category aimed at enhancing the impact potential and practical relevance of particular courses of study in B.Ed.
Ø To build a national system of teacher education based on India’s cultural ethics, its unity and diversity synchronizing with change and continuity..
Ø To facilitate the realization of the constitutional goals and emergence of the social order.
Ø To [prepare professionally competent teachers to perform their roles effectively as per needs of the society.
Ø To upgrade the standard of teacher education.
Ø To enhance the professional and social status of teachers and develop amongst them a sense of commitment.
Teacher Education
Teacher Education
Introduction
Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethics, culture, and character of a nation. The constitutional goals, the directive principles of the state policy, the socio economic problems and the growth of the knowledge, the merging expectations and the changes operating in education system and provide the perspective with in which teacher education programmes need to be viewed.
DEFINITIONS
“The education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethics, culture, principles and character of the nation.”
Dr.K.Walia
“Teacher education is a continuous process and its pre-service and in-service components are inseparable. At the first step, the system of teacher education is overhauled…the new programmes of teacher education will emphasize continuing education and the need for teachers to meet the thrusts envisaged in this policy.
M.S. Yadav
Introduction
Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethics, culture, and character of a nation. The constitutional goals, the directive principles of the state policy, the socio economic problems and the growth of the knowledge, the merging expectations and the changes operating in education system and provide the perspective with in which teacher education programmes need to be viewed.
DEFINITIONS
“The education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethics, culture, principles and character of the nation.”
Dr.K.Walia
“Teacher education is a continuous process and its pre-service and in-service components are inseparable. At the first step, the system of teacher education is overhauled…the new programmes of teacher education will emphasize continuing education and the need for teachers to meet the thrusts envisaged in this policy.
M.S. Yadav
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