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This ppt. discusses the major shifts proposed by the NCERT & NCTE in the existing Teacher Education Program running in the country in order to revamp it.
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SYLLABUS
FOR TWO-
YEAR
BACHELOR OF
EDUCATION
PART II:
Major Shifts in Teacher-Education Programme
Author:
Urmila Parlikar,
State Department of Higher
Education, Maharashtra, INDIA
Jan. 2015
As redesigned by NCERT,
INDIA, 2010-2015
Major Shifts in Teacher-Education
Programme: Area 1. Learner
Learner : is given priority against the teacher or textbooks: is to be seen as active than passive recipient: Learner’s capabilities are to be seen as dynamic and capable of development
Strategies: curriculum should provide opportunities ..
To observe them directly at work & play
To listen to them with attention, empathy & humour
To get an insight into their thinking & learning
Thru assignments to understand their questions & observations
Area 2: Shift in the concept of
Learning
To be appreciated as a participatory process in a
shared social context of the learner’s immediate
peers as well as the wider social community or
the nation as a whole.
Participatory process to be a self-experience-
based process in which the learner constructs
his/her knowledge in his/her own ways through
absorption, interaction, observation and
reflection.
Area 2. : Shift in Learning (contd.)
Different contexts lead to differences in
learning.
Therefore Learning in school to be influenced
and enhanced by the wider social context
outside the school.
Area 3. Shift in the Teacher’s
Role
His/ her role needs to be shifted from being a
source of knowledge to being a facilitator of
transforming information into
knowledge/wisdom, as a supporter in
enhancing learning through multiple exposures,
encouraging the learner to continuously
achieve his/her educational goals.
Area 4: Shift in the concept of
Knowledge
Wherein knowledge is to be taken as a continuum, as
generated from experiences in the actual field
through observation, verification, and so on.
Strategy: Conscious efforts need to be taken to
represent an explanation from the perspective of
education rather than merely specifying theoretical
ideas from related disciplines with ‘implications
for education’
Area 5: Shift in the knowledge in
Teacher Education
Knowledge in teacher-education is by nature
multidisciplinary within the context of education.
Strategy: In other words, conceptual inputs in
teacher education need to be articulated in such a
manner that they describe and explain educational
phenomena—actions, tasks, efforts, process,
concepts and events.
Area 5: Shift in the knowledge in
Teacher Education (contd.)
The End: teachers must contextualise education and
evolve a deeper understanding of the purpose of
education and its relationship with society.
The strategy: to provide the space for engagement
with issues and concerns of contemporary Indian
society, its pluralistic nature, and issues of identity,
gender, equity, livelihood and poverty.
Area 6: Teacher Education
Program
Should provide adequate scope for ……
viewing a theoretical understanding and
its practical aspects in a more integrated
manner rather than as two separate
components
Area 7: Shift In Understanding The Impact
Of The Social Context In Educative
Processes.
Given : The social climate of the school and
the classroom exert a deep influence on the
process of learning and education as a whole
Strategy: There is a need to undertake a
major shift away from an overwhelming
emphasis on the psychological characteristics
of the individual learner to his/her social,
cultural, economic and political context.
Area 8: Shift in Performance
Appraisal
from an annual affair to a continuous
feature needs to be recognised.
The teacher-educator evaluates the student-
teacher’s ability
to cooperate and collaborate, investigate and
integrate, and
also appraises written and oral skills, originality
in approach and presentation, and so on.
Area 8: Shift in kinds of Performance
Appraisal (contd.)
Variety of appraisals: to take place in the
form of…..
self-appraisal,
peer appraisal,
teacher’s feedback, and
formal evaluation at the end of the year
All appraisals aim at improvement,
understanding one’s own strengths and
weaknesses, understanding what has to be
strengthened, and identifying the next goals in
the learning process
Area 8: Shift in kinds of Performance
Appraisal (contd.)
Appraisal mostly will not be given in marks (quantitative),
but will be on a scale (qualitative), where the student’s achievement is evaluated as a continuum and
he/she is placed according to his/her performance in various activities.
View appraisal as a continuous educative process.
Area 9. Shift in Professional
Orientation
Teachers are required to Consciously attempt
to formulate one’s own professional
orientation as a teacher in situation-specific
contexts
Please watch out for PART III in the series
CHANGING ROLE OF TEACHERS IN SUSTAINING &
TRANSFORMING EDUCATION