(Paper 8)Teacher Education:History and policy perspective(M. ed 2nd sem )
M. ed 2019-21 Year – 1st , 2nd sem
Semester – 2nd
Student name : Palka Puri
Section-A
I. Give a brief account of the development of teacher education after independence.
Ans. Introduction: “The destiny of India is now being shaped in her classrooms”- Education Commission, 1964-66. According to the National Council for Teacher Education Act, “Teacher education means programmes of education, research or training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and includes non-formal education, adult education and correspondence education through distance mode. Teacher Education system plays a crucial role in shaping as well as modifying the quality of school education. At present time the teaching profession demands teachers to be innovative in their attitudes, flexible in their approach.
Commissions after Post-Independence Period: - In India teacher education has always been recognised as one of the most crucial means of social and national development. This view has been reflected by several commissions and committees after independence. The Government of India set up many commissions and committees time to time for addressing different issues of general education as well as teacher education. After independence efforts were made to tackle the emerging problem of access, quality and relevance of teacher education system in the country. The central institute of Education was established in Delhi in 1948 and the Government Training College at Allahabad was developed into the Central Pedagogical institute.
University Education Commission (1948-49): Just after independence, the Ministry of Education, Government of India set-up University Education Commission under the chairmanship of Dr.S.Radhakrishnan in the year, 1948. The commission recommended that the courses must be flexible and adaptable to local circumstances.
• To remodel the course and time given to school practice in assessing the student performance • To use schools for practical training
• Courses on the theory of education to be flexible and adaptable to local circumstances. Secondary Education Commission: Secondary Education Commission was established under the chairmanship of Dr. A.L.Mudaliar. The recommended that there should be only two types of institutions for teacher training.1 • Training colleges should organise refresher courses, start intensive courses in special subjects, practical training in workshops. • Teacher trainees should receive training in one or more of various extra-curricularactivities.
• During the period of training all student teachers should be given suitable stipend by the state and no fees should be charged in training colleges • The training institutions should advocate methods and training that are practicable and realistic.
Establishment of NCERT (1961): National Council of Educational Research and Training was established on 1961 for the development of school education. It also included teacher education. The recommendations of NCERT are as follows: • To revamp elementary and secondary teacher Education curriculum. • To reorganise student teaching and evaluation • To focus on continuing education of teachers through establishments of centres of continuing education • To provide a scheme of national awards to school teachers and teacher educators.
II. Describe the role and functions of National Council for Educational Research and Training in the field of teacher education.
Ans. The NCERT performs the important functions of conducts and promotes educational research, improve educational techniques, practices and research findings, develops curriculum instructional and exemplar materials, methods of teaching, techniques of evaluation, teaching aids etc. ... NCERT has a large publishing house.
The NCERT undertakes the following programmes and activities.
*Research:- The NCERT performs the important functions of conducting and supporting educational research and offering training in educational research methodology. Different Departments of the National Institute of Education (NIE), Regional Institutes of Education (RIEs), Central Institute of Educational Technology (CIET) and Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) undertake research programmes on different aspects of school education and teacher education.
*Development:- Developmental activities in school education constitute an important function of the NCERT. The major developmental activities include development and renewal of curricula and instructional materials for various levels of school education and making them relevant to changing needs of children and society.
*Training:- Pre-service and in-service training of teachers at various levels; pre-primary, elementary, secondary and higher secondary, vocational education, educational technology, guidance and counseling, and special education are the areas of training in which NCERT works. The pre-service teacher education programmes at the Regional Institutes of Education (RIEs) incorporate many innovative features. The RIEs also undertake the training of key personnel of the states and of state level institutions and training of teacher educators and in-service teachers.
Extension:- Various Departments of the NIE, RIEs, CIET and PSSCIVE are engaged in various ways. Constituents of NCERT work in close collaboration with various agencies and institutions in the states. Several programmes are organized in rural and backward areas in order to reach out to the functionaries in these areas where special problems exist and where special efforts are needed. Special programmes are organized for the education of the disadvantaged sections of the society. The extension programmes cover all States and Union Territories of the country.
Publication and Dissemination:- NCERT publishes textbooks for different school subjects for Classes I to XII. It also brings out workbooks, teachers’guides, supplementary readers, research reports, etc. In addition, it publishes instructional materials for the use of teacher educators, teacher trainees and in-service teachers. These instructional materials, produced through research and developmental work, serve as models to various agencies in States and Union Territories. These are made available to state level agencies for adoption and/or adaptation. The textbooks are published in English, Hindi and Urdu.
Exchange Programmes:- NCERT interacts with international organizations such as UNESCO, UNICEF, UNDP, NFPA and the World Bank to study specific educational problems and to arrange training programmes for personnel from other countries. It is one of the Associated Centers of APEID. It also acts as the Secretariat of the National Development Group (NDG) for Educational Innovations. The NCERT has been offering training facilities, usually through attachment programmes and participation in workshops, to educational workers of other countries.
III. Discuss the role and function of Institute of Advanced Studies in education in the field of teacher education.
Ans. Meaning & Definition ICT is technology that supports activities involving information. Suchactivities include gathering, processing, storing and presenting data. Increasingly these activitiesalso involve collaboration and communication.
Hence IT has become ICT: information andcommunication technology. Some underlying principles Technology does not exist in isolationICT contributes at various points along a line of activityICT is used in activities – the ICT use depends on the activities.
Aims & Objective:- Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading,writing and numeracy. UNESCO aims to ensure that all countries, both developed and developing, have access to the best educational facilities necessary to prepare young people to play full roles in modern society and to contribute to a knowledge nation. Because of the fundamental importance of ICT in the task of schools today, UNESCO has previously published books in thisarea as a practical means of helping Member States: for example, Informatics for SecondaryEducation: A Curriculum for Schools (1994) and Informatics for Primary Education (2000). Rapiddevelopments in ICT now demand a completely new document in place of the first of thesepublications. This book has two key purposes. The first is to specify a curriculum in ICT forsecondary schools that is in line with current international trends. The second purpose is tooutline a programme of professional development for teachers necessary to implement thespecified ICT curriculum successfully.All governments aim to provide the most comprehensiveeducation possible for their citizens within the constraints of available finance. Because of thepivotal position of ICT in modern societies, its introduction into secondary schools will be high onany political agenda.
Implications:- Student-Centered: Cooperative activities pair students together or place them within groups,allowing each individual student more time and opportunities to participate in the classroom discourse. Information and Communication Technology Thematic Instruction: Students‘ interests are addressed through thematic planning, especially if they have a voice in deciding the theme, and further participate in the design of cooperative activities around the theme that allow them to co-construct knowledge in a social environment.
Learning: Cooperative activities naturally get students up and interacting with their environment. Cognitive Apprenticeship: Paired and group activities offer excellent opportunities for teachers to model specific methods or behaviours for their students. Authentic Learning: Students who engage in cooperative learning practice social skills that will help them to succeed in real-life situations that require group collaboration Retention: Students who have mastered some aspect of cooperative learning and are comfortable working with their peers experience the following benefits: Higher retention and achievement, development of interpersonal skills and responsibility, heightened self-esteem and creativity Interaction: Students in cooperative learning groups acquire the skills necessary to interact successfully with peers in an environment that rewards respectful.
IV. What is teacher education? Describe the objectives of teacher education for preparing teachers for secondary level. How far we have succeeded in achieving this objectives.
Ans. Teacher Education- Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classrooms, schools and wider community.
Objectives-
1.acquire necessary knowledge, skills and attitudes for the development of the self and the nation
2.promote love for and loyalty to the nation
3.promoter harmonious co-existence among the peoples of Kenya
4.develop mentally, socially, morally, physically and spiritually
5.enhance understanding and respect for own and other people's cultures and their place in contemporary society
6.enhance understanding and appreciation of interrelationships among nations
7.promote positive environmental and health practices
8.build a firm foundation for further education and training
9.develop ability for enquiry, critical thinking and rational judgment
10.develop into a responsible and socially well adjusted person.
Secondary education requires teachers to master a specific subject and be able to train their students not only in content areas but in critical thinking so they may be college ready. As a secondary teacher of 25+ years, it is essential to keep abreast of educational state mandates as they are constantly changing.
Section-B
V. Define Apprenticeship. Discuss its needs, objective and procedures in the present two years B.Ed programme.
Ans. Apprenticeship is a kind of job training that involves following and studying a master of the trade on the job instead of in school. Carpenters, masons, doctors, and many other professionals often learn their trade through apprenticeship.Employers these days see an apprenticeship as a valuable way into a job, just like a degree. Both apprenticeships and degrees show you're willing to learn and work hard. Both result in qualifications. ... One is more hands-on, and learning through doing (though you'll still get structured training in an apprenticeship).
Need :-
1.Apprenticeships are structured training programmes which give you a chance to work (literally) towards a qualification. They help you gain the skills and knowledge you need to succeed in your chosen industry.
2. Apprenticeships give you fantastic experience in the working world and show employers that you can ‘hit the ground running’. Hands-on training gives you a real chance to put your skills into practice and helps you to gain more confidence in a working environment.
3.You earn while you learn. That’s right! No student loans, no tuition fees, and, hopefully, no debt. You’ll be paid a salary by your employer, and the government tends to cover the cost of the training for most young people.
4.Choice. There are over 400 different types of apprenticeships. So whether you’re hankering after a career in business, sport, marketing or construction, there’s something for everyone.
5.Apprenticeships offer a varied learning experience. You won’t have to spend all of your days studying; most of the time you’ll be working at a company.
Procedure in teaching:- Specific subject matter: If Debbie is planning to teach upper-level children in a specific subject, such as math or science, she will focus her studies on learning more about her chosen topic.
Child development: Debbie will take a number of classes designed to teach about physical, physiological and cognitive development for the age range of children she will teach.
Methodology: In addition to learning about subject matter and the children, Debbie will be taught methods of instruction, referred to as methodology.
Curriculum design: Later in Debbie's pre-service teaching education she will take a close look at how to plan quality lessons and how to design a curriculum.
VI. Define Andragogy. On what principles Andragogy is based. Describe qualification and procedures of selection of staff Andragogy.
Ans. Meaning of Andragogy:- Andragogy are teaching strategies developed for adult learners. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations.
Principles of Andragogy:-
Principle 1 Adults need to be involved in the planning and evaluation of their instruction.
Principle 2 Instruction should be task-orientated instead of memorisation – learning activities should be in the context of common tasks performed.
Principle 3 Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life .
Principle 4 Adult learning is problem-centered rather than content-orientated.
Andragogy focuses on special needs of adult learners. Knowles identified six assumptions about adult learning:
(1) need to know,
(2) self-concept,
(3) prior experience,
(4) readiness to learn,
(5) learning orientation, and
(6) motivation to learn. The Need to Know.
VII. Define pre school teacher education. Drscribe the role of colleges of education in the organisation of pre service teacher education. How far have we succeed in achieving the objectives of pre service teacher education.
Ans. Meaning:- Early childhood program in which children combine learning with play in a program run by professionally trained adults. Children are most commonly enrolled in preschool between the ages of three and five, though those as young as two can attend some schools.
A teacher educator (also called a teacher trainer) is a person who helps in-service and pre-service teacher trainees to acquire the knowledge, competencies and attitudes they require to be effective teachers. Several individual teacher educators are usually involved in the initial or ongoing education of each teacher; often each specialises in teaching about a different aspect of teaching.
Teachers with high quality teaching tend to do and find out more about their own craft, pushing out the boundaries of their learning and teaching, looking for the new topics and ways to teach. However, in order to achieve their maximum potential, ongoing professional development should be implemented in their schedules.Teachers provided with proper training on up-to-date information and new research on classroom management, on emerging technology tools for the classroom, new curriculum resources, and more, could become a successful factor to their schools.
VIII. Describe the main features of national curriculum framework prepared by NCTE for bachelor of education.
Ans. The NCERT initiated the latest venture of developing a new curriculum framework in 1999, and has brought out the National Curriculum Framework for School Education, 2000. It comprises five chapters. It with the context and concerns of the nation of today and tomorrow. A brief history of Indian education through the years – ancient, medieval and modern, provides an introduction to help one understand and appreciate the sociocultural context of the country that evolved during the past fifty years. Along with a brief account of the school education scenario in the post-independent India, a historical perspective of the process of curriculum development helps in visualising the changes that have taken place during this period. Against this background, the curricular concerns have been elaborated in great detail as they need to be reflected suitably in the curriculum at the elementary, secondary and higher secondary stages of school education. Curriculum development, a dynamic phenomenon, needs to be responsive to the fast changing society. It leads to an education system that would reduce inequalities, respond to social, cultural and economic concerns of the learners and the society and promote excellence. In other words, the curriculum must stand on three pillars of relevance, equity and excellence. Thus, one of the major curricular concerns is providing education for a cohesive society so that equality of opportunity and access to quality education to various groups including girls, learners with special needs and learners from disadvantaged. The higher secondary stage of education offers maximum challenge in many ways.Passing through the crucial years of adolescence to youth, the students can choose courses according to their needs, interests, capabilities and aptitude. They may go in for specialised academic courses or job oriented vocational courses. A large number of students after this stage may enter the world of work while some would pursue higher studies of their own choice. Hence, education at this level has to focus on knowledge, skills, attitude and entrepreneurship. In order to equip the youth to cope with the changes and challenges in life, it is essential to appropriately emphasise and carefully nurture cultural and ethical values as well. Equity and excellence have to be given due importance. Special care has to be taken of institutions located in rural, tribal and remote areas to remove the existing disparities. At the same time, national standards in education, comparable to any international standards will have to be ensured. Diversification of courses in the form of academic and vocational streams takes place at this stage. Flexibility in the choice of subjects and pace of learning must replace the traditional rigidity in these matters as far as possible. In both the streams, a judicious blend of foundation courses and need based elective courses is to be made available.
Section-C
1. Describe the role of teacher education after independence.
Ans.The development of teacher education has been traced in the postindependence period. Teacher education programme in our country, by and large, havebeen conventional in its nature and purpose. Our teacher educations programs can only successful if these are attuned to the changing society and its needs. Whatever policies may be laid down, in the ultimate analysis these have to be implemented by teachers as much through their personal example as through teaching learning processes. India has reached the threshold of the development of new technologies which are likely to revolutionise the classroom teaching. The teacher is required to acquire adequate knowledge, skills, interests and attitudes towards the teaching profession. The teacher’s work has become more complicated and technical in view of the new theories of psychology, philosophy, sociology, modern media and materials. The teacher should become proficient with well planned, imaginative pre service and in-service training programmes. Unless capable and committed are teachers in service, the education system cannot become a suitable and potential instrument of national development. The teacher is required to acquire adequate knowledge, skills, interests and attitudes towards the teaching profession. The teacher’s work has become more complicated and technical in view of the new theories of psychology, philosophy, sociology, modern media and materials.
2. How NCTE regulate qualification of teacher education.
Ans.The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT). Despite its commendable work in the academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education.formulate schemes for various levels of teacher education and identify recognised institutions and set up new institutions for teacher development programmes; take all necessary steps to prevent commercialisation of teacher education; and. perform such other functions as may be entrusted to it by the Central Government .
4. Describe the role of district institute of education and training in teacher education.
Ans.District Institute for Education and Training (DIET) are district-level educational institutes which have been established in each district of India by the Indian government. They help in coordinating and implementing government policies at district level.Training and orientation for Elementary school teachers (both pre-service and in- service). Head Masters,Heads of School Complexes. Instructors and supervisors of Non formal and Adult Education.Academic and resource support to the elementary and adult education systems in the district.Action research and experiment to deal with specific problems of the district in achieving the objectives in the areas of elementary and adult education.
To provide training and guidance for implementation of programmes like activity based and joyful learning and creating willingness to go to school.To undertake research and experiment, keep in mind the problems of the educational arena and to solve them.To familiarize Headmasters, teachers, B.R.C.s,C.R.C.s co-coordinators and supervisors with new approach.
5. What are the functions of institution of advanced studies in education in the field of teacher education.
Ans. The Institute of Advanced Studies in Education (IASE) is a deemed university in Sardarshahar, Rajasthan, India.[1] The university is accredited as a "B+" institute by the NAAC.it is located in Churu District of Rajasthan.Iase is a deemed university recognised by UGC.To fulfill the need of carrying out Research, Development and Innovation work, IASE research center is established on campus. Its immediate goal will be to encourage faculty members and students at the Bachelor's and Master's levels to consciously bringing in research and innovation elements in their Project work. IASE does this by organizing various events like national and international conferences, workshops on research methodology, guest lectures delivered by eminent researchers from industry and academia Research and development IASE is doing research in fundamental areas of Education content, Human values, Value based science, Peace and Harmony and technology, consciousness, and human conduct.
6. Differentiate between andragogy and pedagogy.
Ans.The terms “andragogy” and “pedagogy” are of Greek origin, both including the Greek verb “ago”, which means “guide”, and the Greek words “andras” (man) and “paidi” (child) respectively. Thus:
Pedagogy = paidi (child) + ago (guide)
Andragogy = andras (man) + ago (guide)
We can conclude from the above that pedagogy is a child-focused teaching approach, whereas andragogy an adult-focused teaching approach; or, formally, pedagogy is the art and science of helping kids learn, whereas andragogy is the art and science of helping adults learn.
7 effective adult education.
Ans. Adult education is education aimed at mature students that have already taken part in the workforce. Learning as a mature student gives individuals the chance to gain new skills and expand their knowledge.There are numerous advantages to adult education. Learning after secondary school as a mature aged student allows adults to develop valuable skills to improve career prospects and expand their professional knowledge.
Developing literacy and numeracy skills in adulthood also gives individuals a better ability to reach their full potential. Many adult students gain additional confidence in their academic skills after pursuing adult educationFinally, adult education teaches students valuable skills that can be put into action in a wide range of situations. The confidence and aptitude gained with adult education is valuable both in and out of the workplace.
8. What are the objectives of internship in teacher education?
Ans.The purpose of the workshop in an academic framework is to create a protected "academic-theoretical learning space". The workshop enables a planned combination of theory and practice by promoting supportive professional coping in situations of uncertainty by
(1) Integrating intelligent thinking with complex approaches of case studies relevant to the experience of the interns and
(2) providing practical tools for solving them.All these are required to develop teaching capabilities in various subjects, at the same time developing skills in a variety of interpersonal interactions with students, teachers, and parents required in teaching.
9. Prepare a list of agencies involved in the services of teacher education.
Ans.. Agencies of Teacher Education at the National Level
University Grants Commission (UGC)
National Institute of Educational Planning and Administration (NIEPA/NUEPA)
National Council of Teacher Education (NCTE)
National Council of Educational Research and Training (NCERT)
Agencies of Teacher Education at the State Level
State Institute of Education (SIE)
State Council of Educational Research and Training (SCERT)
State Board of Teacher Education (SBTE)
University Departments of Education (UDE)
10. What were the weaknesses of teacher education programs before independence.
Ans.The major gaps have been successively pointed outby University education Commission (1948-49),Secondary Education Commission (1952-53) andEducation Commission (1964-66). It has been observedthat the existing system of teacher education is rigid anstatic.Keeping in view the inadequacies of the teachereducation programme, NCTE (1987) prepared a frame workfor teacher education and called for drastic changesstarting from its objectives, content and methodology;the Council stressed on, (a) pedagogical theory (20%);(b) working with community (20%); and (c) content cunmethodology (60%). This curriculum did not findimplementation in totality in Secondary teacher EducationInstitutes (STEIs). Bhatnagar (1982) observed greatvariation in foundation courses. NCERT (1983) workshopconcluded that there is no uniformity in B.Ed curriculumof various universities. The National Commission onteachers (1983-85) recommended reforms in teachereducation and called for revamping the current coursesand curricula. ‘Challenge of Education: A PolicyPerspective’ (1985) observed that the process of updatingteacher education is extremely slow and a major portionof the teacher education curriculum was irrelevant evento contemporary needs.
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