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EDCN-906E-Teacher Education.Pdf TEACHER EDUCATION MA [Education] EDCN 906 E [ENGLISH EDITION] Directorate of Distance Education TRIPURA UNIVERSITY Reviewer Dr Sitesh Saraswat Reader, Bhagwati College of Education, Meerut Authors: Ajith Kumar C, Unit (1.2-1.3) © Ajith Kumar C, 2017 Dr Harish Kumar, Units (1.4, 2.5-2.6, 5) © Dr Harish Kumar, 2017 Dr Niradhar Dey, Unit (1.5) © Dr Niradhar Dey, 2017 Dr Harish Kumar & Dr Shruti Kant Pandey, Unit (2.2-2.4) © Dr Harish Kumar & Dr Shruti Kant Pandey, 2017 Dr Elizabeth Kuruvilla, Unit (4.2) © Dr Elizabeth Kuruvilla, 2017 Vikas Publishing House, Units (1.0-1.1, 1.6-1.10, 2.0-2.1, 2.7-2.11, 3, 4.0-4.1, 4.3-4.9) © Reserved, 2017 Books are developed, printed and published on behalf of Directorate of Distance Education, Tripura University by Vikas Publishing House Pvt. Ltd. All rights reserved. No part of this publication which is material, protected by this copyright notice may not be reproduced or transmitted or utilized or stored in any form of by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the DDE, Tripura University & Publisher. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 Fax: 0120-4078999 Regd. Office: 7361, Ravindra Mansion, Ram Nagar, New Delhi – 110 055 Website: www.vikaspublishing.com Email: [email protected] SYLLABI-BOOK MAPPING TABLE Teacher Education Syllabi Mapping in Book UNIT - I Teacher Education: Meaning, Development and Significance. Unit 1: An Introduction to Aims and Objectives of Teacher Education at Elementary, Teacher Education Secondary and Tertiany Level. Agencies of Teacher Education– (Pages 3-73) NCTE, NCERT, SCERT, DIET. UNIT - II Type of Teacher Education Program: In-Service Teacher Unit 2: Types of Teacher Education, Pre-service Teacher Education, Orientation and Education Programmes Refresher Courses. (Pages 75-111) UNIT - III Teacher Education: Problems and Solution, Change in Teacher Unit 3: Problems of Education Program and Status of Implementation. Teacher Education (Pages 113-142) UNIT - IV Teaching as a Professional Ethics of a Teacher: Professional Unit 4: Teaching Profession and Organizations for Various Levels and their Roles. Performance Trends in Teacher Education Appraisal of Teachers. (Pages 143-186) UNIT - V Trends of Research in Teacher Education in India and Abroad. Unit 5: Latest Trends of Research in Teacher Education (Pages 187-214) CONTENTS INTRODUCTION 1 UNIT 1 AN INTRODUCTION TO TEACHER EDUCATION 3-73 1.0 Introduction 1.1 Unit Objectives 1.2 Meaning and Significance of Teacher Education 1.2.1 Meaning 1.2.2 Nature 1.2.3 Aims and Objectives 1.2.4 Need for Teacher Education 1.2.5 Scope of Teacher Education 1.2.6 Teacher Training vs Teacher Education 1.3 Development of Teacher Education 1.3.1 Pre-Independent India 1.3.2 Post-Independent India 1.4 Aims and Objectives of Teacher Education at Elementary, Secondary and Tertiary Level 1.4.1 Pre-primary Stage 1.4.2 Primary Stage 1.4.3 Secondary Stage 1.4.4 Higher Secondary Stage 1.4.5 Implications for Pre-service Teacher Education 1.5 Agencies of Teacher Education 1.5.1 National Council for Teacher Education (NCTE) 1.5.2 National Council of Educational Research and Training (NCERT) 1.5.3 State Council of Educational Research and Training (SCERT) 1.5.4 District Institute of Education and Training (DIET) 1.5.5 Academic Staff College (ASC) 1.6 Summary 1.7 Key Terms 1.8 Answers to ‘Check Your Progress’ 1.9 Questions and Exercises 1.10 Further Reading UNIT 2 TYPES OFTEACHER EDUCATION PROGRAMMES 75-111 2.0 Introduction 2.1 Unit Objectives 2.2 Pre-service and In-service Teacher Education 2.2.1 Pre-service Teacher Education 2.2.2 In-service Teacher Education 2.3 Curriculum and Evaluation of Pre-service Teacher Education 2.3.1 Curriculum Planning and Curriculum Development 2.3.2 Curriculum of Pre-service Teacher Education at Elementary Level 2.3.3 Curriculum of Pre-service Teacher Education at Secondary Level 2.3.4 Need and Importance of Evaluation in Teacher Education 2.4 Importance of In-service Education for Teachers 2.4.1 Objectives of In-service Education for Teachers 2.4.2 Need for In-service Education 2.5 Present Scenario of In-service Training of Teachers 2.5.1 Models of In-service Education for Teachers 2.5.2 Agencies for In-service Education 2.5.3 Recommendations of Commissions and Committees for Pre-service Programmes 2.6 Orientation and Refresher Courses 2.6.1 Refresher Courses 2.6.2 Orientation Programmes 2.7 Summary 2.8 Key Terms 2.9 Answers to ‘Check Your Progress’ 2.10 Questions and Exercises 2.11 Further Reading UNIT 3 PROBLEMS OFTEACHER EDUCATION 113-142 3.0 Introduction 3.1 Unit Objectives 3.2 Problems and Solutions to Teacher Education 3.2.1 Organization of Teacher Education 3.2.2 Curriculum and Content 3.2.3 Problem of Balance and Integration 3.2.4 Methods of Teacher Education 3.3 Changes in Teacher Education Programme and Status of Implementation 3.3.1 Increased Reliance upon Academic Disciplines 3.3.2 Demise of Separation in Teacher Education 3.3.3 Education Technology 3.3.4 Staff Utilization 3.3.5 Patterns of Collaboration 3.3.6 Staffing 3.3.7 Teacher: Technician or Professional? 3.4 Summary 3.5 Key Terms 3.6 Answers to ‘Check Your Progress’ 3.7 Questions and Exercises 3.8 Further Reading UNIT 4 TEACHING PROFESSIONAND TRENDS IN TEACHER EDUCATION 143-186 4.0 Introduction 4.1 Unit Objectives 4.2 Teaching and Professional Ethics of a Teacher 4.2.1 Concept of Profession 4.2.2 Need for Professional Preparation 4.2.3 Planning Guidance for a Professional Development Programme 4.2.4 Preparation of Teachers through Distance Mode 4.2.5 Strategies for Professional Development 4.2.6 Challenges of Teacher Education in General 4.3 Professional Organizations for Various Levels and their Roles 4.3.1 Professional Organizations at School Level 4.3.2 Professional Organizations at Higher Education Level 4.4 Performance Appraisal of Teachers 4.4.1 Frequency of Appraisal and Feedback 4.4.2 Focus of Appraisal and Feedback 4.4.3 Outcomes of Appraisal of Teachers 4.4.4 Impact of Teacher Appraisal and Feedback 4.5 Summary 4.6 Key Terms 4.7 Answers to ‘Check Your Progress’ 4.8 Questions and Exercises 4.9 Further Reading UNIT 5 LATEST TRENDS OF RESEARCH IN TEACHER EDUCATION 187-214 5.0 Introduction 5.1 Unit Objectives 5.2 Nature and Purpose of Research 5.2.1 Areas of Research 5.2.2 Status of Researches on Teacher Education in India 5.3 Researches on Teacher Education 5.3.1 Job Satisfaction of Teachers and Performance 5.3.2 Influence of Psycho-Social Factors on Teaching 5.3.3 Attitude towards Teaching 5.3.4 Classroom Teaching Effectiveness 5.3.5 Predictors of Teaching Proficiency 5.4 Innovations in Teacher Education 5.4.1 Educational Technology 5.4.2 Teaching Methods 5.4.3 Educational Evaluation 5.4.4 Environmental Education 5.5 Global Trends in Teacher Education 5.5.1 Recent Trends in China 5.5.2 Trend towards Monitoring and Evaluation and the Role of UNESCO 5.6 Problems of Research in Teacher Education 5.6.1 Suggestion on Methodology 5.6.2 Future Direction for Research 5.7 Summary 5.8 Key Terms 5.9 Answers to ‘Check Your Progress’ 5.10 Questions and Exercises 5.11 Further Reading Introduction INTRODUCTION Education is derived from the Latin word educare, which means ‘to bring up’ or NOTES ‘to raise’. Education is of value in itself (intrinsic value) and is valued for what it can do (instrumental value). Intrinsically it promotes a feeling of wisdom and personal well-being. Instrumental benefits would be in terms of degrees and skills one can use to get a good job and a high social position. Education is the fundamental enabler of a knowledge based economy. Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels, namely, central, state, and local. The central (CBSE, ICSE) and most state boards uniformly follow the ‘ten plus two plus three’ pattern of education. In this pattern, study of twelve years is done in a school and junior college (ten plus two years) and the attainment of a Bachelor’s degree takes three years of studies thereafter. The first ten years is further subdivided into five years of primary education, three years of upper primary, followed by two years of high school. It is important to clarify that while there are private schools in India, they are highly regulated in terms of what they can teach, in what form they can operate (for example, only non-profit organizations can run an accredited educational institution) and all other aspects of operation.
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