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Posted in Coloured Television on 12/29/2009 02:37 am by admincurricular changes in teacher education
curricular changes in teacher education
India is a developing country. We have a thousand years of tradition and culture. The different types of people live in India. In the old schools were called "Ashramam and teachers has been called "guru." Guru is a respectable person in society after the mother and father. According to our Vedic Guru is third God. Once they were Given the importance of Shravan, Dhyana and Asana. All such information is in the Vedas. Yoga is a gift India's largest in the world. Yoga has its origins in the Vedas, the texts that have been heard by ancient sages to their state of meditation, and therefore are known as srutis. The great sage Vyasa a systematically organized the Vedas. Therefore, it is known as Veda Vyasa.
We now live in the technological world. The major changes occur in everyday life human being. The effect of TV, Telephone, Radio, Computer, Internet and mobile is very good in our daily lives. Even today day as a teacher is a model for students in society. The teaching profession is a respectable profession in society. But there are great changes have occurred in the system education.
Western culture increases. Due to globalization, we see everything in the form of trade. It's not good. The teacher is a builder of the nation. The development of any country depends on its educational system. Any type of development is possible through education.
The program concept can be regarded as a connecting link between teacher and student, organized to achieve the objectives previously set by the teacher, the learning organization or specialists in curriculum.
The curriculum is a means of education. If education is learning, the program includes learning situations. Despite offers education with the "how" and "when", refers to curriculum "What" is a product education, the program is plan.
Professor
Teacher training is an integral component of the education system. It is intimately connected with is conditioned by society and ethics, culture and character of a nation. The constitutional objectives, knowledge of the guiding principles of policy state, socio-economy and rising, emerging and expectations of changes in the operation in education, etc, require an appropriate response from an education system Futurist and give perspective to the training of teachers should be consulted.
When India won freedom, the existing education system and was accepted as such, because I thought that a hasty exit from the same would be disturbing and destabilizing. Therefore, a willingness to maintain the balance of the system and won everything which was scheduled for the changes was the reorganization. Therefore, education, including teacher training remained largely insulated from the needs and aspirations people. In the past five decades, some efforts have been made indigenize system. The differences are however large and visible. The imperatives of building bridges include:
– To build a national system of teacher training based on India's cultural ethos, unity and diversity of synchronization with the change and continuity.
– To facilitate the realization of constitutional goals and the emergence of the new social order.
– To prepare professionally competent to effectively perform their role according to the needs of society.
– Improve the level of teacher training, improving the professional status and social status of teachers and develop a sense compromise.
Scenario training for teachers
The need to improve levels of participation in education for the general progress is well recognized. The key role of educational institutions in achieving reflected in a series of initiatives to transform the nature and role of education – formal and informal. Accessibility universal quality education is considered essential for development. It has improved the training system of teachers to prepare effective teachers.
Various commissions and committees, Sarvepalli Radhakrishnan Commission (1948) Secondary Education Commission (1953), Kothari Commission (1964-66), etc, are appointed by the central and state governments in recent decades has been stressed the need for quality teacher training to the demands of the education system. Commission of Secondary Education (1953) noted that one of main factors reconstruction of education to the secondary stage is the training of teachers. The Education Commission (1964-66) stressed that "in a world based in science and technology it is education that determines the level of prosperity, welfare and safety of the people "and that" a good training program of teachers is essential to improve the quality of education.
India has a great system of education. There are about 5.98 lakh primary schools, 1.76 lakh and 98,000 primary High / Higher Secondary Schools in the country, around 1,300 educational institutions for primary teachers and nearly 700 schools Education / Departments of the University to prepare teachers for secondary and upper secondary schools. Of the nearly 4.52 million teachers in the country nearly three million of primary and elementary education. A significant number of them are not skilled or less educated. Some regions such as North-East, there are even qualified teachers. With regard to education services is concerned, the situation is not very encouraging. It is estimated that an average of 40% of teachers receive ongoing training teachers after a period of five years. With regard to non-formal education, despite a series of models are popular in different states, there is still much to do to prepare teachers and other staff of the system.
The National Council of Teachers Education (NCTE) as a body no office (1973-1993) has taken several measures in relation to quality improvement in teacher training. His main contribution was to prepare training teachers in the Curriculum Framework 1978. Therefore, training of teachers has changed in teacher preparation programs at several universities and councils in the country. A similar effort was made in 1988.
During the last decade, new guidelines have been established, to rapid changes in the educational, political, international and national social and economic development. Curriculum Reconstruction has also become an imperative in the light of significant gaps in the training of teachers. The training of teachers in all, this is classic in nature and purpose. The integration of theory and practice and therefore the response to the educational needs the school system is still inadequate. Teachers are trained in the skills and competencies that are not necessarily equip them to become effective professionals. Familiarity the latest developments in education remains inadequate. stipulatory organized learning experiences whenever possible, they rarely help to strengthen the ability of teachers to independent life long learning. The system still prepares teachers who do not necessarily become professional competent and dedicated to the final of vocational training programs for teachers. A large number of teacher training institutions are not practice what they preach. " Many of the skills and lessons are rarely methods.
Definitions curricula, Oliva (1997).
The curriculum is:
What is taught in schools
A set of topics.
Content
A program of study.
A set of materials
Sequence courses.
A set of performance goals
A course of study
Everything that happens within the school including extra-class activities, orientation and interpersonal relationships.
Everything is provided by school personnel.
A series of experiments conducted by students in a school.
This is an experiment in which each student as a result of schooling.
Flexible curriculum
In India, many communities in the mountainous area, the area of the platform, the area of desert, plains and coastal zones, each with their individuality, their customs and environmental needs. It is clear that the same program can not be imposed on all people, whatever their needs and the environment. Must be different from one place to another and from society to society.
"The destiny of India in form actual classrooms. "In the world based on science and technology it is education that determines the level of prosperity, safety and welfare of the population (Commission Education 1964-66).
Different Curriculum
There are eleven types of programs
1. manifest curriculum, explicit or written
2. Societal Curriculum
3. The hidden or covert curriculum
5. Plan Phantom studies
7. rhetorical curriculum
9. Received Curriculum
10. Firmware
11. The computer program
Teacher Curriculum Education at different stages – NCTE
The training of teachers in pre-primary stages
Objectives
· To enable future teachers to teach children the desire to know their immediate natural environment, love and respect;
· Teachers Preparing for the future of using local resources and local contexts.
Curriculum Content and Transactions
teacher training curriculum at this stage the need to develop awareness in literacy programs, community dynamics, national and local customs, fairs and community festivals and the way of social life. It can also develop awareness of the forces that affect the environment, including pollution, evaluation of historic sites and cultural importance and tasks The special characteristics of education and development contained in the policies and programs.
The training of primary teachers
Objectives
· Develop the skills of future teachers of integrated study environment, integrated social science and integrated science and technology;
· To allow future teachers to teach children the desire to know their immediate natural environment, to love and respect;
Implications for Pre-Service Teacher Training
Content of programs and operations
It is necessary that prospective teachers aware of the need reduce the burden of programs, organize learning experiences that are gay by nature and related to the immediate environment of the student and help them develop and to absorb the values desirable.
Training Teachers at this stage is intended to provide guidance. The teaching and learning of mathematics is woven around half environment so that students integrate environmental concerns. The activities focus on local culture and environment through the use of local contexts and specific resources. Prospective teachers must have experiences to help children develop emotional and socio-cultural. Consciousness and realistic view of the phenomena occurring in the environment will be linked to social or scientific events. This can be achieved by focusing on observation, classification, comparison and draw conclusions conducted within and outside the class room.
The training of teachers of secondary and higher secondary stage
Objectives
Develop among students and teachers aware of the sensitive environmental concerns and the promotion of skills address environmental challenges;
Implications for teacher education pre-
Academic Stream
Moreover, concerns such as ecological imbalances, environmental degradation should also be studied in socio-economic and cultural.
Response to Students with Special Needs Education
And Talented Education: trunk Gifted
Objectives
· Teachers in the training of gifted and talented Social responsibility and commitment to society and the environment;
Teachers In Service Education
Objectives
• Allow teachers to be sensitive to issues gender and the environment.
Need for curriculum changes in teacher education
India a thousand years of tradition and culture. Education establishments have been called to Ashramam and teachers has been called Guru. A major change occurred in our lives every day. Due to the globalization of the education system is now fully allocated. Now, the schools give importance to technical education. Teachers is a domestic manufacturer. It has a capacity to change society. Knowing the importance of technology, communication skills, the National Council for Teacher Education (NCTE) has introduced a separate subject on a technology called "educational technology" Both Ed and Ed B levels. Computers in Education, Communicative English, personality development also are in place in the Bachelor level education. Now we face many problems such as terrorism, poverty and population. We want this type of program that strengthens peace, nonviolence, positive attitude and values in society. By teaching these things in their training programs, you get a positive change in society. Our Policy National Education (1986) and other committees and commissions of education were also given importance to the training of teachers. But it is our duty to continue such programs. In the seminars, workshops and conferences, is important to collect the attitude of the leading scientists concerning the importance of changes curriculum in the current scenario. There are many recommendations on curricular change, but not in practice.
Ø The format of the current curriculum of training of teachers at different levels, preschool, primary and secondary education is generally based, apart other in the basic course, which includes philosophical perspectives, sociological and psychological education. The intention is that teachers must have an understanding conceptual field of education, the major concerns that are relevant to the political, social and cultural life of the nation for the teacher is simply not responsible for that trinket "in the task of teaching, but also imbued with the perspective of people who can apply their minds to the diversity of situations in the field of education. These are courses that provide a large number of possibilities to be recast to focus on the debate on the issues listed in the previous chapters. Out other, we can look back at the existing program and divide it into clusters of topics including the basic elements of the NEP and constitutional concerns regarding non-discrimination. Other areas of equal importance to the development of these ideas are in the process of teaching and working with the community.
Ø The type of exercises to develop the values related to non-discrimination in the chapters on sex / gender, caste or tribe disability, etc could become the focus of the institutions co-curricular and extra teacher training. Not intend to repeat the list of activities here in this chapter, you may refer to these activities in the relevant chapters in which are listed.
Or it could be useful to plan an orientation program on the training of teachers on this subject. Seminars are familiar with the strategies of teacher trainers for the start operation of the teaching-learning dimensions relevant to the subject. An effective way to institutionalize the concept is to integrate it into the curriculum of primary and secondary pre-training of teachers. This may be supplemented by an extracurricular program likely adapted to offset some of the gaps in particular curricular approach in terms of attitude and value development.
Ø What is needed is a vigorous defense of public education, teacher training institutions and university departments of education for the conscious inclusion of these components in the programs.
Ø To deal with the inconvenience of slowly treatment of the subject, suggests that a complete independent unit formed by familiarity with the Constitution of India and concerns that affect education should be integrated primary and secondary training courses for teachers.
Ø In India, evaluation system affects the educational process, in particular, the quality of classroom education significantly and, as such, a separate unit from the imperatives of education because the Constitution allows importance and weightage to the topic the classroom.
Ø Much depends on the ingenuity and dedication of teachers and teacher educators in achieving something substantial through education. If problems are treated with sincerity and purpose, which could certainly achieve the desired transformation in the educational system through teacher training.
Conclusion
Today, we are in a technological world where things are happening quickly. Parents and teachers would like to be able to get quick results. India has kept pace with science and technology to nations before, but showed a slower rate in our system of values, even if we have a strong heritage of human values.
An overview of the context and concerns as mentioned above, the profile of teachers and the general objectives and specific limits that define an educational environment. The perceived characteristics of the curriculum framework would include:
– Reflects the indigenous heritage as an instrument to achieve national goals and aspirations of the people are.
– Meets recent advances in the field of education.
– Establishes the integration of theory and practice of education.
– Provides many experiences for teachers.
– Teachers can experiment with new ideas.
– Ensures inseparable from the initial training of teachers.
– Set realistic goals for different stages of teacher education.
According to Swami Vivekananda The teacher gives knowledge and bright future for its students. He always tries to help students and encourages good habits, not only students but also in society. Teachers are a pillar of development in the country. Influence the teacher is more in student life. Any kind of social development depends on its educational system. It is therefore very important to give top priority to plan studies teacher education. It is very important to make space for science and technology in teacher education curriculum. So undoubtedly develop In India the richest and most powerful country in the world.
References
1. Teacher Training NR Saxena, BK Mishra, RK Mohanthy, Surya Publications, near government. Inter College, Meerut, First edition, 1998.
2. http:// www.ncte-in.org /
3. Http: / / www.aponline.gov.in/
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About the Author
Name:Naraginti Amareswar reddy Father Name: N.M.Reddy Sex: Male Date of Birth: 10th Fed 1981 Ed Qua: M.Sc., M.Ed., research scholar in the dept. of education, sri venkateswara university, tirupati, india. e-mail ID: amareswaran@gmail.com
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