Curricular Changes in Teacher Education | Special Education

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Curricular Changes in Teacher Education

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India is a developing country. We have thousand years of Tradition and Culture. Different varieties of men and women are living in India. In olden days the educational institutions had been known as as ?Ashramam? and teacher was called as ?Guru?. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All sorts of info are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, World wide web and Mobile is very a lot in our every day life. Even these days also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Since of globalization we see every thing in the form of commercial. But it is not very good. Teacher is a nation builder. The development of any country depends upon its educational system. Any kind of development is achievable by way of education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the studying organization or by the curriculum specialists.

??????????? Curriculum is a indicates to the education. Although education is learning, curriculum signifies situations for learning. Whilst education deals with ?how? and ?when?, Curriculum deals with ?what? education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional objectives, the directive principles of the state policy, the socio-economic difficulties and the growth of understanding, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes require to be viewed.

When India attained freedom, the then existing educational system was accepted as such simply because it was thought that an abrupt departure from the identical would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education which includes teacher education largely remained isolated from the needs and aspirations of the men and women. In the course of the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges might be as follows:

- To construct a national system of teacher education based on India?s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional objectives and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles efficiently as per requirements of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The want for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a selection of initiatives taken to transform the nature and function of education ? both formal as well as non-formal. Universal accessibility to top quality education is regarded as important for development. This has necessitated improvement in the system of teacher education so as to prepare top quality teachers.

Several Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the require for top quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a key factor responsible for the educational reconstruction at the secondary stage is teachers? professional training. The Education Commission (1964-66) stressed that ?in a world based on science and technologies it is education that determines the level of prosperity, welfare and security of the people? and that ?a sound programme of professional education of teachers is crucial for the qualitative improvement of education.?

India has a huge system of education. There are nearly 5.98 lakh Main Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and almost 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly three million are teaching at the main/ elementary level. A sizeable number of them are untrained or under-trained. In specific regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the scenario is not extremely encouraging. It is estimated that on an average 40% of the teachers are supplied in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in numerous states in the country, a lot a lot more wants to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took numerous steps as regards high quality improvement in teacher education. Its key contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in several universities and boards in the country. A similar effort was made in 1988.

Throughout the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also turn out to be imperative in the light of some perceptible gaps in teacher education. Teacher education by and huge, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally efficient. Their familiarity with newest educational developments remains insufficient. Organised and stipulatory learning experiences whenever offered, rarely contribute to enhancing teachers? capacities for self-directed life lengthy understanding. The system still prepares teachers who do not necessarily turn into professionally competent and committed at the completion of initial teacher preparation programmes. A huge number of teacher training institutions do not practice what they preach. Several of the abilities acquired and methodologies learnt are seldom.

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Definitions of curriculum, from Oliva (1997).?

Curriculum is:

????? That which is taught in schools

????? A set of subjects.

????? Content

????? A program of studies.

????? A set of materials

????? A sequence of courses.

????? A set of performance objectives

????? A course of study

????? Is every thing that goes on within the school, which includes extra-class activities, guidance, and interpersonal relationships.

????? Every thing that is planned by school personnel.

????? A series of experiences undergone by learners in a school.

????? That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

??????????? In India there are huge number of communities living in the hilly region, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and wants. There fore, the exact same curriculum can?t be forced upon all, irrespective of their needs and environment. It should differ from locality to locality and from society to society.

??????????? ?The destiny of India now being shaped in her class rooms?. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the individuals (Education Commission 1964-66).

Various varieties of Curricula

There are eleven kinds of curricula

1.????? Overt, explicit, or written curriculum

2.????? Societal curriculum

three.????? The hidden or covert curriculum

4.????? The null curriculum

5.????? Phantom curriculum

6.????? Concomitant curriculum

7.????? Rhetorical curriculum

8.????? Curriculum-in-use

9.????? Received curriculum

10.? The internal curriculum

11.? The electronic curriculum

Teacher Education Curriculum at Different Stages ? NCTE

Teacher Education at the Pre-Primary Stage

?Objectives

????????? Enabling student teachers to inculcate among youngsters a desire to know their immediate natural environment, to adore and respect it

????????? Preparing student teachers to use local resources and local contexts.?

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Curriculum Content and Transaction

Teacher education curriculum at this stage will need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It might also develop awareness of forces affecting environment such as pollution, appreciation of places of historical and cultural significance and unique educational features and developmental tasks contained in policies and programmes.?

Teacher Education at the Main Stage

Objectives

????????? Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technologies

????????? Enabling student teachers to inculcate among kids a desire to know their immediate natural environment, to adore and respect it?

Implications for Pre-service Teacher Education

?Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the want for decreasing curriculum load, organise suitable studying experiences which are joyful in nature and related to immediate environment of the learner and aid them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to offer subject based orientation. Teaching and understanding of mathematics would be woven around the environment of the learners so that environmental concerns are correctly integrated. The activities would focus on local culture and environment employing the local particular contexts and resources. Student teachers shall have to be supplied with experiences to assist kids develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom.?

Teacher Education at the Secondary Stage&amp Higher Secondary Stage

Objectives

????????? Developing among student teachers awareness and sensitivity towards environment concern and promoting abilities for meeting environmental challenges?

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context.?

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Addressing Unique Educational Needs of Learners

Education of the Gifted and Talented: Main Thrusts

Objectives

????????? Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment?

In-Service Education of Teachers

Objectives

????????? Enabling teachers to be sensitive to gender and environment-related problems.?

Need of Curriculum Changes in Teacher Education

??????????? India has thousand years of tradition and culture. Educational institutions were referred to as as Ashramam and teacher was known as as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By understanding the importance of technologies, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technologies recognized as ?Educational Technology? at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so several difficulties like terrorism, poverty and high-population. We want such sort of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these issues in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given significance for high quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is essential to collect eminent scholars attitude towards significance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

????? The present curriculum format of teacher education at distinct levels, pre-main, elementary and secondary education is usually based, apart from others on Foundation Courses, which consists of philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its considerable concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing ?knick knacks? of the job of teaching but is also imbued with the perspectives of creating people who can apply their minds to the diverse situations that acquire in the field of education. It is the Foundation Courses which supply a lot of scope for being recast to lay focus on discussion on the problems listed in the preceding chapters. Apart from other people, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

????? The kind of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could turn into the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter a reference can be made to these activities in the suitable chapters in which they have been listed.

????? It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with techniques for operationalizing the teaching-understanding dimensions relevant to the theme. An efficient way to institutionalize the idea is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach particularly in terms of attitude and value development.

????? What is required is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

????? In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education ought to be incorporated in the elementary and secondary teacher education courses.

????? In India, evaluation system influences the educational method particularly the high quality of classroom teaching considerably, and as such a separate unit of educational imperatives of Constitution will make sure due significance and weightage to the theme in the classroom teaching.

????? A excellent deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial by way of education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Right now we are in a technological world where issues are happening quickly. Parents and teachers would like to be getting results quickly. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher?s profile and general and particular objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would contain the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national objectives and fulfills aspirations of people.

- Responds to the newest developments in the field of education.

- Establishes integration of theory and practice of education.

- Gives several educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for numerous stages of teacher education.

According to Swami Vivekananda Teacher gives understanding and bright future to his students. He usually trying to assist students and encourages very good habits not only in the students but also in the society. Teacher is a backbone for country?s development. The influence of teacher is more in the student life. Any kind of social development depends upon its educational system. So it is very crucial to give prime priority for Teacher Education Curriculum. It is really important to give place to science and technology in Teacher Education Curriculum. Then surely India will turn out to be potent and rich country in the world.

References

1.????? Saxena N.R., Mishra B.K., Mohanthy R.K. ?Teacher Education?, Surya Publications, Near Govt. Inter College, Meerut, 1st Edition, 1998.

2.????? http://www.ncte-in.org/

three.????? http://www.aponline.gov.in/

4.????? http://www.ncert.nic.in/

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Source: http://www.belcampus.org/curricular-changes-in-teacher-education.html

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