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