Highereducation

Author :- Jaymala

Curricular Changes in Teacher Education
India is a developing country. We hit cardinal years of Tradition and Culture. Different types of people are living in India. In olden chronicle the educational institutions were titled as ‘Ashramam’ and pedagogue was titled as ‘Guru’. Guru is a nice person in the gild after mother and father.

According to our Vedas Guru is a third God. In olden chronicle they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest heritage 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 thus are famous as srutis. The great sage Vyasa designed the Vedas in a systematised manner.

Hence he is famous as Veda Vyasa. Now we are living in the technological world. Vast changes are occurring in period to period chronicle of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is rattling much in our daily life.

Even today also pedagogue is a persona model for the students in the society. Teaching affirmation is a nice job in the society. But there are enormous changes were occurred in the grouping of education.

Western society is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a commonwealth builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum crapper be perceived as a connective link between pedagogue and student, designed in much a way to achieve goals previously ordered by the teacher, the acquisition organization or by the curriculum specialists.

Curriculum is a means to the education. While activity is learning, curriculum signifies situations for learning. While activity deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ activity is a product, curriculum is the plan. Teacher Education Teacher activity is an integral component of the educational system.

It is intimately connected with gild and is conditioned by the ethos, society and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc.

call for an appropriate salutation from a futuristic activity grouping and provide the perspective within which pedagogue activity programmes requirement to be viewed. When India attained freedom, the then existing educational grouping was accepted as much because it was thought that an abrupt departure from the same would be disturbing and destabilizing.

Thus a predisposition to keep the grouping acquired figure and all that was envisaged by way of changes was its rearrangement. Consequently, activity including pedagogue activity mostly remained unaccompanied from the needs and aspirations of the people.

During the terminal five decades certain efforts hit been made to indigenize the system. The gaps, however, are still wide and visible.

The imperatives for building the bridges may be as follows:
- To build a domestic grouping of pedagogue activity based on India's ethnic ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and beginning of the new ethnic order.

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

- To upgrade the accepted of pedagogue education, compound the professed and ethnic status of teachers and amend amongst them a sense of commitment.

Scenario of Teacher Education The requirement for improved levels of educational status for overall progress is well recognised.

The key persona of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of activity -- both conventional as well as non-formal.

Universal accessibility to calibre activity is considered primary for development. This has necessitated improvement in the grouping of pedagogue activity so as to prepare calibre teachers.

Various 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 hit invariably emphasised the requirement for calibre pedagogue activity suited to the needs of the educational system.

The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the alternative stage is teachers' professed training.

The Education Commission (1964-66) stressed that 'in a concern based on power and technology it is activity that determines the take of prosperity, welfare and security of the people' and that 'a sound programme of professed activity of teachers is primary for the qualitative improvement of education.'

India has a super grouping of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 cardinal High / Higher Secondary Schools in the country, about 1300 pedagogue activity institutions for elementary teachers and nearly 700 colleges of activity / university departments preparing teachers for alternative and higher alternative schools.

Out of about 4.52 meg teachers in the country nearly 3 meg are doctrine at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are modify under- qualified teachers.

As far as in-service activity is concerned the situation is not rattling encouraging. It is estimated that on an average 40% of the teachers are provided in-service pedagogue activity erst over a period of five years.

Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and another functionaries for the system.

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

During the terminal decade, new thrusts hit been display due to rapid changes in the educational, political, ethnic and economic contexts at the domestic and international levels. Curriculum reconstruction has also become clamant in the reddened of some perceptible gaps in pedagogue education.

Teacher activity by and large, is conventional in its nature and purpose. The integration of theory and training and consequent curricular salutation to the requirements of the edifice grouping still remains inadequate.

Teachers are prepared in competencies and skills which do not necessarily equip them for decent professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory acquisition experiences whenever available, rarely contribute to enhancing teachers' capacities for self-directed chronicle long learning.

The grouping still prepares teachers who do not necessarily become professionally competent and committed at the termination of initial pedagogue preparation programmes. A super number of pedagogue training institutions do not training what they preach. Several of the skills acquired and methodologies learnt are seldom.

Definitions of curriculum, from Oliva (1997).
Curriculum is:
That which is taught in schools A ordered of subjects.
Content A program of studies.
A ordered of materials A sequence of courses. A ordered of performance objectives A course of study

Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

Everything that is planned by edifice 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 super number of communities living in the hilly area, the plateau area, the course area, plain area and costal area all having their own peculiar individuality, surround tariff and needs.

There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from gild to society.

“The destiny of India now being shaped in her class rooms”. In the concern based on power and technology it is activity that determines the take of prosperity, security and welfare of the people (Education Commission 1964-66). Different types of Curricula

There are squad types of curricula
1. Overt, explicit, or written curriculum
2. Societal curriculum
3. The hidden or furtive curriculum
4. The null curriculum
5. Phantom curriculum
6. Concomitant curriculum
7. Rhetorical curriculum
8. Curriculum-in-use
9. Received curriculum
10. The interior 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 children a desire to undergo their unmediated natural environment, to fuck and attitude it; Preparing student teachers to use local resources and local contexts.

Curriculum Content and Transaction Teacher activity curriculum at this stage requirement to amend awareness about literacy programmes, community dynamics, domestic and local customs, fairs and festivals and community mode of ethnic living.

It may also amend awareness of forces affecting surround including pollution, appreciation of places of historical and ethnic significance and special educational features and developmental tasks contained in policies and programmes.

Teacher Education at the Primary Stage Objectives Developing among student teachers skills for doctrine desegrated environmental studies, desegrated ethnic sciences and desegrated power and technology; Enabling teachers to inculcate among children a desire to undergo their unmediated natural environment, to fuck and attitude it; Implications for Pre-service Teacher Education.

Curriculum Content and Transaction It is needed that student teachers be sensitised to the requirement for reducing curriculum load, care appropriate acquisition experiences which are happy in nature and related to unmediated surround of the learner and help them amend and imbibe desirable values.

Teacher activity programmes at this stage shall hit to provide subject based orientation. Teaching and acquisition of mathematics would be woven around the surround of the learners so that environmental concerns are properly integrated. The activities would focus on local society and surround using the local specific contexts and resources.


Student teachers shall hit to be provided with experiences to help children amend socio-emotional and ethnic aspects. A realistic awareness and perspective of the phenom
ena occurring in the surround will hit to be linked with ethnic or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and right the classroom. Teacher Education at the Secondary Stage& Higher Secondary Stage Objectives ·

Developing among student teachers awareness and sense towards surround concern and promoting skills for meeting environmental challenges; Implications for Pre-service Teacher Education Academic Stream In addition, concerns like ecological imbalances, environmental degradation also hit to be studied in their socio-cultural-economic context.

Addressing Special Educational Needs of Learners Education of the Gifted and Talented: Major Thrusts Objectives · Enabling student teachers to amend among the gifted and talented students ethnic responsibility and dedication to the gild and the environment; In-Service Education of Teachers Objectives ·

Enabling teachers to be sensitive to gender and environment-related issues. Need of Curriculum Changes in Teacher Education

India has cardinal years of tradition and culture. Educational institutions were titled as Ashramam and pedagogue was titled as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational grouping is affected totally.

Now the educational institutions give importance for technical education. Teacher is a domestic builder. He has a power to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology famous 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 many problems like terrorism, impoverishment and high-population.

We poverty much type of curriculum which improves peace, non-violence, constructive attitude and values in the society. By inculcating these things in pedagogue activity curriculum, we will get constructive change in the society.

Our National Education Policy (1986) and another Education Committees and Commissions were also given importance for calibre pedagogue education. But it is our duty that to follow much type of curriculum.

By conducting domestic seminars, workshops and conferences it is essential to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.