Dialogism in India’s New National Curriculum Framework for Teacher Education

2014 ◽  
Vol 11 (1) ◽  
pp. 67-94 ◽  
Author(s):  
Rohit Setty
Keyword(s):  
Teacher Education ◽  
National Curriculum ◽  
Curriculum Framework

English Language Teacher Education in India

2021 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Nineteenth Century ◽  
Teacher Education ◽  
English Language ◽  
Knowledge Society ◽  
National Curriculum ◽  
Compulsory Education ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Curriculum Framework ◽  
Education In India

This book deals with five essential parts. The first part deals with teacher education from ancient India to nineteenth century. It briefly describes the evolution of teacher education till the end of nineteenth century. The second part reflects upon teacher education during colonial period and post-independence India in the twentieth century. The third part gives the details of the education movements, Knowledge Commission’s call for knowledge society and the importance of the English Language in India, school curricula, teacher education and pedagogy of English. The fourth part puts forth the importance of the English language teaching, English teachers’ knowledge base and teacher education as given in the National Curriculum Framework for School Education (2005), National Curriculum Framework for Teacher Education (2009) Right of the Children to Free and Compulsory Education Act (RTE), 2010. The fifth part draws attention to the problems in present-day English language teacher education in India and how could those problems be solved.

scholarly journals Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

2015 ◽  
Vol 6 (2) ◽  
pp. 133-153 ◽  
Author(s):  
Janita Craw
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
National Curriculum ◽  
Multiple Literacies ◽  
Aotearoa New Zealand ◽  
Curriculum Framework ◽  
Subject Content Knowledge ◽  
History Of ◽  
Art Pedagogy ◽  
Te Whāriki

Abstract This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

scholarly journals Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Win Phyu Thwe ◽  
Anikó Kálmán
Keyword(s):  
Teacher Education ◽  
Curriculum Reform ◽  
Political Change ◽  
Basic Education ◽  
Teacher Educator ◽  
Economic Education ◽  
International Standards ◽  
National Education ◽  
Curriculum Framework ◽  
New Curriculum

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated.  In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

scholarly journals Official pedagogic identities from South African policy – some implications for mathematics teacher education practice

Pythagoras ◽  
2006 ◽  
Vol 0 (63) ◽  
Author(s):  
Diane Parker
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
South African ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
National Curriculum ◽  
Initial Teacher Education ◽  
Policy Documents ◽  
Education Practice ◽  
Key Policy

In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges  of developing specialist mathematics teacher identities through initial teacher education programmes.

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