scholarly journals PERCEPTION OF TEACHER-EDUCATOR TOWARDS TWO YEARS B.ED. PROGRAMME

2020 ◽  
Vol 8 (10) ◽  
pp. 123-133
Author(s):  
Tafajul Hoque ◽  
◽  
Manjusha Tarafdar ◽  
Jakir Hussain Laskar ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Positive Impact ◽  
Teacher Educator ◽  
Education Programme ◽  
Survey Method ◽  
Secondary Teacher ◽  
Teacher Education Programme ◽  
Secondary Teacher Education ◽  
Descriptive Survey

The present study investigates the perceptions of teacher-educators towards two years B.Ed. programme, which introduced according to NCTE 2014, norms and regulations. The study investigated the perceptions of teacher-educators towards two years B.Ed. programme considering gender, locale & experience variations of the participants. By using selfdeveloped standardized tool,in which 136 items in a five points scale, for the study. Where sample of the studywere 150 teacher-educators from 10 B.Ed. colleges of Murshidabad district of West Bengal participated. The participants were selected by using simple random basis technique. Descriptive survey method was applied for conducting the present study. The present studyinvestigated delimiting toteacher-educators perceptions towards two years B.Ed. programmefrommurshidabad district of WestBengal only. Another delimitation of the study is teacher educators perception analysed in the context of, B.Ed. programme as professional course, generates motivation for teaching, develops professional acumens, provides essential of child psychology,B.Ed.programme influences the personality of the teacher and perceptions about two years B.Ed. course only. The obtained data were analysed using both descriptive and inferential statistics. The findings revealed that,significant impact existed on the opinion of teacher educators perceptions as they are agreed mostly for positive impact of secondary teacher education programme. That is mixed perceptions towards secondary teacher education programme by the teacher educators.The present findings of the study is matched with i.e. confirmatory study of Adhikary (2017) in a study where found that teacher trainees mixed perception towards the two year B.Ed. programme in Assam.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

scholarly journals Teacher Educator Professional Development as Reflexive Inquiry

2014 ◽  
Vol 8 (1) ◽  
pp. 233-250 ◽  
Author(s):  
Leyton Schnellert ◽  
Pamela Richardson ◽  
Sabre Cherkowski
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Secondary Teacher ◽  
Secondary Teacher Education ◽  
Interdisciplinary Inquiry ◽  
Narrative Forms ◽  
Reflexive Analysis

Professional development for teacher educators must recognize and account for how aspects of our pedagogies often run counter to institutional, managerial, and bureaucratic demands. We need professional development that nurtures our minds, hearts, and spirits, and that is congruent with our values. In this paper, three teacher educators who co-teach an intensive, interdisciplinary, inquiry-based semester in a secondary teacher education program, explore how collaborative approaches to narrative forms of inquiry and reflexive analysis supported them to enact their learning, as well as helped them to surface the situated, complex, and emergent aspects of their own—as well as their students’—identities.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme

2021 ◽  
pp. 025576142198892
Author(s):  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Alexis Kallio
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Education Programme ◽  
Professional Boundaries ◽  
Instrumental Case Study ◽  
Jewish Music ◽  
Cultural Boundaries

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.

scholarly journals TEACHER EDUCATION IN THE TIME OF COVID AND BEYOND

2021 ◽  
Vol 9 (47) ◽  
pp. 11615-11620
Author(s):  
Preetha George
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Daily Routine ◽  
Online Classes ◽  
Teacher Education Programme ◽  
Online Teacher ◽  
Feasible Solutions

The Covid-19 pandemic has shattered the lifestyle, daily routine, and especially the education system of the globe. The academic fraternity has been badly affected by this pandemic. Teacher educators across the different universities in India have been abruptly pushed into the charted online classes since India went into lockdown on March 25, 2020.The traditional teacher training practices created chaos in the online teacher preparation and practice procedures. The first part of this paper focuses on the challenges of teacher educators and prospective teachers during online teacher education programme and the second part envisages the need for an updated curriculum and a few feasible solutions to the problems highlighted.

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