Perception of Stakeholders towards Secondary Teacher Education Programme

2020 ◽  
Vol 14 (7) ◽  
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Secondary Teacher ◽  
Teacher Education Programme ◽  
Secondary Teacher Education

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 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.

Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Jailani Md Yunos ◽  
◽  
Lai Chee Sern ◽  
Nor Hidayah Hamdan ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Teacher Education Programme

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 Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

Sign in / Sign up

Export Citation Format

Share Document