Value-Based Education in India

2021 ◽  
pp. 120-122
Author(s):  
Bimal Mandal
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educator ◽  
Indian Education ◽  
Political Transformation ◽  
Positive Role ◽  
Education In India ◽  
Computer Literate ◽  
Teachers Training

Ancient Indian Education was value based. Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Now, education has an enormous role to play in the social, intellectual and political transformation of the world. Parents, communities and government have always expected schools to develop students who would contribute to the society in which they live. Effective teaching practices in imparting Value based education have ranges from storytelling, exhibitions, skits, one act play and group discussions to various other formats. In the Digital (IT) age, it can be hard to get a grip on the evolving roles of teachers. It can seem as if the role of teachers has grown immensely; they are now expected to be tech-savvy, computer literate and at the cutting edge of education. To inculcate values the necessary curriculum and skills required for a teacher educator. The role of the educators become more challenging and rewarding, in terms of the inculcating the values among the learners. The proper assimilation of these values by a teacher educator can be done through their positive role and prescribed means. What are values and their role in promoting multicultural values education and social justice in Teacher Education Programs that are directly related to school education? Keeping in view the need of the value inculcation in prospective teachers, this article addresses the issue of teachers’ training for value education, some changes that need to occur in pre-service teacher education in order to inculcate values for betterment of the next generation education.

scholarly journals Mantle of Teacher Educators in the Inculcation of Values among Prospective Teachers

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. M. Ramakrishna Reddy
Keyword(s):  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Great Part ◽  
Daily Basis ◽  
Positive Role ◽  
Life Education ◽  
Computer Literate ◽  
The Right

The hall mark of the ancient Indian Education was that moral precepts and values formed an integral part of the curriculum of the day. The legacy has been passed down from one generation to another and even today dealing with values and moral issues and inculcating the same in the student community is recognized as an integral part of teachers’ roles. In the context of the changing social and cultural milieu, both in India and abroad, there is a crying need to imbue the younger generation with the right kind of value system so that they can handle the formidable challenges which they face on daily basis along with the rigors of life. Education has both an enormous and a defining role to play in the social, intellectual and political transformation of the society. Effective teaching practices in imparting value education have ranges from storytelling, exhibitions, skits, one act play and group discussions to various other formats. In the era of information and communicating technology, it can be hard to get a grip on the evolving roles of teachers and comprehend the duties of the teachers precisely. It seems as if the role of teachers has grown many fold; they are now expected to be tech-savvy, computer literate and acquire mastery over the cutting edge technologies pertaining to education. To inculcate values among the prospective teachers, the teacher educators, first and foremost, should be made to acquire the necessary attitude, knowledge and skills so that they can discharge their functions seamlessly and to the benefit of the prospective teachers. The role of the educators has become both challenging and rewarding, in terms of inculcating the right set of values among the learners. The proper assimilation of these values by the prospective teachers to a great part depends on the teacher educator and a teacher educator can do this through his positive role and prescribed means. Teacher educators must thoroughly comprehend what values are and their precise role in promoting multicultural values education. This paper, keeping in view the imperativeness of value inculcation in prospective teachers, focuses on the issue of teachers’ training in relation to value education, the necessary changes that are to be brought about in the pre-service teachers education so that they will enable the inculcation of the pertinent values among the prospective teachers for the betterment of the next generation education.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

2018 ◽  
pp. 89-116
Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Clinical Approach ◽  
Clinical Experiences ◽  
University Partnerships ◽  
Education Practice

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.

Going beyond the Self1

2018 ◽  
pp. 372-400
Author(s):  
Bharat Suri
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Educational Philosophy ◽  
Andhra Pradesh ◽  
Educational Resources ◽  
Education In India ◽  
Self Knowledge ◽  
Institutional Challenges ◽  
Contemporary Context

This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

scholarly journals Investigation of Pre-Service Teachers’ Metaphorical Images towards the Concepts of “Teacher Candidate” and “Teacher Educator”

2021 ◽  
Vol 11 (2) ◽  
pp. 367-384
Author(s):  
Somayyeh RADMARD
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Research Study ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Private University ◽  
Survey Study ◽  
Static Object ◽  
Teaching Programs ◽  
Pre Service Teacher

The purpose of this study was to describe the metaphorical images of the prospective teachers, who were employed in different teaching programs of education faculties, regarding themselves and their educators, and to evaluate the standard teacher education program in a critical manner. Even though prospective teachers’ metaphorical images pertaining learning, teaching, school and so forth were extensively examined in the previous studies, their personal theories for themselves and their educators have not been subjected to any research study. The current study was designed and conducted as a single survey study. The study was carried out with the participation of 1130 prospective teachers studying at the education faculty of a foundation-supported (private) university in Istanbul. Metaphorical images were taken from all participants towards themselves and their educators. As a result of the interpretive and inductive analysis, the prospective teachers generated metaphorical images for themselves such as: something that needs to be cultivated, leader of future, a fixed-static object, the candidate of the molder, something deceptive, something needs to be shaped, obedient, knowledge receiver, racer, etc. The prospective teachers also produced metaphorical images for their educators in the following manner: bridge function, organic growers, knowledge transmitter, a valuable object, competitors. In general, it was observed that pre-service teachers held a considerably pedagogically subjectcentred or teacher-centred or authority-centred “self ” and “educator” perception. Recommendations were offered regarding pre-service teacher education

scholarly journals Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers

2019 ◽  
Vol IV (I) ◽  
pp. 195-204
Author(s):  
Saubia Ramzan ◽  
Muhammad Shakir ◽  
Jam Muhammad Zafar
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Trainee Teachers

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.

The Role of Sociology in Teacher Education

1976 ◽  
Vol 20 (3) ◽  
pp. 292-305 ◽  
Author(s):  
Patricia Daine ◽  
Lois Foster
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Modern Society ◽  
Teaching Profession ◽  
Sociology Of Education ◽  
The Other ◽  
Teacher Trainees ◽  
The One

This paper seeks to outline an appropriate role for sociology in teacher preparation. An attempt is made to account for the hiatus between interest in education by sociologists on the one hand and on the other, their contribution to a sociology of education of value to the teaching profession. It is argued that both normative and interpretive approaches must be presented in sociology courses for prospective teachers. Only in this way can the contradictions and dilemmas in contemporary sociology, reflecting as it does the problems of modern society, be made explicit. Teacher trainees must be educated for the lifetime task of reflection on the meaning of their work; this is seen as the most significant role of sociology in the training of teachers.

scholarly journals O ensino de probabilidade na licenciatura em matemática: considerações para um modelo epistemológico de referênciaThe Teaching of Probability in the Degree in Mathematics: considerations for an epistemological model of reference

2021 ◽  
Vol 23 (1) ◽  
pp. 58-75
Author(s):  
José Luiz Cavalcante ◽  
Anna Paula Avelar Brito Lima ◽  
Vladimir Lira Veras Xavier de Andrade
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Doctoral Dissertation ◽  
Psychological Issues ◽  
Anthropological Theory ◽  
Epistemological Model ◽  
Object Of Knowledge

ResumoNeste artigo discutimos uma proposta de modelo epistemológico de referência (MER) para o ensino de probabilidade na licenciatura em matemática. A proposta é parte dos resultados da tese de doutoramento do primeiro autor, que buscou caracterizar o lugar do sujeito psicológico na teoria antropológica do didático (TAD). A tese analisa o funcionamento de um sistema didático no qual o objeto de saber era a probabilidade e suas noções. O MER cumpre a função de apresentar criticamente uma alternativa aos processos de ensino existentes numa dada realidade institucional. Usando as ferramentas da TAD, observamos que a ecologia em torno da probabilidade na instituição analisada não levava em consideração as demandas formativas dos futuros professores, corroborando os apontamentos de pesquisas no âmbito nacional e internacional. O resultado dessa análise foi a construção da proposta que assume como pilares as questões epistemológicas, didáticas e psicológicas que envolvem o conceito de probabilidade na formação de professores.Palavras-chave: Modelo epistemológico de referência (MER), Teoria antropológica do didático (TAD), Formação de professores de matemática, Probabilidade e estatística.AbstractThis article discusses a reference epistemological model (REM) proposal for teaching probability in mathematics teaching degree. The proposal is part of the results of the first author’s doctoral dissertation that sought to characterise the place of the psychological subject in the anthropological theory of the didactic (ATD). The dissertation analyses the functioning of a didactic system where probability was the object of knowledge. The REM fulfils the role of critically presenting an alternative to the existing teaching processes in a given institutional reality. Using the ATD tools, we observed that the ecology around probability in the institution analysed did not take into account the formative demands of the prospective teachers, corroborating the research notes at national and international levels. The result of this analysis was the construction of the proposal that takes as its pillars the epistemological, didactic, and psychological issues that involve the concept of probability in teacher education.Keywords: Reference epistemological model (REM), Anthropological theory of the didactic (ATD), Mathematics teacher education, Probability and statistics.ResumenEn este artículo presentamos una propuesta para un modelo epistemológico de referencia (MER) para la enseñanza de probabilidad en la licenciatura en matemáticas. La propuesta es parte de los resultados de la tesis doctoral del primer autor, que buscó caracterizar el lugar del sujeto psicológico en la teoría antropológica de lo didáctico (TAD). La tesis analiza el desenrollar de un sistema didáctico en el que el objeto del conocimiento era la probabilidad y sus nociones. El MER cumple la función de presentar críticamente una alternativa a los procesos de enseñanza existentes en una realidad institucional dada. Utilizando las herramientas TAD, observamos que la ecología en torno de la probabilidad en la institución analizada no llevaba en cuenta las demandas de capacitación de los futuros docentes, corroborando las notas de investigación a nivel nacional e internacional. El resultado de este análisis fue la construcción de una propuesta que toma como pilares las preguntas epistemológicas, didácticas y psicológicas que involucran el concepto de probabilidad en la formación docente.Palabras clave: Modelo epistemológico de referencia (MER), teoría antropológica de la didáctica (TAD), Formación del profesorado de matemáticas, Probabilidad y estadística.

scholarly journals Examining the Development of Professional Dispositions of Prospective Teachers in Higher Education: Broadening the Horizon of Teacher Training

2021 ◽  
Vol 6 (2) ◽  
pp. 170-185
Author(s):  
Muhammad Riaz ◽  
Muhammad Uzair ul Hassan
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Research Study ◽  
Professional Standards ◽  
Extensive Literature ◽  
Self Assessment ◽  
Cross Sectional ◽  
Professional Dispositions ◽  
Teachers Training

In 2009, dispositions were included in the professional standards by the National Accreditation Council for Teacher Education (NACTE) in Pakistan. As per NACTE’s manual, teachers' training institutes are responsible to develop and assess dispositions in prospective teachers in Pakistan. However, no research study in Pakistan illustrates whether teacher training institutions are developing and assessing professional dispositions of pre-service teachers. Therefore, the basic purpose of the study was to examine and measure the professional dispositions of pre-service teachers of teacher education programs in Pakistan. The quantitative cross-sectional research design was opted to accomplish the research study. The researchers visited 11 out of 15 public universities of Punjab. Hence, data were collected from 1061 out of 1592 prospective teachers through proportionate stratified sampling. For data collection, a self-assessment questionnaire was used which was developed by reviewing extensive literature in accordance with dispositions mentioned in National Professional Standards for Teachers in Pakistan (NPSTP). The study concluded that albeit pre-service teachers did not possess equally all, and hence, partly possessed professional dispositions, mentioned in National Professional Standards for Teachers. Prospective teachers from South Punjab reflected significantly more professional dispositions as compared to prospective teachers of Central and North Punjab. The NACTE may guide and provide information to departments of education of universities for developing, monitoring and assessing the prospective teachers’ professional dispositions, so that prospective teachers’ professional dispositions may be enhanced to launch a better workforce for educational institutions. Keywords: professional dispositions, prospective teachers, teacher training institutes, professional standards.

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