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This ppt describes the Vision given by the NCERT-NCTE to the Teacher Education system in India as a part of Revamping it through introduction of a TWO YEAR B.Ed program across the country. It also discusses the areas of concerns as observed by the NCERT-NCTE that led to the development of the Vision.
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Syllabus of the Two Year B.ED AS GIVEN IN THE NCERT DOCUMENT
Part-I VISION
COORDINATOR OF THE CURRICULUM COMMITTEE
K. Walia, (Associate Professor)
Department of Teacher Education and Extension,
NCERT, New Delhi
Presented By: Urmila Paralikar
(Assistant Professor) January 2015
DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:
• M.S. Yadav, Chairperson of Drafting Committee; Professor and former
Dean, Faculty of Education and Psychology, M.S. University, Baroda,
Gujarat
• Alok Mathur, Director, Rishi Valley Institute for Teacher Education,
Chittoor, Andhra Pradesh
• Krishna Kumar, Professor and former Director, NCERT, New Delhi
• K. Walia, Associate Professor, Department of Teacher Education and
Extension, NCER T, New Delhi
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SYLLABUS
2
DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:
• Manjula Rao, Asso. Prof., RIE, Mysore
• Ramesh Babu, Asso.Prof., RIE, Bhopal
• Ranjana Arora, Asso. Prof., Curriculum Group, NCERT, New Delhi
• T.K.S. Lakshmi, Professor and former Dean, Banasthali Vidyapeeth,
Rajasthan
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Also contributed by…
• Heads and Faculty of Department of Education in Social Sciences and
Humanities;
• Department of Education in Science and Mathematics; Department of
Languages;
• Department of Women’s Studies; Department of Educational Psychology
• Foundations of Education; Department of Education in Arts and Aesthetics;
• Division of Library, Documentation and Information; Central Institute of
Ednl. Technology; Curriculum Group; Department of Education of Groups
with Special Needs
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REVIEW COMMITTEE
• D.K. Bhattacharjee, Professor and former Head, Department of Teacher
Education
• and Extension, NCERT, New Delhi
• G. Ravindra, Professor and former Joint Director, NCERT, New Delhi
• K. Dorasami, Professor and former Head, Department of Teacher
Education and Extension, NCERT, New Delhi
• M.A. Khader, Professor and former Head, Curriculum Group,
NCERT,New Delhi
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SYLLABUS
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REVIEW COMMITTEE
• S.K. Yadav, Professor and Head, Department of Teacher Education and
Extension, NCER T, New Delhi
• S. Nagpal, Professor and former Head, Department of Teacher Education
and Extension, NCERT, New Delhi
• Santosh Sharma, Professor, Department of Elementary Education, NCERT,
New Delhi
• Faculty of Department of Teacher Education and Extension, NCERT, New
Delhi
• Principal and Faculty of RIEs, Mysore, Bhopal, Bhubaneswar, Ajmer and
Shillong
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6
PRESENT CONCERNS IN TEACHER
EDUCATION
• Education is seen as the transmission of information
• Large-scale recruitment of para-teachers has diluted
the identity of teaching as a profession.
• Pre-primary, primary and secondary teachers
continue to be isolated from centres of higher
learning
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CONCERNS IN TEACHER EDUCATION..2
• Existing teacher -education programmes DON’T
accommodate the emerging ideas in context and
pedagogy
• They DON’T address the issue of linkages between
school and society.
• The practice of teacher-education indicates that
knowledge is treated as ‘given’, embedded in the
curriculum and accepted without question.
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CONCERNS IN TEACHER EDUCATION…3
• Curriculum, syllabi and textbooks are hardly
critically examined by the student-teacher or the
regular teacher.
• Language proficiency of the teacher needs to be
enhanced, as the existing teacher –education
programmes hardly recognise the centrality of
language in the curriculum.
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CONCERNS IN TEACHER EDUCATION..4
• Most teacher-education programmes provide
little scope for student-teachers to reflect on
their experience and thus fail to empower
teachers as agents of change.
• It is assumed that link subjects are
automatically formed during the programme
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VISION FOR TEACHER EDUCATION
Teacher-education must become
more sensitive to the emerging
demands of the school system
TO BE ABLE TO DO THIS TEACHERS MUST BE TRAINED FOR
THE FOLLOWING ROLES……
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TWO ROLES TEACHERS MUST BE
PREPARED FOR
1. Encouraging, supportive and humane
facilitator in tg–lng situation:
– to enable learners (students) to discover their
talents, realise their physical and intellectual
potentialities to the fullest, and to develop
character and desirable social and human values
needed to function as responsible citizens; and
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TWO ROLES TEACHERS MUST BE
PREPARED FOR
2. As an active member of a group of persons
who makes a conscious effort for curricular
renewal so that it is relevant to the changing
societal needs and the personal needs of
learners.
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To realise this vision the
teacher education program
must enable the student
teachers to….
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To understand the way learning occurs… to create plausible situations conducive to learning
To view knowledge as personal experience constructed in the shared context of Teaching Learning …..rather than embedded in the external reality of textbooks;
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3. Be sensitive to the social, professional and administrative contexts in which they need to operate;
4. Develop appropriate competencies to be able to not only seek the above mentioned understanding in actual situations, but also to create them;
5 Attain a sound knowledge base and proficiency in
language;
TO ENABLE THE STUDENT
TEACHERS TO….
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To enable the student teachers to…
6. identify their own personal
expectations, perceptions of self, capacities
and inclinations;
7. consciously attempt to formulate one’s
own professional orientation as a teacher in
situation-specific contexts;
8. view appraisal as a continuous
educative process;
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To enable the student teachers to..
9. Develop an artistic and aesthetic sense in children through
art education;
10. Address the learning needs of all children, including those
who are marginalised and disabled;
11. To pursue an integrated model of teacher-education for
strengthening the professionalization of teachers;
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To enable the student teachers to…..
• develop the needed counselling skills and competencies to be a
‘facilitator’ for and ‘helper’ of children needing specific kinds
of help in finding solutions for day-to-day problems related to
educational, personal and social situations; and
• learn how to make productive work a pedagogic medium for
acquiring knowledge in various subjects, developing values
and learning multiple skills.
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Please watch out for part II
Major Shifts in Teacher-Education Programme
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