*Corresponding author:Darshana Sharma ISSN: 0976-3031
Research Article
PRE-SERVICE SECONDARY TEACHER EDUCATION CURRICULUM IN DIVERSE
EDUCATIONAL CONTEXTS: PERCEPTION OF TEACHER EDUCATORS
Darshana Sharma
Directorate of Distance Education University of Jammu, Jammu
DOI: http://dx.doi.org/10.24327/ijrsr.2019.1008.3867
ARTICLE INFO ABSTRACT
School education is responsible for all round development of children. For its kind and quality, it much depends on the professional competency and efficiency of teachers. The quality of teachers in school system mostly determines the quality of school education. The quality of teachers depends on curriculum of teacher education programme. The teacher education programmes in India, which evolved during the early periods of independence continued to flourish in its traditional and conservative shape with very little changes in its structure, content and practice despite the need for education to respond to emerging socio-economic and political situation over the years. Reforms in teacher education programme has been one of the key concern in the reports of major education commissions and committees on education (Education Commission, 1964-66; National Commission on Teachers, 1983-85; National Policy on Education, 1986; NCF, 2005; NCFTE, 2009; Justice Verma Commission, 2012 and NCTE(N&S), 2014). From the academic session 2015, the University of Jammu adopted two year pre-service secondary teacher education programme with curricular changes as per the recommendations of Justice Verma Commission and NCFTE, 2009. This paper is based on a research study carried out to know the perception of teacher educators on curriculum in two year pre-service secondary teacher education programme of the University of Jammu. The sample consisted of 100 teacher educators serving in colleges of education affiliated to the University of Jammu. A self-prepared questionnaire was used to obtain the information. Percentages was used to analyze the data. It has been found that majority of the teacher educators have favourable perception about different components of two year B.Ed curriculum. The paper also explores the problems faced by teacher educators in the implementation of pre-service secondary teacher education curriculum. It also gives suggestions to overcome the problems.
INTRODUCTION
The usefulness and effectiveness of the education system largely depends upon active, resourceful and competent teachers. It is on the qualities and character, educational qualifications and professional competence of the teachers that success of all educational endeavors depends. It is widely recognized that teacher education programme is the single most input to improve the quality of education. Teacher education programme is essentially a programme for the professional development of the teachers. The society that constantly undergoes a network of changes in its various aspects demands a corresponding change in the system of education, which has to originate primarily among others from the teachers. The teacher education programmes in India, which evolved during the early periods of independence continued to flourish in its traditional and conservative shape with very little changes in its structure, content and practice despite the need for education to respond to emerging socio-economic and political situation over the years. Reform in teacher education has been one of the abiding concerns in the reports of major Education Commissions and Committees on education. The Education
Commission (1964-66) recommended professionalization of teacher education, development of integrated programmes and internship. The National Commission on Teachers (1983-85) recommended five year integrated courses and internship. The National Policy on Education (NPE) (1986) recommended the overhaul of teacher education to impart it a professional orientation and referred to the same concerns voiced by the earlier Committees. Eventually the NCTE (1998) and the National Curricular Framework for School Education (2000) emphasized the need for enhancing quality of teacher education within the context of emerging global challenges, the national concerns and goals. The National Curricular Framework for School Education (2005) called for reaffirming faith in the central role of the teacher and in the importance of pre-service education. National Curriculum Framework for teacher education (2009), while emphasizing the need for enhancing professional identity of teacher, identified certain critical areas of concern like inclusive education, perspectives for equitable and sustainable development, gender perspectives, role of community knowledge in education and ICT in schooling. Justice Verma Commission (2012) raised serious concerns on
International Journal of
Recent Scientific
Research
International Journal of Recent Scientific Research
Vol. 10, Issue, 08(E), pp. 34315-34319, August, 2019
Copyright © Darshana Sharma, 2019, this is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.
DOI: 10.24327/IJRSR
CODEN: IJRSFP (USA)
Article History: Received 12th May, 2019
Received in revised form 23rd June, 2019 Accepted 7th July, 2019
Published online 28th August, 2019
Key Words:
the then existing scenario of teacher education (quality of curriculum content, quality in mode of teacher preparation). It recommended for overhauling the curriculum of Secondary Teacher Education Programmes and lengthening the duration of Pre-service teacher education. In 2014 NCTE made the new regulations popularly known as NCTE (N&S) 2014. NCTE Regulations 2014 insisted on implementing National Curriculum Framework for Teacher Education through longer duration of Pre-service secondary teacher education. From the academic session 2015, the University of Jammu adopted two year B.Ed. Programme as per the recommendations of Justice Verma Commission and National Curriculum Framework for Teacher Education (NCFTE, 2009). The two year B.Ed. Programme comprises Perspectives in Education or Foundation Courses, Curriculum and Pedagogic Courses, School Internship and Project work.
Schema of two year pre-service secondary teacher education programme is as follows
In addition to the above mentioned courses, there are specialized courses namely physical education, visual arts and performing arts. Out of the three specialized courses, the College of Education has to offer minimum two courses.
Since teacher educators are responsible for implementing the curriculum in the colleges of education, it is significant to know their opinion about the curriculum reforms introduced in the two year pre service secondary teacher education Programme and practical problems faced by them in the implementation of curriculum. Viewpoint of teacher educators
preparation of quality school teachers. The present paper is also an attempt to know the problems faced by teacher educators in the implementation of two year B.Ed curriculum so that review and revision can be made in it, if necessary.
Objectives
To find out teacher-educators’ perception towards curriculum reform in Foundation/Perspective Courses/ Curriculum and pedagogic studies in Pre-service Secondary Teacher Education Programme.
To explore the teacher educators’ perception towards curriculum reform in School Internship, Teaching Practice and Field Activities in Pre-service Secondary Teacher Education Programme.
To find out the problems faced by teacher educators in the implementation of new curriculum of Pre-service Secondary Teacher Education Programme.
To make suggestion for effective implementation of new curriculum of Pre-service Secondary Teacher Education Programme.
Delimitation
The study was delimited to the teacher educators’ teaching in colleges of education affiliated to the University of Jammu.
METHODOLOGY
Survey method of descriptive research was used to conduct the
Ist Semester IInd Semester IIIrd Semester IVth Semester
Education in Indian Perspective
Philosophical and Sociological Bases of Education
Methodology of Teaching Language -II English/Hindi/Punjabi/Urdu/Dogri/
Sanskrit
School Internship and Teaching Practice (8 weeks)
Childhood and Adolescence
Education
Teaching, Learning and Evaluation
Methodology of Teaching subject-II S.St./Physical Science/Biological
Science/ Home Science/Commerce/Performing
Art/Visual Art/Computer Education/Health & Physical
Education/Maths
Project Work
Activity: Each one teach one, plant and own tree, psychological testing, portfolio:
development of the self as a person, development of self as a teacher and development of the holistic & integrated understanding to handle different situations. Language
Competence and Communication
Skills
Educational Technology and ICT Environmental Education & Disaster
Management Teacher Education
Educational Planning and Management
Methodology of Teaching Language-I
English/Hindi/Punjabi/Urdu/Dogri/ Sanskrit
School Internship and Teaching Practice (8 weeks)
Optional Papers (any one) History of Education Health and Physical Education
Value & Peace Education Guidance and Counselling Comparative Education Curriculum Development
Inclusive Education
Methodology of Teaching subject-I S.St./Physical Science/Biological
Science/ Home Science/Commerce/Performing
Art/Visual Art/Computer Education/Health & Physical
Education/Maths. School Internship
University of Jammu. Random sampling technique was used to collect the data. The sample consisted of 100 teacher educators serving in colleges of education affiliated to the University of Jammu. A self- prepared questionnaire was used to gather the data which contained both closed and open ended questions. Simple statistics (percentage) was used to analyze the data.
Analysis of Data
Analysis of data in the light of objectives formulated has been presented in the following tables:
Findings of The Study
Perception of Teacher Educators towards curriculum of perspective in education/foundation courses is presented below.
94% of the teacher educators agreed that Foundation Courses on educational theory help student teachers to understand philosophical, sociological and psychological background of education and adequately engage with subject knowledge.
Table Number 1
Perspectives in Education/ Foundation Courses
Statements Agree
N %
Disagree N %
Undecided
N % Total%
1. The Foundation courses on education theory, give student teachers thorough understanding of theoretical background of
education 94(94%) 6(6%) 0(0%) 100
2. Foundation courses give thorough study of processes of child development, learning processes and personality development. 92(92%) 4(4%) 4(4%) 100
3. The course on language competency and communication skills develops competency for carrying out teaching tasks
effectively 98(98%) 0(0%) 2(2%) 100
4. Knowledge of constitutional provisions of education, value and peace education and environment education develops
understanding of prospective teachers about socio-cultural realities of teacher education programme. 90(90%) 4(4%) 6(6%) 100
5. Teaching of Foundation course on Perspective in Indian Education makes student teachers’ to understand education as a
discipline. 90(90%) 8(8%) 2(2%) 100
6. Foundation course acquaints the pupil teacher with Indian heritage, societal and national aspirations 86(86%) 10(10%) 4(4%) 100
7. Components of ICT and Educational technology blended in various courses develop teaching competencies of student
teachers. 90(90%) 8(8%) 2(2%) 100
8. The course on Educational Planning and Management facilitate pupil-teachers to learn key concepts and principles related to
Secondary school teaching 80(80%) 10(10%) 10(10%) 100
9. Foundation course in inclusive education brings about an understanding of culture, policies and practices that need to be
addressed in order to create an inclusive school. 92(92%) 4(4%) 4(4%) 100
10. Foundation courses prepare the pupil teacher to undertake Action research projects for solving problem related to education
of students. 30(30%) 50(50%) 20(20%) 100
11. Theory courses including assignments, sessional and projects promote learner centered teaching-learning. 80(80%) 10(10%) 10(10%) 100
12. The Foundation courses prepare the student teachers to know and apply various instructional techniques. 92(92%) 5(5%) 3(3%) 100
Table Number -2 Curriculum and Pedagogic Studies
Statements Agree
N %
Disagree N %
Undecided N
% Total%
1.
The Pedagogic courses provide opportunities to combine theoretical subject knowledge
with participation in teaching in schools.
90(90%) 10(10%) 0(0%) 100
2. Study of pedagogic courses is helpful to link content knowledge with pedagogic principles of teaching in schools. 84(84%) 10(10%) 6(6%) 100
3. Knowledge and understanding of Pedagogic courses provide sound base for teaching in schools. 90(90%) 4(4%) 6(6%) 100
4. Pedagogic courses provide opportunities to critically examine teaching learning processes that incorporate enquiry,
discovery, conceptual development, activity based learning etc. within the classroom. 80(80%) 14(14%) 6(6%) 100
5. Self development, performing arts and languages are useful in development of teachers’ personality. 86(86%) 6(6%) 8(8%) 100
6. The activities in pedagogic and curriculum studies are flexible to provide enough opportunities to the student teachers to
construct new knowledge. 84(84%) 10(10%) 6(6%) 100
7. Course on ICT trains the teacher to use technology in classroom for effective teaching-learning. 94(94%) 0(0%) 6(6%) 100
Table Number: 3 School Internship, Teaching Practice and Field Activities
Statements Agree
N %
Disagree N %
Undecided
N % Total%
1. School internship helps student teachers to gain first-hand experiences of school processes/practices. 90(90%) 6(6%) 4(4%) 100
2. Internship and practice teaching related activities of student teachers are useful to develop teaching competencies among
student teachers. 90(90%) 8(8%) 2(2%) 100
3. Student teacher getting opportunities to teach in government and private schools help them understand their role in different
management situations effectively 90(90%) 6(6%) 4(4%) 100
4. Visits to innovative schools, educational institutions develop acquaintance of student teachers with exemplary institutions. 90(90%) 6(6%) 4(4%) 100
5. Field activities like Swachh Bharat Abhiyan, visit to slum area, each one teach one/ internship activities develop the sense of social responsibility among the prospective teachers. 92(92%) 2(2%) 6(6%) 100
6. Case studies, group presentations, discussion on reflective journal, observation of children and interactions with the
community in multiple socio-cultural environment enhance professional capacities of students teachers 84(84%) 6(6%) 10(10%) 100
7. Conscious ongoing reflection through reflective journal develops understanding of student teacher about themselves; the
development of self as a person and as a teacher 86(86%) 2(2%) 12(12%) 100
8. Internship dedicated to classroom observation’s during first and second semester help student teachers to be well prepared
for the real teaching at elementary and secondary stage. 84(84%) 12(12%) 4(4%) 100
9. Varied opportunities for student teachers of engagement with school children in real situations improve management skills
of student teachers. 82(82%) 14(14%) 4(4%) 100
10.
School Internship is useful for giving student teacher an understanding of school in totality—organization and management
of school, the life of a teacher, aspects of curriculum and its transaction and assessment of teaching-learning. 90(90%) 0(0%) 10(10%) 100
11. School internship/Field activities lead to the development of teacher dispositions (self-confidence and patience) among the
prospective teachers. 92(92%) 6(6%) 2(2%) 100
92 % of the teacher educators were of the opinion that Foundation Courses give thorough knowledge of processes of child development, learning process and personality development. A large majority of the teacher educators (98%) expressed that course on language competency and communication skills is beneficial for carrying out teaching tasks effectively. 90% of the teacher educators agreed that knowledge of constitutional provisions of education, peace and value education and environment education develops understanding of prospective teachers about socio-cultural realities. Furthermore, 90% of the teacher educators agreed that teaching of foundation course on perspectives in Indian Education develops pupil teachers’ understanding of education as a discipline. 86% of the teacher educators expressed positive opinion that Foundation Courses acquaint the pupil teacher with Indian heritage, societal and national aspirations. A large majority of teacher educators (90%) expressed agreement that component of ICT and Educational technology blended in various courses contribute to develop teaching competencies of student teachers and equip them with the skills to use ICT in classroom. Majority of the teacher educators (80%) agreed that the course on educational planning and management facilitate pupil teachers to learn essential concepts and principles related to secondary school teaching. 92% of the teacher educators were of the opinion that Foundation Course in inclusive education brings about an understanding of culture, policies and practices that need to be addressed in order to create an inclusive school. Only 30 % of the teacher educators agreed that Foundation Courses prepare the pupil teacher to undertake action research project for solving problems related to education of children. 80% of the teacher educators opined that curriculum content involving assignments, sessional work and project work promote learner centered teaching learning. 92% of the teacher educators were of the opinion that Foundation courses prepare student teachers to know and apply various instructional techniques.
The perception of teacher educators towards Curriculum, Pedagogic and Specialized Courses is as follows:
90% of the teacher educators gave positive response that the pedagogic courses provide opportunities to blend theoretical subject knowledge with field experiences of teaching in schools. Large majority of teacher educators (84%) expressed that curriculum and pedagogic courses are beneficial to relate knowledge of subject with principles of teaching in schools. A very high percentage (90%) of the teacher educators agreed that knowledge and understanding of pedagogic courses provide sound understanding of basic teaching skills in schools. 80% of the teacher educators agreed that pedagogic courses provide possibilities to learn with processes involving enquiry, discovery and activity. Majority of the teacher educators (84%) opined that specialized courses (performing arts and yoga) are helpful in developing prospective teachers’ personality especially emotional and mental health. 84% of the teacher educators responded that student teachers get enough of opportunities to develop creative skills. A vast majority (94%) were of the view that course on ICT equips the teacher to make effective use of technology for organizing teaching-learning effectively.
The perception towards Internship, Teaching Practice and Field Activities
Maximum numbers of the teacher educators (90%) have a positive view that school internship helps student teachers to gain first-hand knowledge of school processes and activities. Same percentage (90%) agreed that internship and teaching practice activities are useful to develop teaching competencies among student teachers and provide them possibilities to understand their role in different management situations effectively as they get opportunities to do practice teaching in government and private schools. 90% of the teacher educators agreed that visits to innovative schools develops familiarity of student teachers with bench mark educational institutions. Almost all the teacher educators (98%) agreed that field activities like Swacch Bharat Abhiyan, visit to slum area, each one teach one and plantation develop the sense of social responsibility among the prospective teachers. 84 % of the teacher educators agreed that case studies, group presentations, observation of children and interaction with the community in multi socio-cultural environment develop professional capacities of student teachers. 86% of the teacher educators agreed that writing reflective journal develops understanding of student teachers about themselves- the development of self as a person and as a teacher. 84% of the teacher educators opined that observations and teaching practice at elementary, secondary/senior secondary classes develop competencies to teach at different levels. 82% of the teacher educators opined that varied internship activities provide ample opportunities to student teacher to engage with school children and learn management skills. 90% of them agreed that school internship is meaningful for giving student teacher an understanding of school in totality- organization and management of school, the life of teacher, aspects of curriculum and its transaction and assessment of teaching-learning. 92% of the teacher educators opined that internship activities lead to the development of required teacher disposition (self-confidence, time management and patience). 98% of them agreed that school internship, project and teaching practice develop personal values of hard work, social responsibility, efficiency and accountability among the student teachers.
The findings of the study with respect to these components of the curriculum are in agreement with the findings of study conducted by Sahoo and Priyanka (2018).
Problems faced by teacher educators’ during implementation of curriculum reforms in pre-service secondary teacher education
internship activities are to be completed and both have to rush through. Teacher is always under pressure to complete the activities in time. There is a problem of organization of different activities in the government schools because proper facilities are not available in the schools.
There is a problem in the teaching according to the approaches of lesson planning especially constructivist approach as teacher educators are not well versed with this approach. During T.P. programme, schools are not available for such a long time (8 weeks) in a semester. School authorities express the feeling that school discipline, normal classes, unit tests and timely completion of syllabus gets hampered. Teaching of commerce is not taught in schools upto class 10th. Student teachers opting for teaching of commerce face problems in observations and delivering of lessons in teaching of commerce. Micro-teaching is not included in the curriculum. It is hard for the student teachers to develop essential teaching skills like blackboard writing, reinforcement, questions, stimulus variations etc.
Suggestions
Colleges of Education should invest reasonably in purchase of good number of quality books related to the curriculum. Orientation of teacher educators to new curriculum is sine-qua-non for its effective implementation. Orientation of teachers will help to teach new subjects and changes in curriculum. Refresher courses in teacher education should be organized. Workshop should be organized to give hands on experience in constructivist approach to lesson planning. Duration of regular teaching practice and number of lessons to be delivered in actual classroom situations should be reduced. Some portion of practice of teaching must be completed in simulation. Micro- Teaching skills should be introduced to develop teaching skills. Proper guidance should be provided by Academic Coordination Committee (ACC) to the colleges of education.
CONCLUSIONS
Teacher is the most important element in educational programme of a country. No amount of investment in improving the physical and educational facilities can improve education unless there are qualified teachers who can implement the educational process to bring desired educational development of students. Quality of teachers depends, to a great extent on the quality of teacher education received by the teachers and quality of teacher education depends on curriculum of teacher education programme. The opinions of teacher educators on different components of two year pre-service secondary teacher education curriculum show appreciating results of curriculum changes introduced by the University of Jammu, on the recommendations of NCFTE (2009) and Justice Verma Commission.
The foundation courses have been viewed useful for developing theoretical knowledge of education as a discipline. Moreover, the curriculum of language competence and communication skills have been viewed very useful for developing transaction competencies of student teachers. The teacher educators have affirmed that internship and teaching practice is valuable for it provides application of theoretical knowledge of subjects with practical application in the real classroom situations. They held high opinion about the internship and field based activities as these make the student teachers to understand the life of the school in its different aspects. The curriculum of the programme provides ample opportunities for developing creative potential of prospective teachers. There are certain genuine problems expressed by the teacher educators. Suggestions given can be useful for effective implementation of teacher education programme and thereby achieving the desired results.
References
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Justice Verma Commission. (2012). Vision of teacher education in India quality and regulatory perspective.
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NCF. (2000). National curricular framework for school education. New Delhi: NCERT.
NCF. (2005). National curricular framework for school education. New Delhi: NCERT.
NCFTE. (2009). National curriculum framework for teacher education- Towards preparing professional and humane teacher. New Delhi: NCTE.
NCTE (N&S). (2014). National council for teacher
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Sahoo, P.K. and Sharma, Priyanka (2018). Student Teachers’ Perception towards curriculum reforms in Teacher Education programme in Odisha. Educational Quest: An International Journal of Education and Applied Social Science, 9(1), 1-11.
How to cite this article:
Darshana Sharma.2019, Pre-Service Secondary Teacher Education Curriculum in Diverse Educational Contexts: Perception of Teacher Educators. Int J Recent Sci Res. 10(08), pp.34315-34319. DOI: http://dx.doi.org/10.24327/ijrsr.2019.1008.3867
