Page 220 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes in times ahead. Teachers shall have to take a global view of the new trends, strategies and
practices, and focus on indigenous heritage and thoughts which could fit in the local and national
situations. Transplantation of alien educational ideas and practices has not been found rewarding
in developing countries.

Temerging structures and designs of the curriculum shall lay greater emphasis
on the ideas, practices and experiences that have emerged in India through the
contributions of thinkers like Mahatma Gandhi, Vivekanand, Rabindra Nath
Tagore, Zakir Hussain, Sri Aurobindo, Giju Bhai and many others.

The teacher education programmes shall focus on competencies and commitment in much
greater magnitude in future. Such a transformation in teacher preparation strategies would
emerge only after due familiarity and adequate appreciation of indigenous thoughts developed
over decades in India. Gradually an indigenous approach and strategy would emanate and
replace the alien practices that have remained in vogue in teacher education over the decades.

A comprehensive theoretical base is essential for a teacher to assume professional
role and develop capacity to conceptualise inputs from other disciplines as well and
evolve strategies to utilise them.

24.1.1 Teacher Profile
The profile of a teacher which emanates from the contexts and concerns necessarily implies
additional roles besides the conventional ones. The following capabilities and competencies are
required in a pre-service teacher:
(i) inculcating the intrinsic and extrinsic values of professional competency, professional
commitment and professional ethics
(ii) creating and reconstructing knowledge
(iii) selecting, organising and using learning resources
(iv) effectively transacting curriculum, selecting and organising educational activities and
programmes for learners with special needs
(v) using media and appropriate instructional technologies
(vi) communicating effectively and responding to the challenges of continuity and change
(vii) counselling students for personality development, adjustment and learning attainment
(viii) conducting research, especially action research and initiating innovative practices
(xi) organising student-activities
(x) inculcating a sense of value judgement, value commitment and value transmission
(xi) understanding the import of inter-relationship between culture and education and 'culture
and personality'
(xii) fostering interest in life-long learning
(xiii) understanding the aspirations and expectations of the community and establishing
mutually supportive linkages between school and community
(xiv)acting as a change agent for modernisation and development
The educational programmes for prospective teachers, therefore, need to be so designed as to
develop in them the requisite potential and capabilities.

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