Page 224 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes Teacher education programme at this stage, like at all other stages, will include the theory,
practice teaching in schools, and practical work in the light of contexts, concerns, profile of
teachers and general and specific objectives.
Specific Objectives: The specific objectives at this stage may include the following:
• to enable the prospective teachers to understand the nature, purpose and philosophy of
secondary education.
• to develop among teachers an understanding of the psychology of their pupils.
• to enable them to understand the process of socialisation.
• to equip them acquire competencies relevent to stage specific pedagogy, curriculum
development, its transaction and evaluation.
24.1.7 Teacher Education for Senior Secondary Stage

Teacher education programmes have to respond to three major determinants: the stage-specific
developmental characteristics of the students, the courses of study they pursue and the academic
qualifications the prospective teachers possess. At the Senior Secondary stage all the three
become distinctly different from that of the secondary schools which offer a common curriculum
upto class ten. The main features of the three determinants are given below:
The Characteristics of Students at + 2 Stage: The development of students at this stage, the later
part of adolescence, is characterized by
• maturity of body and brain
• development of abstract thinking and logic; goal fixation and symbolization
• self-consciousness, self-identity and self-assertion
• sex-consciousness and sex interest
• personal preferences and choices and ideal formation and differentiation
• peer group influences, strong likes and dislikes, reactions and adventurism
• changes in reference group, imitation of adult behavior and roles and a tendency of
defiance
• moral reasoning and challenging attitude towards the established ideas, practices and
authority
• self-esteem and ego-involvement
• attachment to friends
Evaluation: Multiple approach will be adopted for the purpose of evaluating achievement for
the theoretical content. It will be continuous as well as annual, internal as well as external.
Teacher-made objective type of tests, diagnostic and prognastic tests, etc. shall be used for the
purpose. The essay-type question will also be used for identifying abilities not detected by
other tests. Continuous progress record of the students maintained by the teacher will be
considered at the time of evaluation of the practice of teaching. The different kinds of practical
work, project report, sessional work, tests and records of various activities shall be evaluated
by experts in the area internally and continuously for giving proper feedback. The evaluation
strategy at this stage shall aim at identifying the students' potentialities teaching at the senior
secondary stage.
Implementation Strategy: A separate B.Ed. programme as envisaged in the framework may be
organised by colleges of education and university departments of education. The teachers who
have undergone a B.Ed. course for secondary stage and Master's degree in any of the academic
subjects may subsequently undergo a bridge course or earn additional credits needed for
developing competencies relevant to this stage under a specially designed programme of suitable
duration.

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