Page 236 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes School Organisation and Pedagogical Analysis of primary school subjects will provide a sound
base for the adoption of integrated approach to teaching and learning and for establishing
meaningful and interactive bonds between theory and practice. The intent of including Action
Research and Education of Children with Special Needs is guided by the fact that every student-
teacher is expected to know the elements of action research, surveys, community services etc
and is capable of educating children with special needs. Additional areas may be included for
making the course content relevant and region specific.
Transacting Curriculum
Theory: Transactional strategies invariably need to emphasise interactive, partcipative and
activity-oriented approach. The transaction of curriculum will have place to place and intra-and
inter-content variations. The theoretical component of the curriculum can be transacted by
lecture-discussion, self-study approach, seminars, media supported teaching wherever possible,
tutorials and through practical activities. It is expected that the intending teachers during the
course of training acquire mastery of competencies and skills that are basic to making an
effective, reflective and committed teacher.
Practical: Practical work is an essential component for internalising the theoretical concepts.
Thus it will have to be planned on each aspect of theoretical inputs. In addition, practical
activities centring around different school experiences, work education, school community
interaction, action research projects and other educational activities directed towards development
of personality of students will also be undertaken by intending teachers. It needs continuous
planning, analysing, monitoring and evaluation throughout the duration of the course which
will necessitate the involvement of teacher educators more vigorously than what it is presently.
Self Assessment
1. State whether the following statements are ‘True’ or ‘False’:
(i) The constitutional provision of providing free and compulsory education at all children
14 years of age including both the lower primary and upper primary classes.
(ii) Universal accessibility to quality education is considered essential for development.
(iii) Practical work is not an essential component for understand and explain the theoretical
concepts.

25.4 Teacher Education at Secondary Stage

For teaching at secondary stage, the qualification most sought after is one year B.Ed. which is in
fact B.Ed. for secondary stage. However, at present, there are several variations for first degree
level qualification which are also available. These include B.Ed. (Elementary); B.Ed. (Special
Education); which too are programmes of one year duration; B.Ed. through correspondence or
distance education mode which is now of two years duration. There are certain other variations
in the form of vacation courses or part-time courses which were available before NCTE norms
came into force. In addition, there are four-year integrated courses for elementary stage and
also for secondary stage.
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.
25.4.1 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.

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