Page 239 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Unit 25 : Teacher Education at Various Levels, Emerging Trends in Teacher Education

disseminating them in the community, preparing simple write-ups of all the activities Notes
undertaken; utilizing community resources for the developmental needs of library building,
students scholarships, awards, student aid funds, celebration of festivals etc; student-parent-
community contact programmes and organisation of welfare shows for better institution-
community participation are certain other strategies of transaction of practical work.
Work Education: To come to its present form, work education has undertaken a long journey.
From Marx's 'combination of productive labour and learning' to Abbot Wood's
'vocationalisation', it came to Gandhi's 'handicraft as the medium of education' and again took
the form of Kothari's 'work experience' which Ishwar Bhai Patel thought to be devoid of 'social
value' and coined the term 'Socially Useful Productive Work' (SUPW). Its central purpose is to
shift the centrality of education from excessive verbalism to practicality.
Work education is a powerful medium for personality development. There can be a variety of
activities which are necessarily school based and which may be included under work education
like maintenance of the school plant including its playgrounds, cleanliness, repair of furniture
and production of material to be used as instructional aids. It will be a great educational
experience if community visit, field work, nature study, school co-operatives saving bank,
games and sports and other co-curricular activities are carefully organised as part of the
programmes leading to development of qualities needed for the success of work education.

25.5 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:
25.5.1 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
• self-defence and self-exhibition
• argumentation and rebelliousness
• fixation of ideas, development of aptitudes and demarcation of academic or vocational
preferences
In short, they acquire many characteristics of youth and adults. Their educational potentialities,
inclination and preferences become evident.
Course of Study: For the students of +2 stage, two types of courses - academic and vocational -
have been designed. The characteristics of courses responding to the above are mentioned
below :

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