Page 117 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 11: Agencies of Teacher Education and their Functions—Academic Staff College

(ii) Components: In order to achieve the perceived objectives four broad components are prescribed Notes
for Orientation courses viz.,
(i) Awareness of linkages between society, environment, development and education- This
component will help the teacher to realize the larger context of education and the role of
teacher in society.
(ii) Philosophy of education, Indian education system and pedagogy-This component is aimed
at imparting basic skills and sensitivities that a teacher needs for effective classroom
teaching.
(iii) Resource awareness and knowledge generation- This component is aimed at helping the
teachers to be self-sufficient, and continuously abreast of new knowledge and techniques,
processes, methods and sources of knowledge.
(iv) Management and personality development- This component is to familiarize the
organisation and management of the college/university and ways in which they may
develop their own personalities
For each of above components a sample of illustrative list of topics has been suggested by UGC.
However, Academic Staff Colleges make their own choice of topics, modes of instruction and
method of delivery to bring out the best results, at times they are designed with inputs from the
participants also. Many colleges have devised proformas for information on motivational levels of
the participants at the time of entry, which subsequently sets the tone and direction of the course. A
variety of professionals are invited from the fields of Academic disciplines, administration,
journalism, industry, consultancy, social services, literature, etc. for the benefit of young
teachers. Various practical methods are being employed to actively involve the participants in
the development of teaching and research skills. The published reports suggest that activities like
micro teaching, workshops, language labs, seminar writing, report writing, book reviews,
research paper writing, group discussions, library consultation, computer training, curriculum
development, e-content development, field study, extension work, cultural activities, etc., are
regular features in most of the orientation programmes. Few colleges have successfully produced
reading material for the programme.
(v) Evaluation: The variety of activities in teaching techniques and approaches make the
participants involved in the courses actively. Each resource person is being evaluated by the
participants, who in turn, are evaluated by their peers, resource persons and the course
coordinator on the quality of their assignments and other presentations and reports, etc.
Active participation in academic and organisational tasks, regularity, discipline, etc., are also
considered for evaluation of participants. A certificate is awarded with grades at the end of the
programme, this is primarily to make the participants involvement seriously. Participants
who get less than 50% of marks are required to attend the programme again after a gap of one
year on their own expenses. This certificate is considered for career advancement of the
participants.
At the end-of-the-course, participants give their feed back, which gives ASCs necessary information
in terms of the impact and effectiveness of the course. This kind of self evaluation and monitoring
contributes substantially to the quality of these programmes.

The orientation programmes emphasizes that teachers are agents of socioeconomic
change and national development and underlines the need to make them skill–oriented
teachers.

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