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Unit 2: Affective Teacher Education and Competency Based Teacher Education

teaching examination. In using this approach all the three steps are followed. The content which is Notes
taught to the students is analysed psychologically to develop the sequence. The teaching and testing
points are also determined.
Step II: Lesson-demonstration for teacher: The lesson demonstration method/strategy is traditional
classroom method, which is used in technical schools and training colleges. It is widely used by
teacher-educators during teaching practice, as a permissive than a discussion.
Focus: It is used for achieving the psychomotor and cognitive objectives related to teaching process.
Structure: It consists of three successive steps: (a) Introduction, (b) Development, and (c) Integration.
In the first step of introduction, the aims are stated. The second phase involved a good deal of
question-answers and other class activities. The last step, in which the lesson material is rehearsed,
revised and evaluation.
Principles: It is mainly used as teaching strategy for average and below average students or untrained
and inexperienced teacher. The cognitive and psychomotor objectives can be realized. It is more
useful for pupil-teachers to develop his own lesson in classroom teaching.
Limitations: It suffers from the following limitations:
1: It does not provide an opportunity to develop originality of pupil classroom teachers. They
try to imitate the model lesson of his teacher in their teaching.
2. Teacher-educators can not demonstrate the lesson correctly and effectively as they employ
lecture-method.
Suggestions: The following precautions should be taken in demonstrating the lesson of teaching.
1. An effective or skilled teacher should demonstrate the lesson.
2. The pupil-teacher should be given an opportunity to seek the clarification of their problems.
3. The lesson-demonstration should be followed by discussion.
4. The lesson-demonstration should be used as a supplementary technique in simulated social
skills training.
Step III: Approaches for Organizing Student-teaching: In organizing student-teaching practice,
several approaches are used in teacher-education programme. The review of these approaches has
revealed four main approaches of students-teaching practice as follows:
(i) Model schools (ii) Block teaching
The details of these approaches have been given in the following paragraphs:
(i) Model schools: These schools are also known as 'Practicing Institute' or Experimental Schools.
The classrooms of a school are the workshop and laboratories of education.
Meaning of Model School: The schools or educational institutes are permanently affiliated with
pedagogical institutes or teacher-education colleges for regular teaching practice are known as
model schools or experimental schools. The government Normal Schools have the model schools
for organizing student-teaching practice regularly throughout the year.
(ii) Block Teaching for Practice: The block student-teaching is the second grade approach. During
Block student-teaching, theory classes are not organized rather postponed. The pupil-teacher
remain fully engaged in the teaching practice.
Meaning of Block Teaching Student-Teaching: The block word is taken from planning development.
The planning is done before actual student-teaching in the context of Blocks. The pupil-teachers are
divided into groups. The groups are assigned to two or three teacher educators for separate school
of the block.
(iii) Internship (iv) NCTE approach

2.4 Types of Teaching Skills

Micro-teaching is used for developing certain teaching skills. A teaching skills is defined as a set of
teacher behaviours or activities which are especially effective in bringing about desired changes in

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