Page 263 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 28: Construction and Development of Curriculum on Teacher Education—Meaning, Importance

their outlook and performance in classrooms. Our classrooms are getting crowded as educational Notes
opportunities are being increasingly opened out to more and more children. Therefore, teachers
of diversity in the pre training attainments and preparation of student-teachers has to be recognized
while designing our training programems. Times for the formation of attitudes and skills should
receive proper consideration because their formation over-crowded and, therefore, there is hardly
any assimilation of facts and ideas. Assimilation and internalization of knowledge require time
for concentration, for thinking, for critical examination and for hypothesization, and try out. All
these activities are time consuming.

If education today is to be a powerful instrument for social change, the teacher in his
turn has to be an agent of change, a social engineer and an architect of the future society.

The Commission Recommendations: "The Destiny of India is now being shaped in her classrooms. This
we believe is no more historic. in a world based on science and technology it is education that determines the
level of prosperity, security and welfare of the people." After saying this the commission accepts education
as the main instrument of change which can greatly engineer national development through self
sufficiency in food, economic growth and full employment, political development and social and
national integration. The commission felt that the education revolution needs to relate education
to life, needs and aspirations of the people. Then, the crucial role of teachers in this process. "Of
all the different factors which influence the quality of education and its contribution to national development,
the quality, competence and character of teachers are undoubtedly the most significant."
The National Curriculum of Teacher Education was introduced—NCTE: The fourth suggestion
could hardly be implemented without the provision of adequate libraries and laboratories in
teacher colleges and enough trust and freedom to them with reference to their methods of
teaching and evaluation. The universities' authorities are not easily going to part with their
powers and privileges about examining and certifying the candidates of all the affiliated colleges.
This is the protected area' in which no college can enter without risking its own existence or
inviting trouble. It often raises hornet's nest around such daring college.
The fifth suggestion about improving practice teaching is rather ambitious for the usual duration
of training of teachers in India. Practice teaching cannot be effective and meaningful unless the
cooperating schools are properly rewarded and recognized by the universities to which teachers
colleges are affiliated.
The sixth suggestion regarding developing of special course is most welcome but out of place.
Unless there are new openings and fresh careers for the trained specialists in the educational
market, such courses will neither be popular nor profitable. Several colleges which offer special
diploma or certificate courses in several specialized areas clearly indicates. As a result, they have
to either stop such courses in the long run or run them with an inadequate number of interested
candidates and have to manage them to their loss. The universities cannot designed the teacher
education curriculum.

28.2 Postulates for Reshaping Curriculum in Teacher Education

An appropriate curriculum for teacher education will have a bearing to several dimensions. For
the purpose of simplification and intelligibility, there is the whole idea on a three dimensional
model with a few important variables. Those dimensions are as follows:
(A) Theory of Teacher Education in India
1. Purpose and Function of Education in India (as derived from the national goals of India's
democracy and planned development).
2. Purpose and Function of Teacher Education in India.

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