Page 265 - DEDU505_TEACHER_EDUCATION_ENGLISH

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

Teacher Qualities Notes
The following are the main qualities of a teacher—
1. The secondary school teacher should know the objective before the nation in terms of
economic, social, political and cultural growth. This should engender in him the ability to
train present enervation of students into enlightened citizen of India.
2. He should have good information about Indian thought and culture from ancient times to
the present. This will help him have an adequate and healthy personal philosophy of life
which is a must in a teacher.
3. He should appreciate the challenges of the profession and its basic responsibilities which
may even compensate for its handicap. This will engender an optimistic attitude towards
his job and spontaneous pleasure in teaching.
4. He should have a clear perception of the importance of his job for the nation and should
take consequent pride in the teaching profession.
5. The teacher should respect values of democracy, i.e., appreciate people or groups different
from one's own.
It is not essential for each and every teacher to follow the above ideals and beliefs because there
is a great variation among students, knowledge explosion and rapid change in the society. In the
ear of technology teacher cannot ignore his pedagogical beliefs. Teachers have to develop
cognitive, psychomotor and affective aspects of his students. It is the need of the day that the
teachers has to develop his professional ethics for understanding his accountability.
Self Assessment
1. Fill in the blanks
(i) The national system of teacher-education is based on the ............................. .
(ii) The curriculum of teacher-education is ............................ centered.
(iii) The national curriculum of teacher-education was introduced in ......................... .
(iv) The curriculum of teacher-education is theoretical as well as ........................... .
(v) The universities cannot designed the teacher-education ....................... .

28.3 Formulation of New Programme

Thus in formulating this programme the following steps have been taken:
I. (a) An analysis of the existing B.Ed. level programmes.
(b) Seeking opinions of educationists, teachers and principals about the highly useful and
otherwise parts of the programme.
(c) Review of the Reports on the Subject.
II. (a) This group first laid down an agreed account of the role of the Teacher.
(b) It next decided on the objectives of the programme.
(c) It suggested the details of the programme in the light of these objectives indicating
specifically what items will subserve which objectives. In this way overloading of items
for the same objectives was avoided and all the objectives were taken care of.
(d) Next the draft programme was circulated to about 150 selected colleges and University
Departments of Education for their opinion. It was also circulated and discussed at the
annual conference of Indian Association of Teacher Educators at Jodhpur.
Most of the suggestions received have been incorporated in this report. The suggestion made by
a few to include more content in Methods of Teaching papers has not been fully accepted because
college of Education are not fully equipped to handle content at graduate or postgraduate level,
there being only one person in each subject with limited specialization in his area of knowledge.

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