Page 272 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes 4. To prepare men and women for citizenship in a democratic society where freedom and
liberty go hand in hand with law and justice and where responsibility, national and
international, is a characteristic of the individual.
5. To help students in establishing values through intimate acquaintance with the humantities,
the arts, the natural sciences, the social sciences and religion.
6. To meet the needs not only of more students, but of students with a wide range of ability,
aptitudes and interests.

29.4 Flexibility of the Basic Feature of Curriculum
According to Different Communities: Curriculum is not rigid and static. It is dynamic and
flexible. It changes constantly with the changing needs and ideals of society. In Independent India
Curriculum in schools can never remain the same as it used to be in schools during the British
regime.
Curriculum in elementary and secondary schools in England is not the same as in India, in the
U.S.A., in Russia or in Japan. As the demands, ideals and aspirations of different social groups
differ dwidely so curriculum offers a wide contrast.
In India, there are a large number of communities, living in variety of areas such as hilly area,
plain area, desert area, plateau area and coastal area—all having their own peculiar individuality,
environment, customs and needs. Therefore, the same curriculum cannot be forced upon all,
irrespective of their needs and environment. It must differ from locality to locality and from
society to society.
According to Indiviuall Capacities: The learning capacity of chilren, ddifferes from individual to
individual. the activities through which knowledge is expected to be gained, also iffer accoring
to the resources of different schools and the characteristics of pupils, studying therein.
So the curriculum may also vary from school to school, from grae to grade and even from
scholar to scholar. According to moderen trends in the educational process curriculum can be
outlived only in a general way allowing scope for variation, as per need of the concerned
communities with it.

A teacher is not merely a communicator of knowledge; he has to be a director of leraning,
a transmitter of culture and value; the teacher is a person who teaches by behaving in the
manner he would dlike his pupil to behave.

29.5 Development of Teacher Education Curriculum

Teachers are the greatest assets of any education system. They stand in the interface of the
transmission of knowledge, skills and values. They are accepted as the backbone of education
system. Teacher quality is therefore crucial and has been globally accepted to be significantly
associated with the quality of education in general and students’ learning outcomes in particular.
The Education Commission (1964-66) of India accepted this influence of teachers in powerful
words, “No system can rise above the status of its teacher…” Similar sentiments have been
expressed by the Delors report (1996), and UNESCO report on Teacher and Educational Quality:
Monitoring Global Needs for 2015(2006). The European Commission Report ‘Communication on
Teacher Education’ (2007) in the very beginning observes ‘research shows that teacher quality is
significantly and positively correlated with pupil attainment and it is the most important within
school aspect explaining students’ performance. Teachers help in shaping and reshaping the
society and determine the quality of life in the community and the nation. Experiences of various
countries reveal that the most effective way to develop good teachers in a dynamic and changing

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