Page 294 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes for preparing secondary teacher education. National Institute of Education, National
University and University of Education were responsible for Sri Lanka, Bangladesh and
Pakistan respectively.
• The B.Ed curriculum was revised during 1998, 2002, 2005 and 2009 in India, Sri Lanka,
Pakistan and Bangladesh respectively. In all the countries, no definite role was specified for
the involvement of the faculty in formulation and revision of B.Ed curriculum and syllabus.
However, some of the faculty members were involved in India and Sri Lanka.
• Subjects related to science, social science and languages are taught by teacher educators in
all the countries. During 2002- 2009, B.Ed curriculum and syllabi of different subjects were
revised by all the countries on the basis of feedback collected from student teachers, teacher
educators and principals of different institutions.
• Work experience, physical education, art and craft, advanced research method and computer
education were the additional papers of B.Ed programme.
• Art and craft and work experience were prescribed as nonscholastic areas in the B.Ed course.
31.3.3 Theory Papers
• The compulsory theory papers prescribed in the B.Ed programme were almost common in
all the four countries. The papers namely Educational Psychology, Sociology of Education,
Guidance and Counseling, Educational Measurement and Evaluation, School Organisation,
Computer Education and issues related to secondary education were prescribed in the B.Ed
programme.
• There were many strengths of different subjects prescribed in the B.Ed course. Teaching of
philosophy and psychology are helpful in the development of the personality of children.
The work experience develops aesthetic sense among the student teachers. The scientific
attitude is developed by the teaching of physical sciences and communication skills by
teaching of languages among the student teachers.
31.3.4 Practical Work
• Computer application, psychological tests, art and craft, work experience, practice teaching,
research projects, assignments and social work were prescribed under practical work. In
Bangladesh, only teaching practice was prescribed as practical activity.
• Work experience helped the student teachers to learn by doing different activities. However,
the student teachers from Bangladesh revealed that work experience was suitable and useful,
but much time was not given for their involvement and participation.
• It was found that the practical activities were very useful for making an effective teacher. It
developed confidence among them. The necessary knowledge and skills related to subject
matter were inculcated by these activities.
• The student teachers of India expressed that performing and visual arts increased their
confidence, brought hidden talent outside and made them tension free. It also helped in
developing their personalities. Performing and visual arts made teaching learning interesting.
The student teachers from Bangladesh and Pakistan expressed that performing arts was not
necessary.
31.3.5 Specific Curricular Inputs
• Specific curricular inputs like provision of scholarships and remedial teaching were provided
for the disadvantaged students.
31.3.6 Computer and ICT
• The computer labs were established in all govt. private and aided the institutions.
• The computer facilities were utilised for the professional development of teacher educators.
Different types of relevant materials related to their own specialisation were downloaded
from internet but this facility was availed by only 30 per cent student teachers.

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