Page 35 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 3: Types of Teacher Education—In-service, Pre-service, Distance

(d) Evaluation: Evaluation of student teachers at this stage need to be comprehensive and Notes
continuous using formative and summative approaches. Due weightage should be given to
the opinions of supervisors and school teachers who should be required to maintain the
record of the progress of student teachers. The capacity to organize thoughts and express them
coherently, taking notes from reading materials and using teaching aids and Information's
communication technique carefully at the appropriate moment need to be the items of
evaluation. Latest evaluation techniques and traditional methods of description, discussion,
criticism, relationship between cause and effect should be blended together.
3.2.3 Teacher Education for Senior Secondary School (Academic Stream)
The curriculum framework for quality teacher education 1998 made the important recommendation
of starting a separate programme of teacher preparation for the teachers of senior secondary schools.
But the recommendations could not be implemented. As a result, their merits and short comings
can hardly be assessed the need for a separate and advanced teacher preparation can be established
on the grounds mentioned below :
• Teachers at the senior secondary school possess an advanced educational qualification. Instead
of integrated approach for teaching subjects, they are required to adopt disciplinary approaches
for teaching different branches of social sciences and sciences etc.,
• The streaming of academic and vocational studies will take place at this stage. A certain
percentage of students will join the higher education in both the streams, but the majority is
expected to join the work force and enter into life. In certain respects, the situation demands
that the courses be terminal and meet the demands of market and society. This situation
imposes new responsibilities on teachers,
• Students of this stage acquire new characteristics-physical, psychological, mental and emotional,
• Maturity of body and mind, diversification of interests, aptitude, power of abstract thinking,
goal fixation, symbolization, self-consciousness, self-assertion, personal preferences, self-
identity, self-respect, peer group influences, sex consciousness and interest, reference group
behaviour, imitation of adult behaviour, attitude of challenge and some kind of idealism,
egoism, self-expression and self-exhibition, psychological fixation of ideas and ideals,
argumentation and rebelliousness and academic or vocational preferences become obvious
and require special skills and competencies for the teachers at this stage,
Thus the developmental characteristics, the thrust of the curriculum of this stage, transformation of
the nature of courses of studies, their demarcation and enrichment and teachers' responsibility
demand new programme of teacher education because its goals, courses, etc, become distinctively
different and stand out sharply from the school education. Since the students will be admitted in the
academic and vocational streams with different course contents, the objectives of teacher education
will differ to some extent while maintaining a commonality.
Curriculum: Emerging Indian society, its problems and issues, compulsions and character of
knowledge society and economy, LPG, WTO, Outsourcing, ICT, impact of science and technology,
environmental crisis, alternative science and appropriate technology, Indian culture and its
contribution, psychology of teaching and learning at this stage, place of senior secondary education
in educational system, its problems, issues and status, curriculum, pedagogy and evaluation at this
stage, pedagogical analysis of the subject to be selected for teaching, research methodology and
action research, history, problems and systems of education, counseling and guidance, preventive
education, adolesence education, philosophy of education including Indian philosophy, sociology
and cultural anthropology etc. may be the some of the course contents of teacher education at this
level. A tentative curriculum frame work is given below to be suitably adopted.
Curriculum Framework for the Teachers of Senior Secondary Schools (Academic Streams)
Duration : years (4 Semesters)
Courses of study

LOVELY PROFESSIONAL UNIVERSITY 29