NCERT India VISION For B.ED (2 YRS. )

Syllabus of the Two Year B.ED

AS GIVEN IN THE NCERT DOCUMENT

PART-I VISION

Presented By Urmila Paralikar

(Assistant Professor- in Education) Department of Higher Education, Maharashtra, INDIA

January 2015

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NCERT/NCFTE 2 YEAR B.ED SYLLABUS

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O THE VISION FOR TEACHER EDUCATION

O MAJOR SHIFTS IN TEACHER EDUCATION

O ROLES OF TEACHER IN SUSTAINING AND

TRANSFORMING EDUCATION

O FEATURES OF CURRICULUM FOR TEACHER EDUCATION

PARTS OF THE PRESENTATION SERIES

DEVELOPMENT COMMITTEE

DRAFTING COMMITTEE MEMBERS:

M.S. Yadav, Chairperson of Drafting Committee; Professor and former

Dean, Faculty of Education and Psychology, M.S. University, Baroda,

Gujarat

Alok Mathur, Director, Rishi Valley Institute for Teacher Education,

Chittoor, Andhra Pradesh

Krishna Kumar, Professor and former Director, NCERT, New Delhi

K. Walia, Associate Professor, Department of Teacher Education and

Extension, NCER T, New Delhi

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DEVELOPMENT COMMITTEE

DRAFTING COMMITTEE MEMBERS:

Manjula Rao, Asso. Prof., RIE, Mysore

Ramesh Babu, Asso.Prof., RIE, Bhopal

Ranjana Arora, Asso. Prof., Curriculum Group, NCERT,

New Delhi

T.K.S. Lakshmi, Professor and former Dean, Banasthali

Vidyapeeth, Rajasthan

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Also contributed by…

Heads and Faculty of……

Department of Education in Social Sciences and Humanities;

Department of Education in Science and Mathematics;

Department of Languages;

Department of Women’s Studies;

Department of Educational Psychology, Foundations of Education;

Department of Education in Arts and Aesthetics;

Division of Library, Documentation and Information; Central Institute of

Ednl. Technology;

Curriculum Group;

Department of Education of Groups with Special Needs

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REVIEW COMMITTEE

D.K. Bhattacharjee, Professor and former Head, Department of

Teacher Education and Extension, NCERT, New Delhi

G. Ravindra, Professor and former Joint Director, NCERT, New Delhi

K. Dorasami, Professor and former Head, Department of Teacher

Education and Extension, NCERT, New Delhi

M.A. Khader, Professor and former Head, Curriculum Group,

NCERT,New Delhi

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REVIEW COMMITTEE

S.K. Yadav, Professor and Head, Department of Teacher Education and Extension, NCERT, New Delhi

S. Nagpal, Professor and former Head, Department of Teacher Education and Extension, NCERT, New Delhi

Santosh Sharma, Professor, Department of Elementary Education, NCERT, New Delhi

Faculty of Department of Teacher Education and Extension, NCERT, New Delhi

Principal and Faculty of RIEs, Mysore, Bhopal, Bhubaneswar, Ajmer and Shillong

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PRESENT CONCERNS IN

TEACHER EDUCATION

Education is seen as the transmission of information

Large-scale recruitment of para-teachers has diluted the identity of teaching as a profession.

Pre-primary, primary and secondary teachers continue to be isolated from centres of higher learning

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CONCERNS IN TEACHER EDUCATION..2

Existing teacher -education programmes DON’T

accommodate the emerging ideas in context and pedagogy

They DON’T address the issue of linkages between school and

society.

The practice of teacher-education indicates that knowledge is

treated as ‘given’, embedded in the curriculum and accepted

without question.

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CONCERNS IN TEACHER EDUCATION…3

Curriculum, syllabi and textbooks are hardly

critically examined by the student-teacher or the

regular teacher.

Language proficiency of the teacher needs to be

enhanced, as the existing teacher –education

programmes hardly recognise the centrality of

language in the curriculum.

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CONCERNS IN TEACHER EDUCATION..4

Most teacher-education programmes provide little

scope for student-teachers to reflect on their

experience and thus fail to empower teachers as

agents of change.

It is assumed that link subjects are automatically

formed during the programme

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VISION FOR TEACHER

EDUCATION

Teacher-education must become

more sensitive to the emerging

demands of the school system

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TO BE ABLE TO DO THIS TEACHERS MUST BE TRAINED FOR

THE FOLLOWING ROLES……

TWO ROLES TEACHERS MUST BE

PREPARED FOR

1. Encouraging, supportive and humane facilitator in tg–lng

situation:

to enable learners (students) to discover their talents, realise their

physical and intellectual potentialities to the fullest, and to

develop character and desirable social and human values needed

to function as responsible citizens; and

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TWO ROLES TEACHERS MUST BE

PREPARED FOR

2. As an active member of a group of persons who makes

a conscious effort for curricular renewal so that it is

relevant to the changing societal needs and the

personal needs of learners.

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To realise this vision the

teacher education

program must enable the

student teachers to….

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To understand the way learning occurs… to create plausible situations conducive to learning

To view knowledge as personal experience constructed in the shared context of Teaching Learning …..rather than embedded in the external reality of textbooks;

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To enable the student teachers to…. 3. Be sensitive to the social, professional and administrative contexts in which they need to operate;

4. Develop appropriate competencies to be able to not only seek the above mentioned understanding in actual situations, but also to create them;

5 Attain a sound knowledge base and proficiency in

language;

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To enable the student teachers to… 16/01/2015


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6. identify their own personal

expectations, perceptions of self, capacities and inclinations;

7. consciously attempt to formulate one’s

own professional orientation as a teacher in

situation-specific contexts;

8. view appraisal as a continuous

educative process;

9. Develop an artistic and aesthetic sense in children through

art education;

10. Address the learning needs of all children, including those

who are marginalised and disabled;

11. To pursue an integrated model of teacher-education for

strengthening the professionalization of teachers;


To enable the student teachers to…..

• develop the needed counselling skills and competencies

to be a ‘facilitator’ for and ‘helper’ of children needing

specific kinds of help in finding solutions for day-to-day

problems related to educational, personal and social

situations; and

• learn how to make productive work a pedagogic medium

for acquiring knowledge in various subjects, developing

values and learning multiple skills.

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P L E A S E WA TC H O U T F O R PA RT I I

M A J O R S H I F T S I N T E A C H E R - E D U C A T I O N

P RO G R A M M E


NCERT India VISION For B.ED (2 YRS. )

Education

Transcript of NCERT India VISION For B.ED (2 YRS. )