Posted August 18th, 2008
by admin
A Concise History of Education of Teachers, of Teacher Training and Teaching
(Based on author’s site www.geocities.com/histedu)
In western countries the history of teacher training and education, theories of teaching and education of teachers, in western countries, began in the first decade of the 18th century in Germany, with teaching seminaries preparing teachers to teach. In the history of education and teaching this was the first formal teacher training.
The first teacher training college in the history of education and the history of teaching of western countries, formal teacher education and training, was founded in early 18th century in France by the Roman Catholic monk Jean Babtiste de la Salle, canonised in 1900; his Brothers of the Christian schools were teaching poor and middle class children and were an order of non-clerical male teachers. This was based on what Greek philosophers had advocated and was later re-introduced into western society by Islam: that spirituality ought not be the only reason and basis of education. Until then, teacher education and training had been clerical; this, in 1725 was the first secular teacher training college in the history of education of the West.
In western countries’ history of education this changed attitudes to education; teaching, and teacher education and training so began to require teachers to have an understanding of the human mind, together with knowledge of science and art and principles of teaching, and methods of teaching and education.
This requirement became established as the norm. Teacher training establishments conformed to it, with the Normal Schools, the first in the history of education for the training of teachers.
This proved popular; progress followed. This was the first time when in the history of education and history of teaching of western countries a system of education was created which required and enabled knowledge and in-service experience and certification for teachers, with continuing professional development opportunities in professional teaching for teachers. It was an un-uniform system of teacher education and training, but it did enabled teachers, while teaching, to attend teaching seminars to refresh and increase their knowledge of teaching; it made possible the exchange of ideas among teachers.
Uniform teacher education and training, professional teaching in the history of education first began in France. It was unsuccessfully attempted during the French revolution to adopt Germany’s teachers’ seminars, and with Napoleon’s efforts in the second quarter of the 19th century a similar and the first uniform system in the western history of education and training of teachers became established.
In the USA and in Britain there had not been a system of formal teacher education and training; but, a certification for teachers, of moral fitness for teaching, had been introduced by Elizabeth I.
In England’s history of education and teaching, in the first quarter of the 19th century a teaching method was begun by Joseph Lancaster and Andrew Bell. It was called ‘Lancasterian’: the senior students as ‘monitors’, while receiving teaching from a tutor, were acting as teachers and teaching other students.
In Scotland’s history of education and teaching Germany’s teacher education became interested in. In the third quarter of 19th century the Glasgow Normal Seminary for teachers was founded by David Stowe.
Teacher education and training progressed. In the USA Horace Mann founded the Massachusetts Normal Schools, and in Britain’s colonies voluntary organisations and churches established formal teacher training colleges and teaching.
Concerns were expressed in England on whether it was right for persons of lower social class to attend teacher training colleges and give teaching to children of persons of higher social class. In France it was feared that teachers by their teaching might influence young minds with liberal ideas.
(In Japan [seemingly influencing the USA's history of education and teaching] emphasis in teaching was on instilling patriotism.)
In the history of teacher education and training of Europe, in 19th century ‘Philosophy of Education’ of Rosencrantz emphasized philosophical and psychological data. This was on the lines of Islam’s system of university faculties and developed into separate teaching disciplines.
This progress in the history of education and teaching was furthered in Sweden by Pestalozzi. He advocated formal teacher training colleges.
(Pestalozzi, except theologically, was self-educated; he never specifically set out a written account of teaching and of teacher training colleges, but his place in the history of education and teaching and his greatness is deducible in outline from his various writings and his loving and sincere deeds and the example he set.)
Froebel in Germany favoured the education of teachers through teacher training colleges, as did Alexander Bain’s ‘Education as a Science’. That developed with Herbart’s pedagogical emphasis in teaching on the five formal steps: preparation, presentation, comparison, generalisation, application.
Germany’s model for teacher training and education became the basis of further developments: Derwent Coleridge and James Kay Shuttleworth in Britain, Mann in the USA broadly agreeing, favoured it. Teacher education and training, should emphasise techniques of teaching -”not only the subjects of instructions, but also the method of teaching”.
By the end of the 19th century teacher education and training became established in France and Russia (and in Japan). Teacher education and training came to be required by law to be through formal teacher training colleges.
In English speaking countries history of education and teaching, formal teacher education and training, began in Scotland with the University of Edinburgh’s creation of a chair in education, with the St. Andrews. The USA with the efforts of, e.g., Henry Bernard and Nicholas Murray Butler, followed.
Developments in English speaking countries were enhanced by the teaching techniques of Herbert Spencer in England, and pedagogy. In the USA’s history of Teacher education and training there were studies, e.g., by Francis W. Parker, of Germany’s pedagogical developments.
In the USA’s history of teaching and education John Dewey worked with the University of Chicago Laboratory Schools as influenced by the Darwinian hypothesis (reportedly originating from the library of Alexandria) prior to its later evaluation by science. Taking into account from other disciplines what was considered relevant in teaching to child development, the Brown University founded a department of education.
The Roman Catholic La Salle College in Philadelphia, chartered 1863, had been teaching education.
The Teachers College founded in 1888 in New York was popularly incorporated into the Columbia University and was famously established that teacher training college at beginning of 20th century, announcing “The purpose of the Teacher Training College is to afford opportunity, both theoretical and practical, for the training of teachers, of both sexes, for kindergartens and elementary schools and secondary schools, of principals, supervisors, and superintendents of schools, and of specialists in various branches of school work, involving normal schools and colleges” -that became the basis, in the western history of education and teaching, of teacher education and training.
In Britain’s system of education, which applied throughout the Commonwealth, entry into teacher training came to require senior secondary school, advanced level, Matriculation or the later General Certificate of Education [GCE] passes Ordinary [O] and at Advanced [A] level –more generally catered for at British Grammar Schools [as distinct from the USA’s where they are modern secondary schools], and Europe the British Grammar School equivalent Lycèe Diploma in Science or in Arts -with compulsory advanced classical academic and cultural content, became the minimum entry requirement.
In Britain and the in British Commonwealth traditionally greater importance has been attached to professionalism, in that not only academic qualifications alone do not suffice but, also, separate professional examinations may not be sat without a specific period of time of specifically professional study. Teacher training came to require higher entry qualifications than for training as, e.g., certified accountants or as a barrister-at-law [practicing lawyers as trial advocates]. Then, depending on language status, specifically professional curricula could be completed with a minimum of two or a minimum of three years of professional study followed by [additionally to in-house training in the course of professional study], e.g., six moths of pupillage for legal practice, or, e.g., a year’s probationary class-room teaching prior to full professional qualification, with an expectation also of later continuous professional development by way of, e.g., attendance at seminars –in the case of teaching with optional further study in a subject offered by the Teacher Training College.
(Until the late 20th century holders of those minimum entry qualification, by passing a selection examination, could become ‘temporary teachers’. Graduates of Oxford and Cambridge universities, upon payment of a fee, could be conferred upon the title of ‘master’ and be placed as teachers by their syndicate. Graduates of other universities wanting to become teachers attended the two year compulsory [or longer with an additional subject] teacher training colleges, or with a Bachelor of Education degree could enter teacher training at final year level, subject to the successful completion of a probationary year in class-room teaching. This professionalism in teaching has since been required of new graduates as the Post-graduate Certificate in Education [PGCE], in England only [for teaching at state schools] with a QTS skills test, and similarly [and also in the case of Bachelor of Education graduates] the successful completion of an induction year in school teaching as Newly Qualified Teacher [NQT] –with continuing professional development. While also non-major professional qualifications has been officially categorised as a level above under-graduate university degrees [being considered to be reduced to two years] in the National Vocational Qualifications scheme, without such a degree only those qualify for the Qualified Teacher Status [QTS] who previously had been trained at a Teacher Training College in the United Kingdom or in a Colony or former Colony of it, or if elsewhere if similarly they possess examination passes at GCE or GCSE level [at grade C or above] additionally to the language requirement in Mathematics [and if to qualify to teach at a primary school also in Physics] –or their recognised equivalents [e.g., Matriculation].)
Reputable American teaching qualifications, e.g., through the Teacher Training College of the Columbia University, enjoy a similar international high regard. However, in their history of education, having less aspired to make general education as ‘practical’ as in the USA and in later Britain (with lessening emphasis on spirituality in India, increasing perfectionism in China and in the 21st century the UK’s preference for its basis as respect for authority as in the USA), the European teaching institutions almost uniformly continue more to value academic general education for entering into professional training as school teachers, and Britain’s considering, e.g., class-room assistant qualifications as good substitute to, e.g., the GCE/GCSE passes, as acceptable entry qualification was criticised.
Interest in entering the teaching profession have always been based on the status of teachers, which, traditionally, was highest in Russia in the 2nd half of the 20th century, where teachers enjoyed more favourable terms of employment than elsewhere.
In Britain’s history of education, the 1980’s miss-projection of the how many teachers were needed resulted in the employment of science graduates, without formal teaching qualifications, as, initially temporary, teachers. A status was enjoyed by teachers of similar regard, as in European countries, and, about the end of the 20th century, conferring knighthood upon teachers of long service was politically suggested in Britain but due to controversies on reforming the House of Lords it did not materialise. At the beginning of the 21st century, for reasons considered economic, the status of teachers was regarded to have been equated to those of classroom assistants who were socially criticised for taking classes on their own with brief training.
In the USA’s history of education and teaching a form of essentialism in education has been hailed, and a culture based on practicality and model citizenry, emphasising respect for authority. With a reported lower literacy rate than, e.g., much less resourceful Turkey’s, and in the 21st century, with no general minimum standard in teacher training and education, some states do not recognise the teaching qualifications of some others. Teachers and teaching appear officially to enjoy no higher regard then in Bernard Shaw’s remark (by some believed to be about writers’ courses) “Those who can, do; those who can not teach”.
In the USA public interest in better educational standards grew and at the end of the 20th century three generals were appointed by a state to improve teaching and educational standards, and at the beginning of the 21st century was appointed to improve educational standards at federal level a serving general. Some teachers paid only term time, having to seek vacation work during summer, teaching and teachers, generally are regarded as having enjoyed not as good terms and conditions in the USA, but it has considered adopting the European baccalaureate system.
The growth of interest in culture and education in western society’s history of teaching has been seen, in the European Union, mostly in Cyprus which reportedly has the highest percentage of university graduates among fellow member states.
In western society spiritual values in education have been protected by way of teaching religious studies in many schools in American secularisim [protection of religion from political influence] and by the religious affiliations of many of its universities; in European secularism [protecting against one’s formal dominance of the other], often with a state religion enshrined in the constitution, this has been partly ensured by such laws as, e.g., the requirement of Britain’s Education Acts in compulsory education to take pupils to religious worship at least once a month and, e.g., while British universities are not formally religiously affiliated, the availability of a place of worhsip and clerics to students at universities.
While various emphasis and special education considerations (e.g., the pedagogy based Steiner-Waldorf education for creating free moral and integrated individuals -by some its say by teachers and schools on defining the curricula disagreed with, or Montessori’s preschool and elementary school child’s self directed activities with autodidactic equipment -regarded by some as risking raising obedient automatons), be it practical skills or Emerson’s ‘thinking man’, have all had praise and criticism and arguments continue on prgmatism and creation -v- evolution, generally Socrates’s argument that the rightly trained mind would turn toward virtue continues to carry considerable weight in most educational systems. Basically an important aim of education and the societies’ all time expectations continue to be on the lines of these verses (by the Cypriot ‘Teacher of Teachers’, the late Orhan Seyfi Ari):
‘I was an ape’ you say -or amphibian?
And now?! Are you not now.. ‘man’!? ”
In western history of teaching and the status of teachers the cultural values balance appears to have been more reflected in the education and training of teachers in Europe, mostly in Spain and Italy, and in France where without much disregard to spiritual values also political and ideological affiliations of teachers is the long established norm in professional teaching.
Posted in History of Education
Posted August 18th, 2008
by admin
Curricular Changes in Teacher Education
India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.
Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.
Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.
The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.
Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.
Teacher Education
Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.
When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:
- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.
- To facilitate the realization of the constitutional goals and emergence of the new social order.
- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.
- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.
Scenario of Teacher Education
The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.
Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’
India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.
The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.
During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.
Definitions of curriculum, from Oliva (1997).
Curriculum is:
That which is taught in schools
A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling.
Flexibility of the Curriculum
In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.
“The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).
Different types of Curricula
There are eleven types of curricula
1. Overt, explicit, or written curriculum
2. Societal curriculum
3. The hidden or covert curriculum
4. The null curriculum
5. Phantom curriculum
6. Concomitant curriculum
7. Rhetorical curriculum
8. Curriculum-in-use
9. Received curriculum
10. The internal curriculum
11. The electronic curriculum
Teacher Education Curriculum at Different Stages – NCTE
Teacher Education at the Pre-Primary Stage
Objectives
· Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;
· Preparing student teachers to use local resources and local contexts.
Curriculum Content and Transaction
Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes.
Teacher Education at the Primary Stage
Objectives
· Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;
· Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;
Implications for Pre-service Teacher Education
Curriculum Content and Transaction
It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.
Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom.
Teacher Education at the Secondary Stage& Higher Secondary Stage
Objectives
· Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges;
Implications for Pre-service Teacher Education
Academic Stream
In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context.
Addressing Special Educational Needs of Learners
Education of the Gifted and Talented: Major Thrusts
Objectives
· Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment;
In-Service Education of Teachers
Objectives
· Enabling teachers to be sensitive to gender and environment-related issues.
Need of Curriculum Changes in Teacher Education
India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.
Guidelines/Suggestions
Ø The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.
Ø The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.
Ø It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.
Ø What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.
Ø In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.
Ø In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.
Ø A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.
Conclusion
Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.
An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:
- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.
- Responds to the latest developments in the field of education.
- Establishes integration of theory and practice of education.
- Provides multiple educational experiences to teachers.
- Enables teachers to experiment with new ideas.
- Ensures inseparability of pre-service and in-service education of teachers.
- Sets achievable goals for various stages of teacher education.
According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.
Posted in Teacher Education
Posted August 18th, 2008
by admin
Educational/School Psychology in the Pursuit of Human Well-Being
Introduction
Now we are living in the technological modern world. With the help of science and technology we have developed in all fields. India is a developing country. We have lot of human resources after China. But the literacy rate is very low when compared to other developed and developing countries in the world. India is a rich country, but Indians are poor. With the help of science and technology and by utilizing all sources in the proper way it is possible to India to become a developed country in the world. In the modern world people living with high tension. The student in schools and colleges are also living with high tension because of heavy competitions. It is necessary to introduce psychology as a general subject in all the classes both at school and college levels. Yoga and meditation is also necessary for each and every one in the world.
Definition of Education
Ø Education is the learning of human souls to what is best, and making what is best out of them?
– John Ruskin
Ø Education is a weapon, whose effect depends on who holds it is his hands and at whom it is aimed.
– Joseph Stalin
The word education is derived from the Latin educare, meaning “to raise”, “to bring up”, “to train”, “to rear”. Education means the gradual process of acquiring knowledge. Education is a preparation for life. Education is also defined as the profession of teaching (especially at a school or college or university).
Importance of Education
India is a union comprised of twenty eight states and seven Territories. The Constitution provides directives regarding the development of education throughout the country. The areas in which the respective central and state governments have domain have been identified in the Constitution as the central list, state list and concurrent list. Until the late 1970s, school education had been on the state list, which meant that states had the final say in the management of their respective school systems. However, in 1976, education was transferred to the concurrent list through a constitutional amendment, the objective being to promote meaningful educational partnerships between the central and state governments. Today, the central government establishes broad education policies for school curricula development and management practices. These serve as guidelines for the states.
Generally, at the start of a very young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school. Education begins at home. One does not only acquire knowledge from a teacher; one can learn and receive knowledge from a parent, family member and even an acquaintance. In almost all societies, attending school and receiving an education is extremely vital and necessary if one wants to achieve success.
Educational Psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms “educational psychology” and “school psychology” are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Uses of Educational Psychology
For finding Individual differences and Disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman’s general intelligence), multiple factors (as in Sternberg’s triarchic theory of intelligence and Gardner’s theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.
For Social, Moral and Cognitive Developemnt
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of Jean Piaget’s theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget’s most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget’s views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people’s belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Psychology and Teacher
Teacher is a national builder. He has a power to change the world through education. According to our Indians teacher is a third god. Teacher plays a prominet role in the development of society. Educational Psychology is a main subject in teacher education at D.Ed., B.Ed., and M.Ed. levels. It is necessary for each and every teacher to know about psychology. Becausse it is necessary to know the behaviour of the students in the class. Teacher has different roles like father, advisor, councellor, administrator and well wisher. The future of any country is in the hands of teachers. So it is necessary to give importance for teacher education. So our government introduced psychology subject in teacher education curriculum.
After undergoing the course, the student teacher
1) Explains psychology and its relationship with Education.
2) Classifies different branches of psychology and explains their significance.
3) Explains the importance of heredity and environment and its influences in educational process.
4) Explains the different aspects of the development of the child.
5) Explains the growth and human beings and their behaviour.
6) Describes the individual aspects of the development of the child.
7) Explains the primary needs of the children.
8) Explains the secondary needs of the children.
9) Explains the theories of learning and the factors influencing learning.
10) Explains the concept of socialization.
11) Explains the different types of learning.
12) Understands the concept of motivation and the steps to be taken to motivate the children.
13) Explains attention and its uses.
14) Develops skill of observation, listening, responding and understanding.
15) Describes memory, remembering and forgetting and identifies conditions of good memory.
16) Describes the effects of different methods used for learning process.
17) Explains thinking process and its uses-perception, conception, apperception for different ages.
18) Explains the role of creativity and its development.
19) Explains the meaning of intelligence and understands the changing concept of intelligence.
20) Enhances personality development of pupils.
21) Describes the mental hygiene and mental health.
22) Understands exceptional children and their significance.
23) Practices guidance and counseling for school pupils.
Conclusion
Educational psychology is an application of the principles of psychology for effective learning and modification of behaviour on desirable dimensions. Knowledge of educational psychology makes a teacher effective in motivating the pupils in their learning. In short it is an inseparable part of strategy in education. Education gives knowledge, wealth and health. Education is a solution for all types of problems in the society. Through education only it is possible overall development of a person in the society. Through education it is easy to know about behavour of the students and persons in the society with the help of psychology. So it is necessary to study psychology all persons in the society in the modern world. Educational Psychology helps the overall development of the student.
Posted in Human Well-being
Posted August 14th, 2008
by admin
Why do many people like to go on a study tour to UK colleges and Universities? What do you know about education system in UK? Like many other countries United Kingdom has developed and diversified education system foe school graduates and those who want to get further or higher education. The incredible number of colleges and universities offers thousands of courses and subjects to study. Thus, it is very important to be well-oriented in education institutions diversity to choose the right one which will suite your interests and further career best. First, there is a difference between further education and higher education. Further education is provided by colleges and gives a number of special qualifications such as Business Study, Engineering, Catering etc. They are specially designed for basic knowledge study, which is an integral part of further education and special subject study. Often further education students are able to combine a few subjects and get two or three certificates accordingly. Most further education students are adults who are above 21 years old. They prefer to study part-time and go to work while studying. Anyway, it is your choice whether you will study full-time or part-time. Usually part-time jobs allow further education students cover their tuition fees expenses. UK educational institutions are divided into state and private colleges and universities. Some decades ago state colleges and universities considerably differed from each other, especially in education funding system and costs. Nowadays both types of institutions have high tuition fees and smaller amount of grants, University Access Funds and student loans assistance programs. Universities UK provide a wide range of subjects and qualifications to study. Education programmes at universities include lectures, seminars, workshops, trainings and practices. Some of them even organize working experience for a year or less. High tuition fees cover access to university books, software and computers. Be aware of ALL university facilities before applying for study: you must know well what you will have for your big money! Although higher education requires much study, research, writing and reading the most study process is independent; lectures, seminars and workshops take much less time than self-research and study. Of course you will be signed your own individual tutor who will guard your study and control your results, but be ready to become a self-organized student who plans his education process himself. All universities and even further education colleges in UK have specially assigned consultants who provide all information which you need. They are happy to consult you even in your private matters. However, it would be better to check the university or college environment by yourself. For example, such aspects as social environment, college/university city or town society, availability of night clubs, sports clubs or beaches play a significant role in our life. City/town living standards will help you count your accommodation and living expenses; remember, you are going to spend a couple of years there! Each year both private and state universities reduce their financial assistance, state and university grants cover only about 10 percent of education fees. Find out as much as possible about financial aid availabilities, at least you can apply for student education loans system. This system is the easiest way for funding education in UK now. However, you should remember it is repayable and sometimes has high interest ratio which expands to 20 years for paybacks to be affordable.
Posted in Education System in UK
Posted August 14th, 2008
by admin
In a recent public appearance, while inaugurating the three day national workshop on distance learning, honourable Mr. S K Sinha, Governor Jammu & Kashmir, referred to the distance learning education system as the most suitable learning schema to reach remote areas. The special reference in the speech was towards provision of education, in the areas untouched by tradition classroom learning modules and thus appropriateness of this counter program. While the stated is certainly a wise call, however as an education seeker, there definitely is much more to analyze, before enrolling with a distance learning curriculum.
Before highlighting upon the nuances of distance education in Indian context, it is imperative to clearly understand the concept. Distance education, unlike the classroom learning system, enables the learning process between the educator and learners, while they are not physically present at a common venue. Communication happens over various channels including print, electronic, real time technology and more. In the present scenario, the advent of technology in this domain is rampantly increasing.
Pros and cons of distance learning with specific reference to the Indian education scenario:
The invisible bridge: Distance education is an evolving field with obvious merits. For those who for any reason cannot make it to the classrooms, distance learning is the perfect answer. It simply connects the two ends of education rope and thus simplifies the learning process.
Efficient system: Distance learning does not mandates physical attendance and thus saves on commuting and miscellaneous time heads. It is an efficient learning schema, which maximises output in minimal time.
Apt for professionals: Distance education is especially convenient for working professionals, who cannot spare 2-3 years for pursuing full time higher education courses.
Host of options: Distance learning offers education curriculum over a host of learning streams to include higher education. Even the most reputed of education programs like IIT are soon to be added to the already extensive list.
Quality Concerns: Distance learning is a definite education enhancer, especially for geographies like India, where students from remote areas are unable to learn and thus grow. However, with lesser restrictions and almost negligible practical guidance, the quality aspects of the curriculum are highly questionable. The situation further worsens in developing nations like India, where even in classroom learning mode, the education quality is often compromised.
Infrastructural mismatch: Distance education has been a wonderful model in developed parts of the globe, where the most superior technology enabled tools disseminate the course nitty-gritty. However in India, even the basic online access is not available to majority. The mismatch would be explicitly apparent, if compared with aptly progressed nations, where distance learning is synonymous to online learning.
Lack of information: Distance education in India is still in nascent stages and as a growing concept, it is not perhaps being adequately nurtured. Aspirants are still not clear on the procedure and the communication channels are too loosely knitted. In such circumstances, the adequacy of the concept is gravely skeptical.
Posted in Indian Distance Learning
Posted August 14th, 2008
by admin
If we accept the premise that education is a lifetime process then well structured, sustainable business-education partnerships become essential. The average American student attends school for 12 to 14 years. Most of these young people will enter a career in business or industry that will last 30 to 40 years. However, there is almost no communication between the education and business communities during the years of learning and training. The result is that most of the students exiting American schools are unprepared for successful employment.
Bridging this communication gap through business-education partnerships can lead to a successful experience for everyone involved. At an early age students will develop skills, learn to adjust to the demands of the workplace and become better future employees. Men or women in business will derive both personal and financial satisfaction by developing a close relationship with educators. The benefits of partnership are detailed in Facing the Future Together, a book that focuses directly on how-to construct a successful business-education partnership and the mutual benefits that result from this collaboration.
A business person reading this article might have some of the following questions and concerns:
Q. “How would I even begin to navigate the bureaucratic halls of education and get involved?”
A. Actually it’s not that difficult. Education works very much like business. Make your initial contact with a decision-maker. Consult Facing the Future Together if you need assistance in developing a plan of partnership. Schedule a meeting with a local school district superintendent. Explain your desire to establish a business-education partnership. After obtaining the superintendent’s support, select a school. Ask for an introduction to the school principal. Like business, when you have the support of the education CEO things will happen and you are well on your way to a successful partnership.
Q. “How much money is this going to cost me?”
A. A successful partnership is not about money. The real value of this partnership is the people-to-people relationships it engenders not in the amount of money that changes hands.
Q. I’m not a teacher. I run a business. So what can I offer as a partner for a school?
A. You have a great deal to offer and to gain from this partnership. You and your employees can act as mentors, tutors, career day speakers, demonstrate the latest technology in your business and show how it applies to math, science or English curriculum. You can host field-study trips for students, give them an opportunity to volunteer at your business site or create student internships. Activities like these can motivate and inspire students to perform at higher levels in school in preparation for entering a career.
Traditionally, it is the educator who makes the first move toward partnership. But as we have discussed, this need not be the case. Everyone wins when business-education partnerships are formed.
“Some see private enterprise as a predatory target to be shot, others as a cow to be milked, but few are those who see it as a sturdy horse pulling the wagon.”
-Winston Churchill
As described in the quote from Sir Winston, business in America is an influential and sturdy horse. For most Americans our economic and social well-being is tied closely to the experience of business. We feel more secure when consumer spending and the stock market show growth and unemployment figures are in decline. When business and education are harnessed together in partnership the delivery system for education becomes more efficient and relevant.
Facing the Future Together is written for the business person as well as the educator. Educators are often criticized for having little or no contact with the outside “real” world. Criticism of education by the business community, the media and politicians has often led educators to isolate themselves. But teachers, counselors and administrators should never work in isolation. Students will benefit far more from support derived from partnership with the business community than from criticism by those who may be their future employers.
Posted in American Business In Education
Posted August 7th, 2008
by admin
Education is very much important in today’s world. To provide sound foundation for the education, the parents admit their children in good schools. In this modern world the process of education has changed resulting in different forms of teaching. In short, the new education has spawned new ways of teaching. To make the teachers more competent in the new techniques of teaching there are teacher education courses and seminars. The survey shows that there is a possibility of quality teachers in the years to come. Therefore, today there is a great demand for teachers all over the world. Now the question is how to get good and qualified teachers? Are there any education and training programs for molding out the teaching ability in an individual? Are teacher training programs expensive? Is there sponsorship for teacher training programs? The answer to all the above queries is yes.
Types of Financial Aid for Teacher Education
Teacher education or the teacher training programs are very expensive and time consuming. There are cases where the post graduate students apply for the teacher education programs. In such cases, if there is already a financial aid in form of grant, loan then it may not be possible for the students undergoing or planning to undergo teacher training program to get additional financial aid. The cost of the teacher education programs can cost approximately between $ 12000/- to $ 18000/-, depending on whether the student is living with his parents, living on campus, or living off campus. Some of the teacher education sponsorship includes the following
1. Grant- is financial aid that need not be paid back. There are different types available depending on the eligibility of the students. The different grants that are made available to the students doing the teacher education are Pell Grant, State University Grant, and APLE.
2. Scholarship is the gift aid and need not be repaid. Scholarships are offered by several organisations, businesses and community groups that are external to the university. The scholarships are awarded on the basis of academic merit, leadership and talent. Though in some cases the financial need is taken as the criterion.
3. Loan is given in form of student loan and is based on the academic class level and can range upto maximum of $5000.
4. Work-Study program- here part-time employment is provided to the students who need earnings to help meet their educational costs. This program is designed to help students gain valuable work experience. The students who have applied for work-study program get paid once a month for the hours they work and also on the type of work done.
Academic Progress Criteria for Teacher Education Sponsorship
For the students doing the teacher education program, there are some academic progress eligibility that has to be met before seeking out sponsorship in form of financial aid. If they are being sponsored for the fulltime program then they are required to complete 27 units each year. Teacher education program students are required to have a cumulative GPA of 2.0 or more at the end of each academic year.
The sponsorship criteria for the teacher education program are likely to vary from university to university and institution to institution. However, the above mentioned points are some of the common criteria for the teacher education sponsorship.
Posted in Education Sponsor
Posted August 7th, 2008
by admin
The prospect for a career in online education teaching grows consistently each year. The idea of acquiring a Masters or BA in education without actually leaving the home. The other attracting measure of internet education courses is the common vision of those hiring the graduate for an online teaching job and be able to work from home or anywhere in the world. There are some issues that should be addressed before committing to the financial investment required to undertake this type of education.
The first step to securing an online education teaching course it to do homework! There are many programs that are not accredited institutions. What could be worse than investing years of time in a course that ultimately puts the educated person back in the same place before taking the course? The real question that needs to be sorted out when seeking an internet education course is if it is really worth it. In order to gear any prospective online teacher with the right information, here are some issues that need to be tackled.
The potential good news is that online education teaching has grown enormously in recent years. That not only allows for newer forms of opportunity but also ensures that accredited courses are offered. Correspondence has been super personified with the dawning of online teachers and students that simulate classroom settings. internet education teaching could very well be the career of the future. That could explain why more and more people are turning to online education to meet their education requirements.
Enrolling in internet education classes offer a feasible solution due to the convenience of delivery. Students are able to have a flexible schedule while maintaining other commitments such as full time day jobs. However, it should be mentioned that online education teaching courses also require the online presence of the student at certain times. They offer many forms of online discussions amongst peers and instructors as well as homework help. Occasionally, an internet education course will even demand that the student attend offline classes periodically. This type of education is not without some drawbacks. In the big picture though, online education teaching courses offer a solution that is much more desirable than spending four or more full time years at a post secondary institution.
There is no substitute for experience that takes place in a real school setting. Most internet education programs recognize this and incorporate an allotted amount of time towards this. After all, it isn’t only the degree that is imperative to becoming successful in internet education teaching, it is also the real life experience. Choosing an accredited course with real life options will definitely set anyone on the right path to having a career in online education teaching.
Posted in Teaching Courses
Posted August 7th, 2008
by admin
For most people, the decision to get a college education is, if you’ll pardon the expression, a “no-brainer.” A not-so-obvious decision is to whether to get your education in a traditional, on-campus setting or - as is becoming more common - to get it online. The purpose of this article is to examine the differences between traditional and online education in terms of cost, class schedule, classroom environment, social life, and job opportunities.
Cost
The primary financial advantage of online education is that it is typically less-expensive to obtain. Tuition is cheaper for online classes than it is for traditional classes, and by studying online you also save money on housing, transportation, and other fees. The primary advantage of traditional education is that despite its relative cost you are more likely to get a high-paying job than a graduate from an online university. Thus, online education is less-expensive to obtain but traditional education may provide a bigger pay-out at the end. Please note that these are general differences and may vary greatly depending on the school and area of study.
Class Schedules and Classroom Environment
One of the great appeals of online education is its convenience. Online education allows you customize your classes to fit within your life while still maintaining a balance with your career, your family, and your social calendar. Traditional education, by contrast, revolves around a set schedule. Classes are held at specific times and vary semester to semester (or term to term, depending the school), and attendance is mandatory. The set nature of traditional education can present challenges to students with families or work commitments. That being said, traditional classes are more “hands-on” than online classes, which means they offer the kind of face-to-face contact with instructors and access to equipment that can greatly enhance the learning experience.
Social Life
One of the great strengths of traditional education is that it facilitates social interaction among students. In addition to classes and study groups, students are encouraged at traditional schools to network with each other through dorms, clubs, athletic events, and various other extracurricular activities. Online education, by contrast, is much more limited in this respect. Students may correspond via email or participate in discussion boards for specific classes, but there is little, if any, face-to-face contact. On the other hand, for students more comfortable with this kind of social interaction, online education may be an ideal alternative.
Job Opportunities
The truth is that despite the growing credibility of online education, many employers still rank applicants with online degrees lower than those with traditional degrees. In other words, while an online degree will allow you apply for a job, it may put you lower in the “hire pile” than someone with a degree from a traditional school. The upshot is that if a job doesn’t work out, or you wish to change your career (as many people do) it is much quicker and less expensive to do it through online education.
In conclusion, when it comes to getting your education in a traditional classroom or getting it online, there is no clear-cut winner. Each has its strengths and each has its weaknesses. Each prospective student must weigh the options carefully based on personal preferences and professional goals. Just remember this: the choice between online and traditional is, ultimately, far less important than the choice to actually finish your college education - that’s the decision that really matters.
Posted in Traditional Education