M.ED -Teacher Education - I -शिक्षक शिक्षा - I (HINDI MEDIUM) (Q & A) One week series -Rajasthan University

M.ED -Teacher Education - I -शिक्षक शिक्षा - I  (HINDI MEDIUM) (Q & A) One week series -Rajasthan University

 Teacher Education - I M.Ed. Parth One Week Series (शिक्षक शिक्षा - I)

Syllabus covered in book 

(Teacher Education-1)

Objectives:

Marks: 100

After completing the course the students will be able:

1. To create awareness of various problems of Teacher Education

2. To acquaint with the teacher education programs at all levels.

3. To develop skills in organizing practice teaching and in selecting teaching striates

teaching models.

4. acquaint with the responsibilities pertaining to school organization and classroom

management.

5. To appreciate the need for research in teacher education.

6. To acquaint with the various statutary bodies regarding teacher education Course

Content:

(Teacher Education-1)

Course Content:

Unit-1 Context of Teacher Education:

A. Meaning, Nature, Scope and Significance of Teacher Education.

b) Aims and Objectives of teacher Education at different levels.

c) The Context of Teacher Education - The Dynamics of Social, Psychological, Political

and Economic Changes in Society.

d) Futuristic Views of Teacher Education (Preparation of Teachers for Schools, Inclusive

Classrooms and The Global Context).

e) Curricular Areas of Initial Teacher Education - National Curriculum Framework (NCF)

2009. Training of special teacher-Arts, Crafts, Physical Education, Home Science,

Vocational;. Technical and work experience.

Unit II Knowledge based Teacher Education:

a) Qualifications of teachers-pre-primary, primary, Secondary, Higher Secondary, Higher Education

b) Meaning and Types of Knowledge, Habermas's theory of Knowledge, Deng and Luke's Conceptions of Knowledge, Shulman's Theory of Knowledge - base for Teaching. The Knowledge Continuum - The General Principles of Teacher Effectiveness.

c) Reflective Teacher Education - Meaning, Strategies for Premotics reflective teaching. Reflective Thinking v/s Reflective Action. The reflective teaching model, Need for reflective teaching. Difference between reflective Teaching and action Research.

Unit III Models of Teacher Education and Instructional Method

a) Models of Teacher Education - Behaviorist Teacher Education

based Model, Traditional Craft in Teacher Education, Inquiry-orient

Knowledge Building Community Model.

b) Large and Small Group Teaching Methods, Collaborative and

Unit IV Managing Practicum in Teacher Education:

a) Integration of theory and practice. b) Organization, Observation, Supervision and Assessment of Practice c) Concept and Types of Feedback to Student Teachers. d) Principles and Organization of Internship.

e) Mentoring and Coaching in Teacher Education.

Unit V Issues and Concern in Teacher Education:

a) Developmental concept of a teacher. b) Problems of teacher education at school levels. c) Quality assurance and accreditation in teacher education. d) Application of ICT in teacher education.

e) Code of teacher education.

Session work:

* A critical study of one teacher training college.

* Contribution of UGC, NAAC, CTE & IASF for quality enhancement.