Pre service teacher education
Pre-service
education of teacher means, education of teachers before they enter into
service as teacher. During this period of teacher education programmes,
teaching practice goes side by side, while they are getting knowledge about
theory papers. Pre-service education is carried on for preparing different
types of teachers. Pre-service teacher preparation is a collection of unrelated
courses and field experience.
It is important for teacher educators to
learn the methodology of how to get in touch with the core qualities of a good
teacher and how they can stimulate these qualities in student teachers. This
will lead to a deeper involvement in the learning process of teacher educators
as well as
student teachers. The inclusion of appropriate content knowledge about
essential qualities of a good teacher in relevant theory papers and practice of
effective domain related traits in school situation for a longer duration could
help promote these traits in student teachers.
METHODS OF TEACHING
·
LECTURE CUM DISCUSSION METHOD
It is a combination of two methods i.e., discussion method as
well as lecture method. Lecture cum discussion method is a useful strategy in
building an active verbal interaction between the teacher educators and the
teacher trainees. It involves interaction between both the teacher and learners
where question and answers are asked and given by both the teacher and the
students making the activity interactive , stimulating and effective.
FEATURES
1) This method involves active participation on the part of both
the teacher and the students.
2) Lecture cum discussion method is not just a matter of teacher's
communication with students; it is a chance for them to share ideas .
3) Lecture cum discussion method is a good strategy to create
and maintain interest and zeal of students.
4.) The basic purpose of this method is to disseminate information
and attain educational objectives by promoting student learning.
5) Discussion along with lecture method when properly used can
develop in the student's higher learning skills. It can give the students
increased capability for generalization and transfer of learning, and the ability
to analyze, synthesize, and apply what is learned.
6) Through this method one's particular viewpoint can be compared
with the views of others in the class.
7) The discussion in the class is intended to be a free give
and take between teacher and students and among students on the current topic being
taught in the class. It is characterized by probing questions from the teacher designed
to elicit student interpretations, opinions, and questions.
8) Lecture cum discussion approach can be an effective means
of helping the students to apply abstract ideas and think critically about what
they are learning.
·
GROUP DISCUSSION:
The
discussion method concentrates on student activity, rather than lecturing by
teachers. It is, therefore, an effective method that promotes student-centered
learning than teaching. Students are able to actively participate in
discussions, which enhance their understanding and capture their attention. The
discussion method promotes democratic thinking among students. Students are
able to freely share their ideas, speak their opinions and challenge each other
to arrive at a common decision.
In the
course of discussion, students develop reflective thinking skills, which help
them to deeply analyze and understand the issue at hand. Reflective thinking is
a careful, persistent and active way of thinking that makes learners more aware
of the complex problems at hand and encourages active participation in learning
situations. The discussion method also improves self-expression among learners
by challenging them to express their opinions or ideas in clear and eloquent
way. This method also inculcates the spirit of tolerance in learners. Students
learn how tolerate contradictory views, no matter how unpleasant they may sound
to them. They are, therefore, able to respect each others' views.
FEATURES
1. Emphasis on Learning instead of Teaching.
2. Participation by Everybody.
3. Development of Democratic way of
Thinking.
4. Training in Reflective Thinking.
5. Training in Self-expression.
6. Spirit of Tolerance is inculcated.
7. Learning is made Interesting.
·
BRAIN STROMING:
Brainstorming
is an intense experience that is strongly focused on a single topic for a
limited period of time. It provides a very different and stimulating student
interaction of time. It provides a very different and stimulating student
interaction procedure--the kind of variety that most groups enjoy immensely.
Finally, the unleashed and concentrated mental power generated in a
brainstorming session guarantees both individual and group achievement.
The concept
is very simple. A group of students is given a single problem or obstacle and
asked to "storm their brains" for ideas. To increase spontaneity and
rapidity of ideas, each participant is encouraged to call out his thought the
instant an opening presents itself. Each brainstorming session usually
intensifies into an exciting rapid-fire, off-the-top-of-the-head group
experience. Stimulation and motivation build as each participant contributes
and interest mounts to higher and higher levels.
The ideas
generated tend to serve as catalysts for new responses. Creative and effective
thoughts begin to evolve from this group process- In contrast, individuals
often react in traditional patterns and rarely have an innovative
"brainstorm" without the stimulus of multiple sounding boards.
FEATURES
1. Is stimulating and provides a varied
instructional approach
2. Is highly motivating.
3. Increases "task focus."
4. Promotes spontaneity and creativity.
5. Is efficient and productive
6. Involves participants in the
ownership of ideas.
7. Provides a permanent record and aids
in developing solutions to problems.
·
TEACHING USE OF ICT:
"ICT"is the Information and
Communication Technologies. "ICT in Education" means "Teaching
and Learning with ICT".
The present
curricula for ICT in Education aims at realising the goals of the National
Policy of ICT in Schools Education and the National Curriculum Framework.
Given the
dynamic nature of ICT, the curricula, emphasising the core educational
purposes, is generic in design and focuses on a broad exposure to technologies,
together aimed at enhancing creativity and imagination of the learners.
For the
teacher, it is an initiation into:
1. Exploring educational possibilities
of technology,
2. Learning to make right choices of
hardware, software and ICT interactions, and
3. Growing to become a critical user of
ICT.
For the
student, it is an initiation into:
1. Creativity and problem solving,
2. An introduction to the world of
information and technologies, and
3. An opportunity to shape career
pursuits.
FEATURES:
1‧Through ICT, images can easily be used in teaching and
improving the retentive memory of students.
2‧Through ICT, teachers can easily explain complex instructions
and ensure students' comprehension.
3‧Through ICT, teachers are able to create interactive classes
and make the lessons more enjoyable, which could improve student attendance and
concentration.
·
INTERSHIP PROGRAM:
The
internship program operates within the framework of the Teacher training
department of the School of Education, in accordance with internship
regulations determined by the Division of teaching internship and new teachers
at the Ministry of Education. It is conducted by academic staff with personal
experience in teaching in schools, and who have extensive appropriate training
in group facilitation, conflict resolution, and professional self-development
in the school environment. Internship coordinators maintain personal contact
with the tutors, to provide customized internship processes to interns.
It enables
the creation of practical-professional knowledge on the basis of theoretical
knowledge (teacher training and Bachelor's degree studies), through high-level
processes of critical thinking, in-depth understanding, awareness and insight
into attitudes, behaviors, and personal motives.
KEY FEATURES OR INTERSHIP PROGRAM:
1.
Recognition and management of the processes of transition and change, from the
position of student to the position of teacher; cognitive and emotional aspects
and practical applications.
2.
Acquaintance with the organizational-pedagogical structure, school positions
and goals, their evaluation in light of the relevant personal aspects, and the
exercise of judgment regarding the organizational-pedagogical procedures.
3. Learning
and acknowledgement of processes of self-mapping in the relevant areas of
teaching: attitudes and perceptions about the basic concepts of human dignity,
authority and dependence, responsibility, partnership and participation, work
and wages, career, teaching and learning, pedagogical knowledge, disciplinary
knowledge, procedures of interaction with learners, colleagues, officials, and
parents.
4. Creation
of requirement maps and formulation of objectives in feasible sequences in
accordance with workplace situations.
5.
Understanding of personal resources and conduct in times the transition and
crisis, and of options for their use, such as conduct in situations of
uncertainty, frustration, time pressure, emotional stress, and feelings of
anger and disappointment, when living through extraordinary events.
6.
Development of decision-making processes, customized for career steps.
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