دانلود کتاب Teaching and Teacher Education in India: Perspectives, Concerns and Trends

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Foreword
Preface
Acknowledgements
Introduction
Contents
About the Editors
Part I Policy Perspectives
1 Teacher Education in India: An Overview
Background
Teacher Education in India Through the Ages
Buddhist Period (500 B.C. to 1200 A.D.)
Muslim Period/The Medieval Period (1200 A.D. to 1700 A.D.)
British Period (1700 A.D. to 1947 A.D.)
Teacher Education in India After Independence
NCTE Regulations 2014 and Some Pertinent Issues
Uniformity in ‘Teacher Education Curriculum’
Duration of the Course
Theory Components: Past and Present
Language Across Curriculum
Gender and Society
Internship Programme: Then and Now
Most Needed Innovation in School Internship Programme (SIP)
Enhancing Professional Capacities
Four-Year Integrated B.Ed. Programme
Drawing the Best Talent to Teaching
National Education Policy (NEP) 2020 and Teacher Education
Conclusion
References
2 Critical Analysis of Policy Perspectives in Teacher Education
Background
Organisation of the Chapter
The Notion of a Teacher
Expectations from Teachers
Status and Esteem of the Teachers
Section-2 Earlier Notions of a Teacher in India
The Teacher in the Policy Discourse
The Teacher in the Education Policy 1986–92
The Policy Impact on Ground
The Teacher in the Yashpal Committee and the NCF 2005
The Teacher and the RCFCE 2009
Teacher in the 2020 Policy (and in the 2019 Draft Education Policy)
References
3 Need a Philosophy of Teacher Education: Perusing the Praxis and Policies
Introduction
What Role Does Philosophy Play?
A Philosophy of Teacher Education
Teacher and Teachers’ Training: Policy Perspectives
Conclusion
References
4 Teacher Education in Some Developed Countries
Introduction
Structure of a Globalised Teacher Education and Training Curricula
The—What of Globalised Teacher Education and Training Curriculum
The—How of Globalised Teacher Education and Training Curricula
The International Standard Classification of Education (ISCED) Levels
Need and Significance
Objectives
Methodology
Teacher Education Programmes in Some Developed Countries
Teacher Education in Canada
Teacher Education in United Kingdom
Teacher Education in United States
Teacher Education in France
Teaching and Training
Teacher Education in Germany
Teacher Education in Italy
Secondary School Teachers
Teacher Education in Japan
Present Qualifications and Credits Required for Teacher Certification
Types and Programs of Teacher Education Institutions
Schools of Teacher Education
Semi Schools of Teacher Education
Schools of Education in Research Universities
Graduate Schools of Education
Departments of Education
Other Schools/Colleges Than Education School
Teacher Education in Russia
Teacher Education in Some Other Countries
Luxembourg
Spain
The Common Replicable Features
Educational Implications
Conclusion
References
5 Commissions and Policies in Teacher Education
Introduction
University Education Commission (1948)
Mudaliar Commission Report (1952–53)
Report of the Education Commission (1964–66)
National Policy on Education 1986/POA 1992
Based on the Observations Made by the Committee, It Gave Major Recommendations to Improve Teacher Education in India, These Were as Follows
Major Recommendations
Suggestions/Recommendations
Major Recommendations of NCFTE (2009)
Recommendations of JVC-2012
Conclusion
References
6 National Curriculum Framework for Teacher Education (NCFTE): A Historical Analysis
Introduction
Establishment and Development of National Council for Teacher Education (NCTE)
Teacher Education Curriculum—A Framework (1978)
National Curriculum Framework for Teacher Education (1988)
Curriculum Framework for Quality Teacher Education (1998)
National Curriculum Framework (NCF-2005) and Teacher Education
National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher (2009)
Teacher Education Curriculum Framework in the Light of the National Education Policy (2020)
Comparative Overview of Different Curriculum Frameworks for Teacher Education in India
Conclusion
References
Part II Quality Concerns
7 Decline in Quality Schooling and Quality Teacher Education: Concerns and Way-Outs
Introduction
Declining Trends of Quality Schooling
Quality Teachers
Teacher Education
The Way Out
Conclusion
References
8 Research in Teacher Education: Trends, Status, and Prospects
Introduction
Studies on Teacher Education Faculty
Meta-analysis in Teacher Education
Teacher Professionalisation
Teachers’ Perception Regarding the Career
The Effect of the Pandemic
Teacher Education and Technology
Teacher Emotion
Action Research in Teacher Education
Teacher Education for ECCE, Elementary and Secondary Level
Perception of Teachers and Teaching
Challenges
Conclusion
References
9 Quality Assurance in Teacher Education: Ensuring Quality in School Education
Backdrop
Initiatives to Strengthen Teacher Education
Contours from the Interventions
Way Forward to the Pedagogical Transformation of Teacher Education
Conclusion
References
10 Monitoring and Supervising Teacher Education and School Education
Introduction
Definition of Terms
Nuances of Monitoring, Supervision, and Inspection
Data Management
Assessments of School Education
Assessments in Teacher Education
Conclusion
Bibliography
11 In-service Teacher Education in India: Enhancing Professionalism Among Working Teachers
Introduction
Concept of Teacher Education
In-service Teacher Education in India
Aims and Objectives of In-service Teacher Education in India (NCFTE-2009)
Models/Approaches of In-service Teacher Education
Types of In-service Programmes in India for Enhancing Professionalism Among Teachers
Points to Consider While Designing In-service Teacher Education Programmes
Code of Professional Ethics for Teachers
Other Important Factors Affecting Teacher Professional Development
Online Professional Development Opportunities
Working Conditions and Environment
Promoting Use of ICT
Life Skills Education Programme
Agencies Engaged in Strengthening In-service Teacher Education in India
Summary
Bibliography
12 Physical Education in India: A Critical Review and Reflection
Introduction
A Very Brief History About the Start of Physical Education Courses in India
Training/Education of Physical Education Teachers
The Origin of Y.M.C.A. College of Physical Education, Madras (Now Chennai)
Government College of Physical Education, Hyderabad, Deccan (Now Telangana)
Government College of Physical Education, Calcutta (Now Kolkata)
Christian College of Physical Education, Lucknow
Training Institute for Physical Education Kandivali (Bombay)
Shree Hunuman Vyayam Prasarak Mandal, Amravati
Post-independence Establishment in the Field of Physical Education: Lakshmibai National Institute of Physical Education (LNIPE), Gwalior
Perception of General People About Physical Education
What Actually Does Physical Education Means?
Physical Education—An Education with a Difference
What Constitutes Foundations of Physical Education?
Meaning of Physical Education
Definitions
Current Trends of Physical Education in India
Physical Education in National Education Policy 2020
What Could Be the Scope of Physical Education?
References
Part III Practices and Trends
13 Teacher Education and Pedagogy of Science: Review and Reflection
Secondary Education Commission (1952–53) on Science Education
Taradevi Report (1956) on Science Education
Kothari Commission (1964–66) and Science Education
Science Education in National Policy on Education (1968)
National Curriculum Framework (1975)
National Policy on Education (1986) and Science Education
Science Education in the National Curriculum for Elementary and Secondary Education (NCESE-1988)
Science Education in Ramamurti Commission (1990)
Science and Technology in National Curriculum Framework for Quality Teacher Education (NCFQTE-1998)
Science Education in National Curriculum Framework for School Education (2000)
National Curriculum Framework (2005) and Science Education
National Focus Group on the Teaching of Science
Place of Science in the National Curriculum Framework for Teacher Education (2009)
Justice Verma Committee Report on Teacher Education (2012)
Science Education in the Light of NEP-2020
Analysis of Pedagogical Shifts
Roadblocks in the Implementation of Previous Policies
Future Needs
Conclusion
References
14 Teacher Education and Pedagogy of Social Sciences: Review and Reflection
Introduction
Conceptual Understanding of Social Science from a Policy Perspective
Nature of Social Science
Scope of Social Science
Aims of Social Science Education
Place of Social Science in School Curriculum
Suggested Pedagogical Practices in Social Science
Summary
References
15 Teacher Education and Pedagogy of Mathematics: Review and Reflection
Introduction
Teacher Education and Mathematics: A Historical Trace
National Education Policy 2020 and Mathematics Education
Prospects
Mathematics Curriculum and Practices Worldwide
Finland
Singapore
How Future Mathematics Classrooms Would Look Alike?
References
16 Conceptualizing Future Trends of Teacher Education in India
Introduction
Development Under Western Power
Teacher Education in India—Contemporary Scenario
Teacher Education at Various Levels
Policy Initiatives for Augmenting Teacher Education
National Curriculum Framework on Teacher Education
Teacher Education in India: Present Issues and Concerns
Strategies for Quality Enhancement for Future
Future Prospects of Teacher Education—Global Scenario
New Model of Teacher Education
Teacher Education in the Post-Pandemic Period
Conclusion
Bibliography
17 ICT and Digital Revolution: Implications for Teacher Education
Introduction
ICT and Teacher Education in India
PM e-Vidya
NCTE Open Educational Resources Web Portal
Manodarpan
SWAYAM Platform
Annual Refresher Programme in Teaching (ARPIT) for Faculty Working at the Level of Higher Education
SwayamPrabha
National Digital Library of India (NDLI)
ePathshala
DIKSHA Portal
Virtual Labs (VLabs)
ePGPathshala
ICT Curriculum for Students and Teachers
NISHTHA: National Initiative for School Heads’ and Teachers’ Holistic Advancement
Pindics
Performance Standards (PS)
The Sakshat Portal
Shagun Portal
YouTube as Educational Resource
Conclusion
Bibliography
18 Teacher Education Through Distance and Online Learning
Introduction: Teacher Education and Distance Education
History of Teacher Education Through ODL
Need and Rationale of Teacher Education Through ODL Mode
Potentials to Meet the Global and National Targets of Education for All
Suitable to Train Teachers on Large Scales
Extremely Suitable for Continuing Professional Development and Training During Service and Job
Resource Crunch in Conventional Face-to-Face Mode
Equity Imperative—Suitable for Scarcely, Remotely Populated, Deprived, and Marginalised Population
For Resource Efficiency-Reduced Costs
Optimum Utilisation of Technological Advancement
Student Centricity—for Greater Flexibility—for Training Anywhere, Anytime, Anyone
Extremely Suitable in Case of Natural or Manmade Calamities
Other Reasons
Issues, Concerns, and Challenges of Teacher Education Through ODL Mode
Challenge to Ensure and Sustain Quality Along with Quantity
Technological Inequality (Digital Divide), Inefficiency, and Lack of Expertise
Unique Features of Time, Cost, and Number Efficiency of ODL Mode Allures Market Forces and Commercialization of TEPs
Monotonous and Mechanical in Nature, Lacks Naturalistic Settings and Classroom Dynamics
Depends Largely on Conventional Colleges and Lacks Its Own Dedicated Specialised Mentors and Tutors
Problems in Organising School-Based Internship Activities, Practice Teaching and Practicum, etc., Difficult to Ensure Quality Monitoring/Mentorship
Not Suitable to Organise and Provide Field-Based, Co-curricular, Games, and Physical Activities
Very Limited Peer Interaction
Extended Working Hours on Electronic Gadgets as a Necessity of ODL Mode is Hazardous to Health and is Affecting Physical, Psychological, and Social Development
Flexibilities of ODL also Brings with Them Administrative Difficulties
Not Always Cost-Effective (e.g. Giant Telecom Companies Offering Free Services Earlier Are Now Proving a Costly Affair)
Quality Teacher Education Through ODL Mode and the Future Prospects
Hybrid Model of Teacher Education Programme and Due Weightage to Practicum (Blending Teacher Education Programme)
Planned Integration Among Complex Stakeholders of Teacher Education and Distance Education
Teacher Education as Central and Technology as Peripherals
Providing Sufficient Time to the Learners for Independent Studies
Training and Incentives to Teacher Educators and Mentors
Most Suited for In-Service and Continuous Professional Development of Teachers
Great Potentialities in Online Tools and Teaching Platforms for Teachers
Quality Training and Development of Virtual Community of Experienced Teachers
Quality Content Creation, Digital Repository, and Dissemination
Modular Approach in Teacher Education Supplemented with Online Interactive Modes of Learning
Addressing the Digital Divide
Some Success Stories at National and International Level
Conclusion
References
19 Essentiality of Special Education and Disability Management as Inclusive Policy in Teacher Education
Introduction
Education of Disabled Children and Inclusion
International and National Policies in Promoting Inclusive Education
Need and Importance of Special Education and Disability Management in Teacher Education Programmes as Inclusive Practice
Role of Special Education and Disability Management in Teacher Education
Moving from a Segregation to an Inclusive System
Promoting the Diversification of Skill Sets
Role of National Bodies Towards Inclusive Practices in Teacher Education
The New Education Policy (2020) and the Education of Children with Disabilities
Conclusion
References
20 Art-Integrated Teaching-Learning
Introduction
Art Integrated Learning
Art of Integration
Why Is Art Crucial in Daily Existence?
Art Work-Incorporated Curriculum
Characteristics of Arts Integrated Learning
Arts Integration and Widespread Design for Studying
Multiple Forms of Representation
Multiple Means of Action and Expression
More Than One Form of Engagement
Benefits of the Art Within the Curriculum
Artwork Integration Makes Contributions to Toddler Studying
Fulfilment of College Students in Different Curricular Areas Through Art-Included Education
How Artwork Improves College Environment
Position of Art in Educational Fulfilment
Summary
References