futuristic
programmes and curriculum in teacher education
Dr.
Jagannath K . Dange
Associate Professor,
Department of PG Studies and Research in Education,
Jnana Sahyadri kuvempu University,
Shankarghatta - 577451. Shimoga-
Karnataka
 |
Abstract
The teaching profession is stimulating
with the enormous task of creating conditions and developing processes for
building the human skills and capacities that are considered to be obligatory
for economic growth, prosperity, social well-being, and individual development.
It is not surprise that in any national education system, teachers are considered
the most imperative component where in educational quality is concerned. This paper
highlights the need of curriculum for future programmes in
Teacher Education and also endeavours the different innovative teaching
practices and development of skills among learner. This paper also reveals that
using
innumerable methods to foster change in teachers thinking, attitudes, and
behaviours cultural diversity is
very important aspect, to support
different learning teacher has to work as different Identities. Teaching is
deliberate thing to foster professional development of teachers include
self-efficacy as a academically sound focus of training designs aimed at
improving teacher competence and by extension improving student outcomes.
Introduction:
A teacher education curriculum framework needs to be in
consonance with the curriculum framework for school education. A teacher needs
to be prepared in relation to the needs and demands arising in the school
context, to engage with questions of school knowledge, the learner and the
learning process. The probabilities of the school system from a teacher change
from time to time, responding to the broader social, economic and political
changes taking place in the society (Barell,
1998).The present–day teaching according to its structure,
organization and performance is not in accordance with technological
achievements, it is ineffective and expensive. Information technologies have
brought to sudden change so that the traditional teacher, with his blackboard and
chalk, has been left behind for historical study and research. Multimedia
libraries, world data bases, virtual colleges, e–mail and the Internet enable
the access to almost all information on the planet Earth.
The future of
Teacher Education will have to go hand in
hand with the advancement of interdisciplinary economy as well as new
technologies and technological solutions. The current structure of the
institutions in charge of the education of teachers must be modified in order
to meet these and plentiful other necessities(Kadum ,2007). These institutions are too inflexible for the education of
citizens or workers for permanent employment. Although some institutions or
individuals/teachers experiment with new approaches and models, these attempts
remain too isolated. Therefore a bigger flexibility is much needed in futuristic
learning programmes and
curriculum in Teacher Education need to come with bigger and different demands.
Teachers education should be viewed from the position of the professionalism,
pedagogical effectiveness, profitability and market value(Barnett, 1998).The National Council of Teacher Education (NCTE) released
the 'National Curricular Framework for Teacher Education, 2010 (NCFTE), which
aims to remedy many of the ills of teacher training in India. It calls for
preparing a 'humane and reflective practitioner' and for fostering the agency
and autonomy of the teacher, who can interpret the curriculum meaningfully to
the contextual needs of the learners, than merely focus on 'teaching the text
book The education of teachers should be accepted as a strategy of its own. If
teachers take an active role in defining their needs, if they actively
participate in the educational strategy of its own, then the best results will
be obtained in their education. Keeping this in mind,
the futuristic teacher education curriculum will reveal innovative applies in
the following areas.
Cross-Cultural Responsiveness
Diverse
students have been part of school populations for many years, but the Education
of 21st century, schools include
increasing numbers of students from a range of cultural, linguistic, and
socioeconomic backgrounds(Brew,
2001). Fulfilment gaps
between students of the cultural and linguistic conservative and their peers
from diverse backgrounds continue to exist(Sally, 1993). Teachers
require support as they face the task of effectively teaching diverse students
in their classrooms. Teacher-educators have used innumerable methods to foster
change in teachers thinking, attitudes, and behaviours regarding cultural
diversity, but these efforts have produced mixed results because they often
focused on content rather the process of cross-cultural learning
Enquiry-based learning
and teaching
Most of our
teacher education colleges focus on teaching a set of basic skills that do not
serve the needs of modern schools. Traditionally, schools stressed the increase
of information, and did not put emphasis on skill development or fostering
enquiry-based habits of mind. Enquiry-based teaching fosters enquiry-based
learning. Students benefit in many ways: they learn about a much broader range
of topics; they cultivate advanced literature searching skills; they develop
the ability to analyse and synthesize information in more than one way, such
as, for a short presentation to students and for a precarious account for the
tutor; they develop independent and co-operative learning. Research studies
showed that although students’ were wary about the approach initially, they
feel they have learned more than they would through a more conventional
approach. Enquiry-based learning differs from problem-based learning in that it
is less directed and empowers students to take ownership of the course. Since
in majority of the teacher education colleges teaching takes place through
conventional mode and hardly any teacher practices teaching through enquiry
based pedagogy therefore, it is imperative that teacher trainees aren’t able
develop the skill of teaching through enquiry based method or one can say
hardly any teacher trainee trains on the line of enquiry based learning.
Multiple identities
The complexity
of the tasks of the teacher educator arises in part because, as research has
shown, they have multiple professional identities. While some of those who
carry responsibility for the education of teachers do self-identify as 'teacher
educator', others may self-identify rather as 'researcher' or 'academic' others
may relate primarily to their academic discipline, such as 'chemist' or 'geographer’
(Villegas,200).'
The teacher in classroom can create
free learning environment for their student creating a positive learning
environment that values every child involving parents and carers in children's
learning understanding about child development to support the learning potential
of the outdoor environment taking risks and challenging self and in class.
Meta-reflection
Just as
teaching is no longer seen as simply transferring factual information, so
educating teachers also requires a more sophisticated approach, based upon
professional awareness that comes from reflective practice. being a
professional teacher requires “genuinely
reflecting on, and responding to, the needs, demands, and expectations of
teaching about teaching within the academy”. Reflection is specifically
encouraged in teacher education, where ‘how-to’ manuals are widely used to
explain strategies for turning teachers into reflective practitioners. In some
cases, a specific kind of reflective approach is proposed, such as critical
reflection( Hammond,2006).Developing critically reflective practices can change the view of teacher. The
prospective and the practicing teachers in the field need to be able to analyze
and reflect on their practice to assess the effects of their teachings and see
how to improve it for the benefit of the learners. In addition, teachers should
continuously evaluate what students are thinking and understanding and see how
to reshape their plans to take account of what they have discovered.
Open Education Movement
The
open-education movement was inspired by the open-source software movement. Open
Courses May colleges and universities
provide classroom modules that can be taken, adapted, and sifted for content.
These programs include. It mixes in the powerful communication abilities of the
Internet and applies the result to teaching and learning materials, such as
course notes and textbooks. Open educational materials include text, images,
audio, video, interactive simulations, and games that are free to be used and
also re-used in new ways by anyone around the world. Adopting New Teaching
Practices through Open Educational Resources
which are flexible enough to use as
supplementary materials. When instructors feel comfortable with resources they
have selected, they can also consider shifting their syllabus to rely on OERs
inviting students to help adapt or create with OER material teaching about the
ethics and debates surrounding OER materials and modelling open practices in
class, including peer review, discussion, and collaborative work can be made
possible in the classroom. In present Curriculum There is a lack of appropriate
supplementary Resource material and even students are not available with proper
updated libraries, there is a need of maximum utilization of Open resources
which must available in the form of various digitized text.
Self-Efficacy
Self-efficacy
is an individual's belief in his or her innate ability to achieve goals. Teaching
by its nature involves solving ill defined
problems that are complex, dynamic, and non-linear. Consequently teacher
effectiveness is largely dependent on personal agency, or how teachers define
tasks, employ strategies, view the possibility of success, and ultimately solve
the problems and challenges they face. It is this concept of personal agency the
capacity of teachers to be self-organizing, self-reflective, self-regulating and
proactive in their behaviour that underlies the importance of self-efficacy as
a critical component in teacher effectiveness. The link between personal agency
and a teacher’s efficacy beliefs lies in personal experience and a teacher’s
ability to reflect on that experience and make decisions about future courses
of action. Research also suggests that self-efficacy beliefs can enhance a
teacher’s ability to respond effectively to stressful and challenging
situations. For example, research has indicated that teachers with strong,
positive efficacy beliefs about their teaching ability are more likely to take
risks and use new techniques (Guskey, 1988) There is evidence that
self-efficacy beliefs can influence the extent to which a teacher in-service
training program is ultimately effective in terms of the acquisition of
knowledge and skills. It strongly believed that self-efficacy used as a pivot
point in the design of in-service training and professional development
activities, can provide a sound theoretical framework for understanding the
why’s and how’s of teacher development. It also points to the potential value
of a set of practical tools including feedback, various instructional design
elements, and integrated support systems that can be used to foster positive
efficacy beliefs, improve teacher competence, and enhance student outcomes.
The curriculum Development for
Futuristic Programme is very need full and it is the Demand of the society to
understand the student in best way and teach them to face the challenges in the
present society following some points are presenting the change of curriculum
must involve some of the important criteria.
§
A greater need to know my students and their mind
sets. There seems to be a greater social dichotomy in student willingness to
accept the value of education and I need to understand and work with that
difference to be effective.
§
A greater need to understand how the teacher go
about learning in a world where information both good and bad, is so readily available.
§
A greater need to be creative in developing
curriculum that has value in and of itself to as many students as possible
§
A greater need to develop meaningful
professional relationships with students to gain the trust in my expertise that
they are less ready to give automatically.
§
Facilitate and inspire student learning and
creativity so that all students achieve in the global society.
§
Enable students to maximize the potential of
their formal and informal learning experiences.
§
Facilitate learning in multiple modalities.
§
Work as effective members of learning teams.
§
Use the full range of digital-age tools to
improve student engagement and achievement.
§
Work with their students to co-create new
learning opportunities.
§
Use data to support student learning and program
improvements.
§
Be a lifelong learners.
§
A very good empathy and sensitivity for all the
individuals sitting in the class room
§
Constructing flexibility and resilience in the
work lives
§
Keeping in touch with rapidly changing
institutions and communities
§
Understanding and planning for the critical
issues in our future
§
Releasing ingenuity and creativity in others.
Conclusion
Teacher Education must include
as part of the curriculum opportunities for candidates to develop an
understanding of the process of cognition and the various pathways of learning for future programmes make efforts to ensure that all teacher
candidates learn to teach students in meaningful ways resulting in high levels
of performance. many pre-service teachers have had insignificant interactions
with children from diverse backgrounds, thus they are lacking in knowledge and
understanding of diversity issues. Teacher education programs must train
teacher candidates to acknowledge the cultural and social contexts with which
students approach learning. With knowledge of those social contexts, if teacher
candidates can customize the learning environments and tailor the learning experience
then the likelihood of success for the student will increase. Student Teacher need to understand the
fundamentals of the nature of knowing, cognitive processing, metacognition and
strategies to improve engagement of students. The potentialities of teachers in the field need to be able to
analyze and reflect on their practice to assess the effects of their teachings
and they can design how to improve the learners through multiple identities as
well supplementary Open Educational Resources could be provide for the access
of new information. The positive efficacy-performance spiral is important
because it strongly suggests that self-efficacy will be a critical component in
the on-going professional development of teachers, and that directing resources
at enhancing teacher self-efficacy can initiate and sustain an on-going process
of individual improvement. The development of teacher self-efficacy through
in-service training is important not only for immediate outcomes but also such an approach lays the foundation for
continuous improvements in teacher effectiveness.
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