PROFESSIONALISING SECONDERY TEACHER EDUCATION PROGRAMME IN KERALA: REFLECTIONS OF POLICY MAKERS

Abstract

Objectives : The objectives of the study were(i)To analyze the course objectives and content of teacher education programmes in India (ii)To analyze the existing B. Ed curriculum of Calicut, Kannur and Mahatma Gandhi University in Kerala with reference to the course objectives, content and mode of transaction.(iii)To study the reflections of policy makers on the existing B.Ed curriculum in Kerala. Methodology The investigator adopted the document analysis cum survey method for data collection. Sample of the study The study was conducted among 28 policy makers actively involved in the curriculum development in Kannur, Calicut and Mahathma Gandhi Universities in Kerala Tools used The semi- structured interview schedule consisted of twenty items which were organized in an open-ended format. Statistical techniques used Based on the objectives of the study descriptive analysis was used. Major Findings (i) Towards inclusive education, practice programme are lacking and on the important area of counseling also no field experience is suggested. (ii) Development of social critical awareness cannot be assured through the content areas for discussions or bringing those issues into the daily planning of lessons since the prospective teachers are not required to dwelve deep into any local problems and seek solutions. Inculcation of values may not be possible through theoretical discussion on values and the types. (iii) Lack of understanding of the philosophy of reflection in teaching and absence of strategies to develop professionalism among the prospective teachers are found to be two major limits. (iv) There is wide scope for IT integrated teaching but adequate practice sessions for developing the skills of comprehensive learning strategies and contextual pedagogy are not present. Practice sessions in real class room situations are provided for enhancing general communication skills. (v) Practical session for the application of theoretical principles of psychology is found to be rare. (vi) The skills of classroom management and school organization are not adequate either in theory or in practice.