SYLLABUS

FOR TWOYEAR
BACHELOR OF
EDUCATION
PART II:

Major Shifts in TeacherEducation Programme

As redesigned by NCERT,
INDIA, 2010-2015

Author:
Urmila Parlikar,
State Department of Higher
Education, Maharashtra, INDIA
Jan. 2015

Major Shifts in Teacher-Education

Programme:
Area 1. Learner
Learner :

is given priority against the teacher or

textbooks: is to be seen as active than passive
recipient: Learners capabilities are to be seen as
dynamic and capable of development
Strategies: curriculum should provide opportunities ..

To observe them directly at work & play

To listen to them with attention, empathy & humour
To get an insight into their thinking & learning
Thru assignments to understand their questions &
observations

Area 2: Shift in the concept of

Learning
To

be appreciated as a participatory process in a

shared social context of the learners immediate
peers as well as the wider social community or
the nation as a whole.

Participatory

process to be a self-experiencebased process in which the learner constructs

his/her knowledge in his/her own ways through
absorption, interaction, observation and
reflection.

Area 2. : Shift in Learning

(contd.)

Different

contexts lead to differences in

learning.
Therefore

Learning in school to be influenced

and enhanced by the wider social context

outside the school.

Area 3. Shift in the Teachers

Role
His/ her role needs to be shifted from being a
source of knowledge to being a facilitator of

transforming

information

knowledge/wisdom,

as

into

supporter

in

enhancing learning through multiple exposures,

encouraging

the

learner

to

achieve his/her educational goals.

continuously

Area 4: Shift in the concept of

Knowledge
Wherein knowledge is to be taken as a continuum, as
generated from experiences in the actual field
through observation, verification, and so on.
Strategy:

Conscious efforts need to be taken to

represent an explanation from the perspective of
education rather than merely specifying theoretical
ideas from related disciplines with implications
for education

Area 5: Shift in the knowledge in

Teacher Education
Knowledge

in teacher-education is by nature

multidisciplinary within the context of education.

Strategy:

In other words, conceptual inputs in

teacher education need to be articulated in such a
manner that they describe and explain educational
phenomenaactions, tasks, efforts, process,
concepts and events.

Area 5: Shift in the knowledge in

Teacher Education (contd.)

The End: teachers must contextualise education and

evolve a deeper understanding of the purpose of

education and its relationship with society.

The strategy: to provide the space for engagement

with issues and concerns of contemporary Indian

society, its pluralistic nature, and issues of identity,
gender, equity, livelihood and poverty.

Area 6: Teacher Education

Program

Should provide adequate scope for

viewing a theoretical understanding and

its practical aspects in a more integrated

manner rather than as two separate
components

Area 7: Shift In Understanding The Impact

Of The Social Context In Educative
Processes.
Given

: The social climate of the school and

the classroom exert a deep influence on the
process of learning and education as a whole

Strategy:

There is a need to undertake a

major shift away from an overwhelming
emphasis on the psychological characteristics
of the individual learner to his/her social,
cultural, economic and political context.

Area 8: Shift in Performance

Appraisal
from

an annual affair to a continuous

feature needs to be recognised.
The teacher-educator evaluates the studentteachers ability
to cooperate and collaborate, investigate and
integrate, and
also appraises written and oral skills, originality
in approach and presentation, and so on.

Area 8: Shift in kinds of Performance

Appraisal (contd.)
Variety

of appraisals: to take place in the

form of..

All

self-appraisal,
peer appraisal,
teachers feedback, and
formal evaluation at the end of the year

appraisals aim at improvement,

understanding ones own strengths and
weaknesses, understanding what has to be
strengthened, and identifying the next goals in
the learning process

Area 8: Shift in kinds of Performance

Appraisal (contd.)
Appraisal

mostly will not be given in marks

(quantitative),
but will be on a scale (qualitative), where the
students achievement is evaluated as a
continuum and
he/she is placed according to his/her
performance in various activities.
View appraisal as a continuous educative
process.

Area 9. Shift in Professional

Orientation

Teachers are required to Consciously attempt

to formulate ones own professional
orientation as a teacher in situation-specific
contexts

Please watch out for PART III in the series

CHANGING ROLE OF TEACHERS IN SUSTAINING &
TRANSFORMING EDUCATION