|Course Type||Course Code||No. Of Credits|
Semester and year offered: Semester IV Winter 2019
Course Coordinator and Team: Akha Kaihrii Mao & Dr Gunjan Sharma (C)
Email of course coordinator: email@example.com
Pre-requisites: It is desirable that the student has initiation in education
Aim: This course will introduce students to the concept, development and architecture of teacher education in India. It will engage with some key policies in teacher education in India, the various models and levels of teacher education programmes in the country, with respect to both pre-service and in-service programmes. In doing so, it will discuss this framework in a comparative context of the approaches to and frameworks of teacher education in some selected countries. The fundamental questions and debates, and developing a perspective on regulatory policy politics in the domain will cross cut these discussions.
By the end of this course the students will be able to:
- Explain the major challenges in teacher education in India in the contemporary context
- Critically examine teacher education policy documents and practices
- Identify and analyse different models of teacher education
- Draw linkages between teacher education in India and the broader global/international context of the domain particularly vis-à-vis the development of education as an area of study.
Brief description of modules/ Main modules:
Unit 1: Concept and context of teacher education in India
This module will revolve around the questions central to teacher education in India and globally, such as is teacher education essential? What constitutes teacher education? How is teacher education located vis-à-vis other areas of study, and in terms of levels/stages of education and institutional location? In this process, it will engage with the concept and context of teacher education and how it has evolved in the country while touching upon the global developments.
Unit 2: Architecture of Teacher education in India
The module will engage with the question of organisation of teacher education in India through various institutions and agencies, while drawing comparisons with those in some selected countries (such as UK, USA and Germany). It will mainly consider the key challenges that emerge from such structural organisation.
Unit 3: Teacher Education Policy and Regulatory Politics
Focussing on reading selected policies and regulatory frameworks for teacher education in India, this module will make sense of issues, contradictions and the underlying ideologies in certain selected policy and regulatory frameworks. In this process it will make sense of policy and regulatory rationales, arbitrariness and politics vis-à-vis the dominant concerns in the field.
Unit 4: Practice of Teacher Education: Models and Approaches
This module engages with the translation of the concept, structure and policies of teacher education in practice. This will include critically discussing the dominant models of programmes and transaction approaches.
Assessment Details with weights:
- Class participation 10%
- Individual assignment 25%
- Group assignment 30%
- End-term examination 40%
Reading List (will be updated):
- Aldrich, R. (2006). The evolution of teacher education. In Whitehead &Hartely (edit) Teacher education Major themes in education. London. Routledge. Vol-II. Pp 414-426
- Altekar, A.S. (2012, reprinted). Education in Ancient India. Pp 47-81
- Devi, R.S. (1968). Origin and development of teacher education in India. In Mukerji, S.N. (edit) Education of teachers in India.Vol.-1, Delhi. S. Chand& Co. pp. 1-40
- Chaterjee & D’Souza (1956). Training for teaching in India and England. Orient Longman Pvt. Ltd. pp. 221-237, & pp. 278-295
- Fulton, J. (2006). Teachers – made not born? In Whitehead, M. & Hartely (edit) Teacher education major themes in education. London. Routledge. Vol-II, pp 334-355
- Manship. D. (1967). Training for what? In Learning to live. London. Pergamon Press Ltd. (pp 1-3)
- Saxena, Asthana, Agrawal & Adaval (1984). Growth and development of teacher education. In An analytical study of teacher education in India. Allahabad. Amitabh prakashan (pp 1- 24)
- Reddy, R.S. (1998). Teacher Education in India. In Principles and practices of teacher education. New Delhi. Rajat publications (pp. 140-169)
- Asha, J. V and Singh, U. (2002-03). Models of teaching for developing teacher competencies. In Policies and issues in teacher education. Vadodara. Centre of advanced study in education, MSU.
- Mangla, S. (2010). Types of teacher education programmes. In Teacher education trends and strategies. New Delhi. Radha publications. Pp 100- 176
- Reddy, R.S. (1998). Methods of teacher education. In Principles and practices of teacher education. New Delhi. Rajat publications. Pp. 1- 33, 182- 218
- Whitehead, M. & Hartely (2006). The professional education of teachers. In Teacher education major themes in education. London. Routledge. Vol-II, pp 249-
- Buczynski, S and Hansen, C.B. (2010). Impact of Professional Development on Teacher Practice: Uncovering Connections. In Teaching and Teacher Education, Vol. 26, No. 3]. Amsterdam; Elsevier.
- Taylor, W. (2006). The educator of teachers in England. In Teacher education major themes in education. London. Routledge. Vol.-II. Pp 146-165
- Patterson, Clark & Bullough. (2006). Getting in step: Accountability, Accreditation and the standardization of teacher education in the United States. In whitehead and Hartley (edi.) Teacher education major themes in education. Vol.-V. London. Routledge, pp 146-165
- Chakarbarti, M. (1998). Teacher education and values. In Teacher education: modern trends. New Delhi. Kanishka publications, distributors, pp 119-142
- Labaree, D. F. (2006). Power knowledge, and the rationalization of teaching: A genealogy of the movement to professionalize teaching. In Whitehead and Hartley (eds.) Teacher education major themes in education. Vol.-V. London. Routledge, pp 127 – 180
- Sarangi, D. (2002-03) Problems and issues in In-service teacher education. In policies and issues in teacher education, pp 78 – 82 (and various problems)
- Sikes, J; Measor, L and Woods, P (1985). Teacher Careers: Crisis and Continuities. The Falmer Press.
- Tulasiewics, W and Adams, A. (1995). Teachers’ professional status and prestige. In The crises in teacher education: A European concern? London. The Falmer Press. Pp 61-70
- Soni, S. (2007). Teacher training and educational quality in Challenges and quality of Education. New Delhi. Adhyayan Publishers and Distributors. Pp1-40
- Saxena, Priyam & Kumar (2001). Looking beyond the smokescreen DPEP and primary education in India. Economic and Political weekly. Feb. 17, 2001. Pp 560-568
- Reports of the Government of India on Teacher Education.