programme

Understanding teacher and the practice of teacher education

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Course TypeCourse CodeNo. Of Credits
Foundation CoreSES 201 2084

Semester to which offered: IV Semester

Course Title: Understanding teacher and the practice of teacher education

Credits: 4 Credits

Course Code: SES 201 208

Type of Course: Elective

Course Coordinator and Team:Akha Kaihrii Mao &Dr Gunjan Sharma (C)

Email of course coordinator:akha@aud.ac.in

Pre-requisites: It is desirable that the student has taken the courseIntroduction to Teacher Education (Semester III, MA Education)

Aim:

  • Understand the notions about ‘teachers’ and their work from different perspectives
  • Understanding work a school teacher from a teacher’s perspective.
  • Engage with the emerging issues and different perspectives on contemporary debates in teacher education

 

Course Outcomes:

After this course, the students will be able to:

  • Identify the assumptions underlying the everyday and policy discourses around teacher and teacher practice using theoretical perspectives
  • Analyse the interaction of the above perspectives on teacher practice and perspectives of their own work
  • Critically engage with the policy debates and emerging issues on teachers’ work and performance

 

Brief description of modules:

  1. Understanding ‘teacher’ from the lens of theory (3 weeks): The first unit will engage with the conceptualisation of teacher education through the works of some seminal thinkers in education.
  2. Representations of a school teacher (3 weeks): The unit will explore representations of schoolteachers and their work in popular media and literature.
  3. Understanding the teachers and teaching from a school teacher’s perspective (4 weeks).
  4.  Emerging issues and contemporary debates that implicate the notion and work of teachers (3 weeks).

 

Assessment Details with weights:

  • Participate and contribute in the class interactions(10%)
  • Group presentation(20%)
  • Written assignment (30%)
  • End term examination(40%)

 

Reading List (will be revised):

  • Apple, M. W. (1998). Teachers and texts: A political economy of class & gender relations in education. Routledge. P. 3-28
  • A schoolmaster (2006). A letter to the society of schoolmasters. In Whitehead & Hartley (Eds.) Teacher education: Major themes in education, vol.I. London, Routledge. p. 41-44
  • Calderhead, J. (2006). Reflective teaching and teacher education. In Whitehead & Hartley (Eds.) Teacher education: Major themes in education, Vol.IV. London, Routldge. P. 35-47
  • Chakrabarti, M. (1988). Teacher education and reflective teaching. In Teacher education modern trends. New Delhi: Kanishka publishers and distributors. P. 143-161
  • Dewey, J. (2008). The school and society. New Delhi, Aakar. P. 93-104
  • Giroux, H. (1988) Teachers as intellectuals: Towards a critical pedagogy of learning. USA: Bergin and Garvey publishers http://www.ces.uc.pt/interact/documents/WP14_summmary_draft.pdf
  • Freire, P. (2009) Teachers as cultural workers: Letters to those who dare to teach. Westview press
  • Hoyle, E. (2006). Teaching; Prestige, status and esteem. In Whitehead & Hartley (Eds.). Teacher education: Major themes in education. Vol. IV, London, Routledge. P.164-180
  • Palmer, P. J. (1998). The heart of a teacher: Identity and integrity in teaching. In The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass. P.9-33, 163-183
  • Sclan & Hammond (1996). Who teaches and why: Dilemmas of building a profession for twenty-first century schools. In Guyton, Buttery & Sikula (Eds.) Handbook on Research on teacher education. Second edition. New Delhi. P. 67-100
  • The Diary of a School Teacher Hemraj Bhatt Translated. Azim Premji University Publication November 2011 Hemraj Bhatt http://azimpremjiuniversity.edu.in/pdf/diary-school-teacher-english.pdf
  • Winters, M. A (2012). How important are teachers? In Teachers matter: Rethinking how public schools identify, reward and retain great educator. New York, Rowman & Littlefield publishers. Inc. p. 13-25
  • Barrow, R. (2006). Teacher education: Theory and practice. In Whitehead & Hartley (Eds.) Teacher education: Major themes in education. Vol.III. New York, Routledge. P. 47-56
  • Sutherland, M. B. (2006). The place of theory in teacher education. In Whitehead & Hartley (Eds.). Teacher education: Major themes in education. Vol.III. New York, Routledge. P. 35-46
  • Saxena, Asthana, Agarwal & Adaval (1984). Teacher education: A philosophical analysis. In An analytical study of teacher education in India. Allahabad. Amitabh Prakashan. P. 41-60
  • Berry & Crowe (2007). Teaching prospective teachers about learning to think like teacher: Articulating our principles of practice. In Loughran & Russell (Eds.). Enacting a pedagogy of teacher education: values, relationships and practices. London, Routledge. P. 31-44
  • GOI-MHRD (2012) Justice Verma High Power Commission report on teacher education
  • Mahony, P. (2006). Teacher education and feminism. In Whitehead & Hartley (Eds.). Teacher education: Major themes in education. Vol. IV, London, Routledge. P. 476-496
  • NCTE document (2009/10). National Curriculum Framework for Teacher education:Towards preparing professional and Humane teacher
  • Pring, R. (2006). Universities and teacher education. In Whitehead & Hartley (Eds.). Teacher education: major themes in education. Vol. III, London, Routledge. P. 476-496
  • Scwartz, H. (1996). The changing nature of teacher education. In Guyton, Buttery & Sikula (ed.) Handbook of research on teacher education, 2nd edition. London, Prentice Hall International. P. 3-13

 

Supplementary:

  • Entwistle, H. (2008). The place of theory in the professional training of teachers. In Johnson & Maclean (Eds.) Teaching: Professionalization, development and leadership. Springer science. P. 255-262
  • Gramsci, A. (1999). Selections from the Prison notebooks. New Delhi, Orient Blackswan (selected pages)