Karmapurbo o Karmakalin Sikshak Siksha (MEd, 1st Sem) || Dr. Mihir Kumar Chatterjee, Dr. Pranab Kumar Chakrabarti, Mr. Pranay Pandey || কর্মপূর্ব ও কর্মকালীন শিক্ষক শিক্ষা || মিহির কুমার চ্যাটার্জি, প্রণব কুমার চক্রবর্তী, মিঃ প্রণয় পাণ্ডে

Syllabus:
Unit-I: Structure, Curriculum and modes of Pre-service Teacher Education

• • Roles and functions of School Teachers.

• • Pre-service teacher education: Needs, objectives and scope

• • Vision of Teacher Education Curriculum as envisaged in UNESCO, NCERT and NCTE documents.

• • Curriculum areas of initial teacher preparation: Foundation Courses, curriculum and pedagogy, Practicum, school internship.

• • Modes of pre service teacher education- Face to Face mode and Open Distance Mode Learning. Needs and significance.

Unit-II: Organization of Different Components of Teacher Education Curriculum:

• • The student teachers as adult learners? and their characteristics. The concept of andragogy and its principles.

• • Organisation, transaction and evaluation of different components of teacher education curriculum; model practices.

• • Transactional approaches for the foundation courses in teacher education programmes individualized, Group based, Teacher Centred and blended Approach.

• • Transactional approaches for the skill and competency development courses: Micro teaching, Simulated teaching, Models of Teaching, Teaching in real classroom situation, Peer presentation and Feedback, Tutor observation etc.

• • Concept and scope of school based practicum and internship- objectives, organisation and duration. Activities and experiences in pre-internship, internship and post internship; model practices.

Unit-III: In-service Teacher Education Concept, Structure and models:

• • Need for continuous professional development of teachers; Areas of professional development. Purpose of In-service teacher education programmes; orientation, refresher, workshop, seminar and conference- their meaning and objectives.

• • Agencies of In-service teacher education: Local Level, District Level, State Level and National Level.

• • Modes and Models of in-service teacher education: Face to face mode; Open Distance Learning mode and Blended approach.

• • Induction, one shot, cascade, mentoring and action research based approach for professional development of teachers.

• • Role of Teacher Educators in different modes of In-service teacher education

Unit-IV: Planning, Organisation and Evaluation of In-service Teacher Education

• • Planning In-service Teacher education programme: context, purpose, duration and budget.

• • Designing In-service teacher education programme: assessment of training needs, formulation of training curriculum, preparation of course materials, evaluation of curricular inputs.

• • Organisation of In-service teacher education programme: common problems faced by teacher education institutions.

• • Effectiveness of in-service education programmes: impact on development of professional competencies among practicing teachers and impact on curricular practices at school level.

• • Practicum: Any One of the following?

• • Interview of in-service teachers on training needs and the impact of pre-service training programme.

• • Comparison of curriculum of pre-service teacher education university wise/ state wise NCTE norms and guidelines.

• • Workshop on writing objectives of teacher education courses and identifying relevant teacher education institution wise in the context of content areas.