AN ACTION PLAN TO OVERHAUL THE TEACHER
EDUCATION CURRICULUM
Vasundhara Padmanabhan,
INTRODUCTION
The teachers in this era of
globalization are confronted with varied problems that are anticipated in this
new knowledge age. This necessitates redefining philosophy of education for the
development of a holistic personality.
The paper presents the emerging trends in instructional technology and
proposes a plan of action to overhaul the B. Ed. curriculum within the parameters
approved by the university so that implementation does not face many hurdles.
CONSTRUCTIVISM VS
OBJECTIVISM
To the objectivists, knowledge and truth exist
outside the mind of the individual and are therefore objective. ‘Learners are
told about the world and are expected to replicate its content and structure in
their thinking’. Learning is thus viewed
as the acquisition and accumulation of a finite set of skills and facts. The
role of a teacher here is to ‘deliver the goods’. The teacher is to plan,
prepare and deliver the content in such a way as to impart the knowledge of the
subject matter. Constructivism, on the other hand, emphasizes the construction
of knowledge, while objectivism concerns mainly with the object of knowing.
Central to the tenet of constructivism is that learning is an active process.
Information may be imposed, but understanding cannot be, for it must come from
within. Instruction refers to providing learners with a
collaborative situation in which they have both the means and the opportunity
to construct ‘new and situational-specific understandings’. Cognitivists
emphasize on discovery approach and problem solving methods so as to result in
retention and transfer of the knowledge imparted. Bruner emphasized on structuring of instruction in such a way as
to foster conceptualization and the
development of problem solving skills through the processes of inquiry
and discovery. He advocates autonomy in learning. Bigge
emphasized that thinking is to be fostered through conceptualization. Ausubel advocated providing ideational
anchors / subsumers as advance organizers to make
verbal learning meaningful.
COOPERATIVE &
COLLABORATIVE LEARNING
The major theme of Vygotsky’s
theory of social constructivism is that social interaction plays a fundamental
role in the development of cognition. A second aspect of Vygotsky’s
theory is the idea that the potential for cognitive development depends upon
the “zone of proximal development” (ZPD): a level of development attained when
children engage in social behaviour. Full development of the ZPD depends upon
full social interaction. The range of skill that can be developed with adult
guidance or peer collaboration exceeds what can be attained alone. From a
constructivist perspective, the primary responsibility of the teacher is
to create and maintain a collaborative problem-solving environment,
where students are allowed to construct their own knowledge, and the teacher
acts as a facilitator and guide.
INFLUENCE OF ICT ON
EDUCATION
With the advancement of
ICT, there have been revolutionary changes in all the aspects of our lives, so
also in education. Distance education is becoming more effective and popular as
it is flexible. Many open universities have been offering excellent programmed
course material, teleconferencing and videoconferencing facilities, TV programs
using EDUSAT, etc. A multitude of distance education courses in science, humanities,
IT, management, paramedical courses are available to choose from, several
twinning programs, transnational collaborations and , on line courses offering
foreign degrees are available for a price.
But the traditional classroom teaching is still by the lecture method,
without much scope for individualized learning. It emphasizes more of knowledge of facts
and figures rather than understanding and application which, in turn,
encourages rote memorization. Teachers should shed complacency, arise, awake
and live up to the expectations of the students and the society by updating
themselves about the latest trends and make instruction globally relevant.
AN ACTION PLAN
* Including concept of constructivism and the
constructivist theories including Vygotsky’s theory
of social constructivism in teacher education curriculum;
* Making computer education
and educational technology subjects compulsory;
* Including ICT topics such as instructional
design, programmed instruction, interactive multimedia, e-learning, etc. at D. Ed., B.Ed. and
M.Ed. levels;
* Making provision for following practical work and giving weightage for
grading in addition to the action research project: (a) Teaching of at least one practice
teaching lesson per subject (method)
using power point presentation (as a teaching aid), (b) Preparing one
self learning material (textual) on any one unit in the subject of
specialization (as a teaching aid); (c)Preparing programmed instructional material) on any one
unit in the subject of specialization; (d) Compulsory surfing of the websites
of ten foreign universities and their review; (e) Compulsory surfing of the
websites of ten on-line courses and their review; and (f) Compulsory networking
and correspondence via e-mail with at least ten teachers/teacher educators in
China, US, Japan and/or Europe;
* Giving emphasis on
cooperative and collaborative learning while transacting the curriculum: (a)
Covering at least two units in each paper by cooperative learning, and (b)
Teaching at least one practice teaching lesson per subject (method) by cooperative learning;
* Making provision for courses which can add on credits to B. Ed.
course, which can also be offered to foreign students under twinning programmes
and these courses may be Certificate
Courses in Indian Fine Arts; Indian Culture and Heritage; Indian Handicraft;
Yoga and Stress Management; Vedic Mathematics; Communication Skills; Life
Skills; Multimedia and On-line Learning; Website Designing; Instructional
Designing; Research Methodology; Foreign Languages: Chinese, French,
German, and Japanese and
conducting these certificate courses during vacation soon after the end
of the academic session and annual examinations so that the vacation could be
utilized productively.