Models of Teacher education

1. UNDERSTANDING KNOWLEDGE
BASE OF TEACHER EDUCATION
FROM THE POINT OF VIEW OF
DENG & LUKE AND HABERMAS
PRESENTED BY – MASUD ALI KAYAL
MA IN EDUCATION
SEMESTER 2

2. MODEL OF TEACHER EDUCATION
 It describes the process of specifying and producing specific
Environmental Situations Leading to Student Interaction Then a
specific change in his behavior takes place. The model serves as a well-
planned guide table that helps to achieve To define teaching objectives
by controlling teaching environment and specific instructional activities
.Teacher Education Model consist of Guidelines for design Educational
activities and environment

3. INTRODUCTION
 Deng and luke and proposed the theory on 2008. Deng and
Luke's perspective on the understanding base of teacher education
emphasizes the importance of both theoretical knowledge and
practical experience. They argue that effective teaching requires a
deep understanding of subject matter, pedagogical strategies, and the
cultural and social contexts in which education takes place

4. OBJECTIVES
 To gain an understanding of the knowledge base of teacher
education as discussed by Deng and Luke.
 To examine the different perspectives and approaches to
knowledge in teacher education.
 To explore the implications of Deng and Luke's perspectives on
teacher education policy and practice

5. A C C O R D I N G TO D E N G A N D L U K E C O N C E P T
O F K N O W L E D G E - B A S E D T E A C H I N G , T H E R E
A R E T H R E E C O N C E P T
 Disciplinary:-The teaching procedure must follow a discipline to
propagate the knowledge in the classroom.
 Practical:- Practical knowledge must be focused on, rather than
theoretical knowledge.
 Experiment:- The knowledge can be gained and remember for a
long time if the hand on experience is given for the same. that is
learned through the experiential method .

6. IMPLICATIONS OF DENG AND
LUKE MODEL
 Teacher education should incorporate opportunities for experiential
learning.
 Teacher education should foster a critical perspective on teaching
and learning.
 Collaboration and reflective practice should be emphasized in
teacher education.
 Teacher education should emphasize the development of practical
knowledge

7. INTRODUCTION
 In the context of teacher education, Habermas' theory of
knowledge is important in understanding how teachers acquire and
utilize knowledge in their practice. Habermas emphasizes the
importance of communicative action and critical reflection in the
acquisition and application of knowledge, which can help teachers to
become more effective in their roles

8. OBJECTIVES
 Explore Habermas's ideas on knowledge and their implications for
understanding teacher education.
 Examine how Habermas's concept of communicative rationality
provides a framework for understanding the nature of knowledge and
its role in teacher education

9. A CCO RD I N G TO H A BERMA S G I V EN
TH REE CO N CEPTS O F K N O W LED G E
W H I CH D EA LS W I TH TH REE A REA
Analytical (empirical )- natural science - knowing
that
Harmeneutic (historical)-social science - knowing
how
 Critical (emancipatory)- marx and Freud- knowing
why

10. With his concept of knowledge he also given the theory of
communicative and action oriented model 1971 which consider
three knowledge area -
1. Technical knowledge of interest
2. Practical knowledge of interest
3. Emancipatory knowledge of interest

11. IMPLICATIONS
 Teacher education should prioritize developing critical consciousness.
 The development of moral reasoning and ethical decision-making
should be emphasized.
 Dialogue and communication are essential to effective teaching and
learning.
 Technology should be used to enhance communication and
collaboration, not replace.
 It helps to build communicative competence students- teacher

12. CONCLUSION
 Habermas' perspective on education emphasizes the importance
of communicative action and critical thinking in creating a more
democratic and just society. Teachers play a crucial role in fostering
these skills in their students and empowering them to engage in public
discourse and social change.