PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM
This document discusses a study on teachers' perspectives on their involvement in selecting and organizing learning experiences for the secondary school curriculum in Karnataka, India. The study found a positive relationship between teacher involvement and effective curriculum implementation. It recommends decentralizing the curriculum development process and increasing teacher participation in content selection and organization to better meet learner needs and improve learning outcomes. Currently, curriculum development in Karnataka is centralized, which can create a disconnect between the prescribed curriculum and classroom applications. Greater teacher input is needed to develop learning experiences that consider students' diverse backgrounds and abilities.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
Similar to PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
Seminor on cce 2013 at diet,vzm.docx revised.docx 2Vanapall Ramesh
CARE- Recommendations for sustainable learning.
---Present teaching learning process has been going on fallowed by only objectvism.
----There is no possibility to child centered , & constructionistic teaching learning methods. So reforms should be taken place .
The Impact of Teacher Professional Development on Student Success.hussanisoyat
In the dynamic landscape of education, where the demands on both teachers and students continue to evolve, the role of teacher professional development has gained significant prominence. Recognizing that the quality of teaching directly influences student success,
Pedagogical Approaches and Techniques of Non-Education Graduates Teaching Gen...IJAEMSJORNAL
Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.
Similar to PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM
1. PERSPECTIVE OF TEACHERS TOWARDS THEIR
INVOLVEMENT IN SELECTION AND ORGANIZATION
OF LEARNING EXPERIENCES AND THEIR
IMPLEMENTATION IN SECONDARY SCHOOL
CURRICULUM
Dr.Omprakash H M, Professor*
Head, S M R S M.Ed P.G College
Reshmi Vidya Bhavan, Sarswatipur
Kusunoor Road, Behind G U K
Gulbarga-585 106, Karnataka
E-mail: dr.omprakash322017@gmail.com, Contact No: +91 9901982999
Sasmita Maharana,**
Regional Institution of Education
Sachivalaya Marg, Bhubaneshwar-751 022, Odisha
E-mail: sasmita.maharanaphy@gmail.com, Contact No: +91 8280474126
2.
3. Study shows the important role of teachers in the curriculum
content selection, their organization and its development .
Government of Karnataka should allow the teachers to get
involved in curriculum development program in a large number
Curriculum developmental units should be redefined at
SCERT/DSERTS.
Decentralized curriculum development program at national level
provides a wider opportunity to teachers of different schools,
colleges, university faculties for providing their contributions in
effective curriculum development.
As curriculum is base of all types of learning experiences with
which teachers are dealing at ground levels of educational system;
government of Karnataka should give attention to this.
4. Learning experiences imply to the learning which occurs
through experiences of an individual that comprises any type of
interactions, responses to any type of external stimuli in the
learning setup.
In academic fields learning experiences are meaningful,
challenging, interesting, specific goal oriented as well as meant to
fulfill individual learner needs.
All information, syllabus, teaching learning materials,
methods for transacting curriculum, number of classes required
to deal with any lesson, types of tests to be conducted and
evaluation methods all are governed by Govt. of Karnataka
through SCERT/DSERT by a panel of members. Teachers who
are transacting the curriculum in real fields for achieving the
curriculum mentioned objectives meeting the diverse needs of
the learner become passive here.
5. Statement of the problem:
In Karnataka centralized curriculum development is there at state
government level (SCERT/DSERT). Teachers who are dealing with
curriculum transaction in real classrooms have a negligence role or
some times nil. Panel of experts from govt. sectors frame the
curriculum by choosing and organizing the learning experiences.
Hence after produce the syllabus near teachers for transacting it
effectively. Due to lack of teachers’ involvement a void gets created
between govt. prescribed curriculum and actual classroom
applications. It counters the study that says there is link between
teachers perspective towards the choice and organization of
learning experiences and successful implementation of the
curriculum in Karnataka state.
6. Study objective:
Study objective- To study the relationship between
teachers’ perspective towards their involvement in selection
and organization of learning experiences and
implementation of secondary school curriculum in
Karnataka State.
Study Hypothesis:
Study hypothesis- There is no relationship between
perspective of teachers towards their involvement in
selection and organization of learning experiences and
implementation of secondary school curriculum in
Karnataka State.
7. The research was conducted in four divisions of Karnataka
namely Gulbarga division, Bangalore division, Mysore division
and Belgaum division.
Results and Discussion:
The study held was to ascertain if there was any relationship
between teachers view regarding their involvement in choosing
and organizing the learning experiences and their
implementations in secondary school curriculum in four
divisions of state. Respondents were requested to choose the rate
of extent to which they were participated in choosing and
organizing the learning experiences throughout the curriculum
developmental process.
8. Sl. No Response N M Standard
Deviation
1 Considering the diverse needs of classroom in physical and
mental aspects (including inclusive education), while choosing
various learning experiences.
292 1.37 1.20
2 Selection of age appropriate contents and adaptation of various
teaching learning strategies.
292 2.18 0.71
3 Selection and organization of learning experiences related to
self-sufficient life skills, academic skills etc.
292 2.40 0.95
4 Selecting innovative learning strategies with vivid activities and
examples as per demand of learners’ need.
292 2.25 0.66
5 Selection and organization of learning experiences based on
values like aesthetic value, Moral Value, Social Value, National
integration etc.
292 2.32 0.24
6 Selection of flexible teaching learning strategies as per demands
of classroom.(Modification as per need).
292 2.82 0.91
7 Selecting techniques to make learners visualize the abstract
concepts and use of local resources for better understanding of
theories about practical applications.
292 2.22 1.13
Overall mean 292 2.22 0.82
Table 1: Teachers’ Involvement in The Process of Selection and Organization Of
Learning Experiences.
Key: N=Sample Size, M=Mean, S.D=Standard Deviation
9. Sl. no Opinions N M S.D
1 Involvement in selection and organization of learning experiences
enables the teachers to maintain the sequence and continuity of learning
experiences while implementing the curriculum.
292 4.09 0.66
2 Involvement of teachers provides ample scope for putting practical
examples and application of theoretical as well practical contents in
daily life experiences.
292 4.31 0.59
3 Involvement enhances to relate the social, emotional background of
learners with their learning experiences.
292 4.54 0.89
4 Involvement enables to adopt flexible teaching learning strategies. 292 4.11 0.95
5 Involvement in selection and organization process opens scope for
inclusion of local, traditional as well modern skills and techniques in the
curriculum.
292 4.14 0.88
6 Strengthens teachers to make learners learning about scientific attitudes
eradicating superstitions and other social barriers.
292 4.45 0.49
7 Can give freedom from root learning and provides experiential
learning.
292 4.0 0.91
8 Involvement of teachers opens door for multilingual teaching learning
practices.
292 4.37 0.76
9 Enables teachers to identify multiple talents, creativeness, and skills of
learners and provides strategies to make them excel in their interested
area.
292 4.23 0.87
10 Teachers don’t implement the curriculum effectively if they are not
involved in selection and organization of learning experiences.
292 2.81 1.0
Overall mean 292 4.10 0.80
Table 2: Effective Curriculum Implementation and its Dependence on Involvement of
Teachers in Selection and Organization of Learning Experiences.
10. Conclusion:-
This study reveals there is positive relationship between teachers’
perspective of their involvement in selection and organization of
learning experiences and implementation of secondary school
curriculum of Karnataka state. Curriculum developmental program is
still one centralized system which needs to be decentralized therefore.
Stake holders who deal with learners face to face in classroom should
be involved in large numbers for creating effective learning
environment.
The curriculum demands active efforts on the part of the teacher to
bring about more insights, greater knowledge, and increased
enthusiasm in the pupils for learning. In most countries curriculum
development is relatively centralized.
11. The countries like China, Fiji, Thailand, Maldives, Germany,
Indonesia, Japan, Korea, Malaysia, Philippines, Sri Lanka and
Thailand all report highly centralized curriculum development
process. Though the final decision is made at the government level,
the teachers, teacher unions and others stakeholders are consulted
before and during the development process. In the counties such as
Australia, France, New Zealand and Philippines, systematic inputs
few teachers on policy development; training and reviewing
curriculum are obtained.
12. References:
•Dr. Lydia Kanake Kobiah (2016), Teachers’ Perspective Towards
Their Involvement in Selection and Organization of Learning
Experiences and Implementation of Secondary School
Curriculum in Kenya, Journal of Education and Practice
www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.28, 2016, 51-59.
•Entwistle, N (1990) (Ed). Handbook on Educational Ideas and
Practice. Routledge. NY.
•Journal of Education and Practice, v6 n6 p150-154 2015
•Kumar Krishna (1997). What is Worth Teaching, Orient
Longman, New Delhi.
•NCERT (2000). National Curriculum Framework for School
Education, NCERT, New Delhi.
•Omprakash H.M. (2013), Role of teacher in curriculum
construction: A Transaction search for better future, National
Conférence on Curricular Transactions in Primary and
Secondary Education in India, Bangalore, and Page No-13.
•Wiles, J.W. & Joseph Bondi (2006): Curriculum Development:
A Guide to Practice. Pearson Publication.