In-service teacher education is the continuous development of the whole staff to the school. It is believed that by giving nurses more information they will have better understanding of their responsibility.
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses the key determinants and factors involved in curriculum development. It begins by defining curriculum from etymological, general, traditional, and modern perspectives. It then discusses curriculum development as assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The major determinants of curriculum discussed include philosophy, psychology, sociology, science, and politics. Key factors in curriculum development are also outlined, such as the curriculum committee, curriculum policy makers, and principles of curriculum.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
The document discusses India's national policies on teacher education from 1968 to 2020. It summarizes the key aspects of each national education policy, including the 1968 policy which aimed to provide compulsory education until age 14, the 1986 policy's emphasis on equalizing educational opportunities, and the 2020 policy's focus on reducing curriculum content to enhance critical thinking. It also outlines the approaches to teacher education recommended by each policy, such as establishing District Institutes of Education and Training, upgrading teacher qualifications to a 4-year integrated B.Ed. degree by 2030, and providing both pre-service and in-service training opportunities.
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
This document discusses the key determinants and factors involved in curriculum development. It begins by defining curriculum from etymological, general, traditional, and modern perspectives. It then discusses curriculum development as assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The major determinants of curriculum discussed include philosophy, psychology, sociology, science, and politics. Key factors in curriculum development are also outlined, such as the curriculum committee, curriculum policy makers, and principles of curriculum.
Structure of Teacher Education System in India by Garima Tandongarimatandon10
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
Structure of teacher education in India || structure of Teacher Education pro...Samir (G. Husain)
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
The document discusses India's national policies on teacher education from 1968 to 2020. It summarizes the key aspects of each national education policy, including the 1968 policy which aimed to provide compulsory education until age 14, the 1986 policy's emphasis on equalizing educational opportunities, and the 2020 policy's focus on reducing curriculum content to enhance critical thinking. It also outlines the approaches to teacher education recommended by each policy, such as establishing District Institutes of Education and Training, upgrading teacher qualifications to a 4-year integrated B.Ed. degree by 2030, and providing both pre-service and in-service training opportunities.
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
This document discusses teacher education and in-service training programs. It notes that teachers are the real builders of society as they enlighten individuals in various fields. Effective teacher education programs help teachers better understand students, build confidence and skills in methodology, psychology and more. In-service training is important for continuous professional development and helps improve instruction quality. Various methods are discussed for effective in-service training, including institutes, conferences, workshops and more. Both pre-service teacher education and in-service training are vital for teacher development and student success.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Educational technology is as broad as education itself and implies using all educational resources like people, materials, methods, machines, and media in an integrated way to optimize learning. It includes instructional technology, which applies psychological and scientific principles to achieve learning objectives; behavioral technology, which emphasizes using psychology to modify teacher and student behavior to meet objectives; and teaching technology, which applies various fields of knowledge to the professional practice of teaching. Instructional design is also part of educational technology as it is the systematic process of creating, developing, and delivering instructional materials.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Iswar bhai patel committee Dr.C.ThanavathiThanavathi C
The IswarBhai Patel Committee in 1977 recommended introducing "socially useful productive work" (SUPW) in schools to strengthen the link between education and productivity. SUPW involves purposive manual work by students that results in goods or services useful to the community. It aims to develop students' skills, values, and self-reliance to promote national development. The committee suggested making SUPW an integral part of the curriculum at all school stages through activities appropriate to students' developmental levels. Examples include gardening, crafts, and community services. SUPW seeks to inculcate respect for labor, cooperation, and problem-solving skills to benefit both students and society.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The document outlines Pakistan's National Education Policy announced in 1992. The policy was formulated with input from various stakeholders and aimed to: 1) Promote Islamic, social, political, economic, and ethical values through education; 2) Emphasize women's education; and 3) Develop curricula aligned with modern science and technology to build a competitive society for the 21st century.
The document discusses in-service training and refresher programmes for teachers. It defines in-service training as any activities undertaken after a teacher begins teaching that concerns their professional duties. Refresher programmes provide opportunities for teachers to exchange experiences and keep up with advances in their subjects. Such programmes help update teachers' knowledge, allow them to learn new techniques, and improve teaching quality. The document outlines the need for, rationale, and benefits of in-service training and refresher courses.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
This document discusses teacher education and in-service training programs. It notes that teachers are the real builders of society as they enlighten individuals in various fields. Effective teacher education programs help teachers better understand students, build confidence and skills in methodology, psychology and more. In-service training is important for continuous professional development and helps improve instruction quality. Various methods are discussed for effective in-service training, including institutes, conferences, workshops and more. Both pre-service teacher education and in-service training are vital for teacher development and student success.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Educational technology is as broad as education itself and implies using all educational resources like people, materials, methods, machines, and media in an integrated way to optimize learning. It includes instructional technology, which applies psychological and scientific principles to achieve learning objectives; behavioral technology, which emphasizes using psychology to modify teacher and student behavior to meet objectives; and teaching technology, which applies various fields of knowledge to the professional practice of teaching. Instructional design is also part of educational technology as it is the systematic process of creating, developing, and delivering instructional materials.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Iswar bhai patel committee Dr.C.ThanavathiThanavathi C
The IswarBhai Patel Committee in 1977 recommended introducing "socially useful productive work" (SUPW) in schools to strengthen the link between education and productivity. SUPW involves purposive manual work by students that results in goods or services useful to the community. It aims to develop students' skills, values, and self-reliance to promote national development. The committee suggested making SUPW an integral part of the curriculum at all school stages through activities appropriate to students' developmental levels. Examples include gardening, crafts, and community services. SUPW seeks to inculcate respect for labor, cooperation, and problem-solving skills to benefit both students and society.
Inclusive education and right to education in IndiaMadhu Mahesh Raj
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The document outlines Pakistan's National Education Policy announced in 1992. The policy was formulated with input from various stakeholders and aimed to: 1) Promote Islamic, social, political, economic, and ethical values through education; 2) Emphasize women's education; and 3) Develop curricula aligned with modern science and technology to build a competitive society for the 21st century.
The document discusses in-service training and refresher programmes for teachers. It defines in-service training as any activities undertaken after a teacher begins teaching that concerns their professional duties. Refresher programmes provide opportunities for teachers to exchange experiences and keep up with advances in their subjects. Such programmes help update teachers' knowledge, allow them to learn new techniques, and improve teaching quality. The document outlines the need for, rationale, and benefits of in-service training and refresher courses.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
The document discusses teacher education for secondary level education. It covers several topics:
1. It outlines the importance of quality teacher education to enable teachers to successfully carry out their duties and responsibilities. Pre-service teacher education transforms laypeople into competent professionals through developing skills, attitudes, and values.
2. When preparing teachers for secondary education, there are specific tasks relevant to that stage that require attention, both during pre-service education and later as in-service teachers.
3. Internship in teaching is a core part of the two-year B.Ed program at the Regional Institute of Education in Bhubaneswar. It provides practical experience and exposure through activities like teaching, observing peers, and developing tests
The document outlines the National Curriculum Framework for Teacher Education 2009 (NCFTE 2009) in India. It was created by a committee of experts to improve teacher education and prepare ideal, innovative, and caring teachers. The NCFTE 2009 focuses on professionalizing teacher education, preparing teacher educators, promoting research and innovation, and using open and distance learning. It includes 6 chapters that cover the context, concerns, and vision of teacher education; curriculum areas; transacting curriculum and evaluating teachers; continuing professional development; preparing teacher educators; and implementation strategies.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
Module 4: Lesson 1 Assessing the CurriculumJUJIE ATILANO
The 3 types of curriculum assessment are:
1. Intended curriculum - refers to objectives set at the beginning and is measured using questions like "Are the objectives achievable?"
2. Implemented curriculum - refers to learning activities and is measured using questions like "Are activities congruent with objectives?"
3. Achieved curriculum - refers to outcomes and is measured using questions like "Do outcomes achieve levels of performance set?"
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
This document outlines the importance of lesson planning for teachers. It discusses the key elements that should be included in a lesson plan such as learning objectives, instructional strategies, and assessment. A lesson plan should follow the curriculum standards and guide learning through an introduction, body, and conclusion. Lesson planning is necessary to effectively facilitate learning in the classroom and ensure students are able to meet expected outcomes.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. The key steps in curriculum development are then outlined, including:
1) Formulating educational objectives based on the needs of learners, society, and experts.
2) Selecting learning experiences according to criteria like consistency with objectives and allowing students to learn by doing.
3) Organizing learning experiences vertically and horizontally with continuity, sequence and integration.
4) Evaluating the curriculum, including assessment of the philosophy, goals, content, methods, and relationship between courses.
The document discusses various aspects of teacher preparation programs and classroom management. It covers the purposes of teaching, teaching methods, components of teaching skills associated with lesson stages, the development of teacher education, and preparation for classroom management. It emphasizes developing whole-personality in students, using various teaching techniques, and creating a positive classroom environment with clear rules and reinforcement of appropriate behavior.
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 document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and new types of curriculums including child-centered, activity-based, and experience-based models.
This document outlines the process standards for primary and secondary education in Indonesia according to Government Regulation No. 19 of 2005. It discusses the planning, implementation, and assessment of the learning process. The planning process includes developing syllabi and lesson plans (RPP) that cover competency standards, learning objectives, time allocation, teaching methods, and assessment. Implementation requires adherence to student-teacher ratios and textbook guidelines. Learning activities involve introduction, core, and closing sections, and core activities are designed to be interactive. Assessment measures student achievement of competencies.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
1. The document discusses the importance of continuous professional development and standards for teachers. It notes that professional development ensures teachers can keep their knowledge relevant and up-to-date with changing trends in education.
2. Some effective strategies for teacher professional development include making it specific to teacher needs, getting teachers invested in the topics by using engaging teaching methods, and making it ongoing rather than one-time sessions.
3. Professional development should be personalized through individual learning plans for teachers and involve collaboration between teachers to support learning.
Teacher education refers to the process of preparing and equipping individuals to become effective and competent teachers. It encompasses a range of formal training programs, courses, and experiences designed to develop the knowledge, skills, and attitudes necessary for teaching.
The document discusses the key roles and expectations of teachers in implementing India's National Education Policy of 2020. It outlines several fundamental principles of the policy, including flexible learning trajectories, multidisciplinary education, creativity/critical thinking, ethics, and more. Regarding teachers, it discusses recruitment, training, expectations, career progression, assessment practices, use of technology, learner support, research promotion, and continuous professional development. Overall, the successful implementation of the new policy depends on teachers embracing new mindsets and recognizing their important role in driving educational reforms.
Teachers play a central role in curriculum implementation and should be actively involved in the entire curriculum development process. When developing or revising curriculum, policymakers need to understand teachers' perspectives and address any discrepancies between the new curriculum and teachers' beliefs. Providing teachers with proper training and professional development opportunities is crucial for successful curriculum implementation, as it helps teachers understand the curriculum goals and philosophy, feel prepared to teach new content, and gain the knowledge and skills needed. Without teacher input and support, high-quality education through effective curriculum implementation is not possible.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Planning an in service teacher education programme
1. Planning an in-service teacher education programme
Purpose, duration, resource requirements and budget
Purpose, duration, resource requirements and budget
Submitted by
Pragya Paramita
Submitted to
Dr. Mumtaz Begum
2. “A teacher can never truly teach unless he is still learning himself. A lamp can
never light another lamp unless it continues to bum its own flame.”
-R.N. Tagore.
3. In-service teacher education is the continuous development of the whole
staff to the school.It is believed that by giving nurses more information
they will have better understanding of their responsibility.
It aims to develop their quality and their ability of efficient working and
the capacity for continuous learning.
Professional Development
Update Knowledge
Improve creative ability
Element deficient
5. Enrich and update teachers knowledge in their discipline , pedagogy and
other areas of school curriculum continuously.
Evolve a mechanism by which effective programmes of teacher professional
development can be initiated for large no of teachers in vasty different areas
and to deal with a range of diverse learners for inclusive education.
Research and reflect on the gaps in student's learning and progress.
Understand and update their knowledge on social issues.
Apply information communication technology (ICT) in their classrooms for
better student learning.
Motivate and regenerate enthusiasm of teachers to include interest in
innovations.
7. Short Term Training
Invariably short term training programmes are of 3 to 4 days durations linked to
certain projects like curriculum development ,SSA , RMSA, evaluation etc are
conducted.
Long Term Training
Long term training programmes are of 3 to 6 months courses conducted by
NCERT which include individual attention to answer their doubts, and also
learning (both content and pedagogical methods).
In 6 months course, 6 weeks face to face interaction during phase
1.Subsequently, they return to their work place and complete the project work or
assignment or gathering field evidences in phase 2, and come back for 4 weeks
face to face interaction and wrap up the programme during phase 3.
9. When selecting the individual as resource person, the ability should be
kept in mind are:
Ability to serve as models for learners
Knowledge about concepts of in-service education
Expertise experience and clinical competence in the area to be covered.
Should know how to communicate knowledge.
Willing to assist in the evaluation.
10. RIE, Bhopal Modules Training package, Activities, presentation,
group work
RIE, Bhubaneswar
RIE,Mysore
NERIE
Resource material, copy of RTE Act 2009, Model rules
of West Bengal 2012
Training package on guidance, CDs
NCF, soft copies of the presentations, manual
developed for the purpose, activity book,
chapters on research from the books, etc.
Name of Constiituent
Units
Resources/ Materials
12. Conclusion
The report on Planning an in-service teacher education programme
submitted by Pragya Paramita under the guidance of Dr. Mumtaz Begum
Mam, suggests that in order to ease the road of reform, the Ministry of
Education is encouraging teacher training institutes to provide appropriate
in-service training programmes.
Continuing efforts are needed.