Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
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.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. For a nation their citizens are important and good citizens the education is
important and develop good education system the teachers are one of the
most important pillars of education system.
If a child can’t learn the way we teach, we should teach the way
they learn.
- Ignacio Estrada
3. • Teacher education can be defined as the Programme that help to develops
required skills and capacities in prospective teacher to fulfil their duties and
carry out their task in real environment.
• Teacher education empower the teachers to face challenges as a teacher and
meet the requirement of the teaching profession.
4. What are the skills needed to be 21th century teacher?
• Teachers require a variety of skill sets for creating lesson plans, instructing
students, working with administrators and interacting with parents. While
some of these skills and qualities like patience and leadership are inherent to
individuals, you can develop most of them through practice and training.
Teachers use their skills to create a conducive learning environment that
facilitates the development of their students. While formal training and
education prepare a teacher for their job role, on-the-job training is crucial
for their personal development.
6. Teacher Education in NEP 2020 for New Education Policy
of India
Chapter 15. Teacher Education
• Teacher education is vital in creating a pool of schoolteachers that will
shape the next generation. Teacher preparation is an activity that requires
multidisciplinary perspectives and knowledge, formation of dispositions
and values, and development of practice under the best mentors. Teachers
must be grounded in Indian values, languages, knowledge, ethis, and
traditions including tribal traditions, while also being well-versed in the
latest advances in education and pedagogy.
7. As teacher education requires multidisciplinary inputs, and education in
high-quality content as well as pedagogy, all teacher education programmes must
be conducted within composite multidisciplinary institutions. To this end, all
multidisciplinary universities and colleges - will aim to establish, education
departments which, besides carrying out cutting-edge research in various aspects
of education, will also run B.Ed. programmes, in collaboration with other
departments such as psychology, philosophy, sociology, neuroscience, Indian
languages, arts, music, history, literature, physical education, science and
mathematics. Moreover, all stand-alone TEIs will be required to convert to
multidisciplinary institutions by 2030, since they will have to offer the 4-year
integrated teacher preparation programme.
8. Definition :
• Teacher Education as per NCTE, “ a programme of education, research and
training of person to teach from pre-primary to higher education”.
• According to Goods Dictionary, “ all the formal and non-formal activities
and experiences that help to qualify a person to assume responsibilities of a
member of educational profession or to discharge his responsibilities more
efficiently”.
9. Aims of Teacher education :
The Education Commission (1964-66) said,” A sound programme of
professional education of teacher is essential for the qualitative improvement
of education.”
board aims of thecher education are :
To build a national system of teacher education based on India’s cultural
ethics.
To facilitate the realization of the constitutional goals and emergence of
social order
10. To prepare professionally competent teacher ton perform their roles
effectively as per the need of the society.
To enhance the professional and social status of teacher and development
among them a sense of commitment.
To produce professional teachers who have the theoretical knowledge and
understanding, combined with practical skills, competencies and
commitment to teach for high national standards.
11. Objectives of Teacher Education :
Better Understanding of the student:
Building Confidence :
Using Teaching Methodology :
Building Favourable Attitude :
Familiarizing with the latest in education :
12. Making Teacher Familiar with School Organisation :
Creating Social Insight :
Improving Standards :
Training of Democracy :
13. The in-service programme of Teacher Education (NCTE):
• To enable teacher to understand the changing educational and social
contexts and concerns.
• To help teacher explore new developments in their content and process of
subject they teach.
• To sensitize teacher with the educational problems of the disadvantaged
sections society.
• To empower them to realize the objectives of school curriculum in the light
of changing circumstances.
14. • To prepare them to accept and utilize the various educational potentialities
of information and communication technology.
• To prepare teacher for new roles that they may takes in career advancement.
• To increase the level of motivation of teacher , develop self-confidence and
help them to be committed and reflective teacher.
15. • National Curriculum Framework for Teacher Education (NCFTE) 2009 is
attempt to improve teacher education in India and to prepare ideal,
innovative , humane and affectionate teacher.
NCTE
NCF-
2005
RTE-2009
NCFTE-
2009
16. Elementary Level(NCFTE) :
Should have knowledge to identify, select and organizing the learning
content and learning experiences as per learns needs.
The teacher should have knowledge of first and second language.
To understand the physical, intellectual and social development of the
children.
Teacher should have knowledge to understand the psychological needs
(child content pedagogy ) of the learner at this stage and how they learns at
this stage.
17. Teacher should inculcate good habits in learners and prepare them
for society.
Always try to be a good example of role model for learner .
To make them of ICT to enhance learning .
To develop the holistically.
Teacher should create partnership between parents, school and community.
18. Secondary Level :
To make teacher aware of nature, purpose and issues of secondary education.
To empower the teacher to acquire understanding of child psychology.
Knows the various techniques through which total personality development take
place.
To make the learners to have environment awareness.
Teacher should have proper theoretical and practical knowledge of their
respective subject.
19. Senior Secondary Level:
To make them aware of vocational education or professional education course.
Proper guidance at this stage is important so the teacher should have skills to
guide them.
To guide the learner for self study and exploration or discovery learning.
Use of ICT for better and effectives presentation of content.
To develop national , democratic and International understanding also.
20. Higher Level :
To understand aims and objectives of education of higher education.
The college teacher should have competency to teach specialize disciplines and
have upto data knowledge at this stage.
To under stand the psycho-social needs of learners at this stages of education.
Motivate the learner for research from this stage to have higher degrees and make
them ready for that also.
Making them aware to understand the society as well develop as responsible
citizen.
21. Article :
Accreditation Models in Teacher Education:-
The cases of United States, Australia and India Abstract Teachers have
taken on a more critical role than ever before in our knowledge-based,
technologically sophisticated, global economy, where educational dropouts
and underachievers are consigned to secondary status. Accreditation’s main
goal is to assure that all students have competent, caring and qualified
teachers. This article follows the comparative method in order to get a deep
understanding of teacher education accreditation process in different cultures
(USA, Australia & India). This comparison is historically embedded
conscious of national differences, legal structures, private-public involvement
and the type of accreditation being offered. A classification of initial teacher
education and certification, aims & objectives, mission, governance, and
other areas will be made.
22. • In India, the National Assessment and Accreditation Council (NAAC)
came into existence with the mission to improve the quality and
standard of education at different levels, as it was rightly observed by
the Education Commission (1964-66) that the quality of pre-service
teacher education has not only improved but has actually shown signs
of deterioration (NCTE, 1996) (Dey, N., 2011). Thus; The Central
Government appointed the National Council for Teacher Education
(NCTE) as the academic authority to lay down the teacher
qualifications. The NCTE, vide its Notification dated 23rd August,
2010 laid down the teacher qualifications. These were modified on
29th July, 2011. One of the essential conditions specified in the
Notiication is that a person has to qualify a Teacher Eligibility Test
(TET) conducted by the appropriate Government, in accordance with
Guidelines prepared by the NCTE. The Guidelines on TET were
circulated on 11th February, 2011, and thereafter the Central
Government and several State Governments have conducted the TET
(Department of School Education & Literacy, 2012:11)
23. References :
Ghoneim, M.(2014,March). International Journal of Education and
Research Vol. 2 No. 3, https://www.ijern.com/journal/March-2014/08.pdf
Educationphile ,(2022,june.) Aims and objectives of Teacher
Education[video] Youtube https://youtu.be/5Ah7_7aHOJ0
Stair to Excellence(2022,January.) NCFTE(2009) Youtube
https://youtu.be/kLTBlg1H3Lc