Objectives of the study:
To prepare three sets of questionnaire/test for three B.Ed courses followed by RIE and MDS University Ajmer and Himachal Pradesh, University separately based on its common approaches and the curriculum contents.
To analyze B.Ed curriculum/syllabi in respect to its predetermined aims, instructional/expected behavioral objectives and learning outcomes.
To analyze and interpret whether the contents outlined do fulfill the objectives of the course and help in the promotion of teacher envisioned with the national perspectives.
To analyze the efficacy of the content, methods of implementation, contrast and collate the compulsory courses; subject-wise, content wise and time wise.
To analyze the practice teaching in terms of duration and the number of lessons, its implication, impact and power of capacity building in the teacher as expected.
To analyze the inherent shortcomings of the courses designed.
To seek the opinions and observations of the students teachers through the questionnaires about the knowledge they could gain and the perception they could form about the respective B.Ed courses/curriculum.
To study other dimensions of the curriculum followed, if the need arises.
Data collected from 100 student teachers.
Three sets of 20-20 items of Questionnaires booklets based on three sets of B.Ed curriculum-contents-parameters were used for the study.
Method of the design:
The general aims of the B.Ed. Two years secondary needs to be envisaged like the one year B.Ed of MDS University. The student teachers should be exposed to these aims emphatically before plunging into teaching as per the instructional objectives that vary from topic to topic.
The instructional objectives have been clearly identified and set for the two year B.Ed curriculum like one yer B.Ed of the MDS University. The curriculum of Himachal University is to be worked upon seriously.
The mismatch or gap or lag in the aims and the instructional objectives were recorded invariably in all the curriculum. Clarity of aims and objectives were rarely coherent and judicious. Sequencing of the statements was a great problem. Education cannot be the medicine to the entire social and the national ills. Over stated ambitions hardly pay.
Instructional objectives described hardly match with the contents taught in the classroom situation. Mismatch recorded to the extend to 20, 25-30 and 30-35% at-least. If the formula is wrong, the wrong results are bound to follow. The instructional objectives and the contents seem to pull in diverse direction. Sincere thoughts need to be given to rectify.
The methods approved or prescribed for organizing teaching and learning in the classes get rarely practiced. Group discussion, proper and required interaction, remedial teaching, uses of innovative practices including the mass media and the educational technology do not find place in the scheme of transacting or delivering the contents qualitatively leaving the students on the tender hooks of half understanding. Implementation is defective and needs to be open and attractive.
Though efforts have been made to keep balance in the content, methods of delivery, communication, understanding and expression on students side but the same has inherent contradictions.
The students hardly are in know how the basic approaches and principles attached with the uses and applications the B.Ed curriculum. They simply mean it as the process of getting a certificate to become a teacher somehow. Even they pass with high percent of marks too.
The time allotted for internship in teaching is enough but requires to reset with equal division of duration/time in two year B.Ed.
The students of Himachal University approximately 70% and the MDS University more than 60% keenly desired to effect improvement and modifications in the two respective curriculums and its content for quality attainment.
The students favor maximum uses of the educational technology in the classes to make the teaching effective, interesting and motivating.
More than 80% B.Ed students of himachal University favored the continuance of two year B.Ed as it is qualitative and more useful where as more than 75% students of MDS University favored the continuance of one year B.Ed only. One of the students remarked two years B.Ed is a time consuming. A single student of MDS University observed to increase the B.Ed duration to one and half years.
More than 75% felt the need of computer education.
The students of Himachal University scored the highest percentage (in positive responses/observations) to the tune 80% in overall outcomes where as 78% in individual items. In the same way the achievement of the second year of B.Ed students restricts to 78% and 77.4% only.
The one-year B.Ed, 25 students of M.D.S University overall performances are 71.2% and 72% (in individual items). The first year of two B.Ed, 25 students overall performance was 76.4% and 75.4% respectively.
Though the outcomes seem praiseworthy but the story is different one. The quality analysis of the three curriculum actually revealed the truth as how far the existing curriculum are suitable and justified?
The college teachers desired to make the one-year B.Ed courses rigorous and practical. At the same time they felt the need to enrich and empower the College of Teacher Education adequately for making it more vibrant and functional.
One issue that two-year B.Ed secondary course is qualitatively/superior by all practical and useful standard but is not so popular. The states prefer to continue with only one B.Ed.
The two years B.Ed curriculum prepares the students for ten competency categories to reach, five commitment areas to tackle and five performance areas to work in the best interest. More 75% student teachers accepted this paradigms set by NCTE(1998). However this question was put to the Two B.Ed students one. Other students may not stand to the theme.
Keyword(s): Curriculum, Quality content Analysis