The objectives of the study are as under:
1. To examine the existing teacher education curricula in Assam in terms of its relevance to the emerging diverse educational contexts.
2. To study whether the exiting practice of teacher education curricula in Assam equip the trainees to meet their professional requirements.
3. To prepare a profile of the teacher educators of Assam.
4. To analyze the perception of stakeholders with regard to the prevailing teacher education programmes in Assam.
5. To study how far the existing teacher education programme in Assam are able to achieve their objectives in operation.
As population for the study, Gauhati University has been selected. The total number of B.Ed. colleges affiliated to this university as on 14.03.2005 is 26 among which 6 are Government B.Ed. colleges and 20 are Private B.Ed. colleges.
Out of the total B.Ed. colleges 6 colleges have been selected considering the types of management as well as regional variation in terms of districts. 3 Government B.Ed. colleges of three different district as well as 3 Private B.Ed. colleges for another three districts were selected.
The selected 6 colleges among which 3 Government B.Ed. colleges of three different district as well as 3 Private B.Ed. colleges for another three districts were selected.
Name of the tool:
Six tools of different types have been prepared which are as follows:
1. Questionnaire for content analysis
2. Observation Schedule
3. Questionnaire for teacher educators
4. Semi structured interview schedule
5. A questionnaire for beginner teachers
6. Semi structured interview schedule for other stakeholders
Name of the developer:
The tools administered in this study have been developed in a workshop organized at NCERT.
Method of Research:
Descriptive research method has been used for this study.
Techniques used for data analysis:
Both quantitative and qualitative analyses have utilized depending on the type of the objective as well as the nature of data. Content analysis was done for data analysis.
The findings of this study are as follows:
1. Curriculum contents:
For some theory papers, the general objectives as well as specific objectives are not stated clearly per paper. But in method papers objectives have been stated clearly. The integration between theory and practice is found to be weakest one in the theory papers.
2. Curriculum Transaction:
Micro teaching is found to be the best teaching-learning situation. Demonstration class and Co-curricular activities are the third areas where the parameters are found to be integrated.
3. Profile of teacher educator:
Majority of the teacher educators are in the age group of 30-40 years and distribution of male female teachers is approximately equal. The level of education of the majority of the teacher educators is post graduation with B.Ed. and very few are Ph.D. degree holders.
4. Perception of stakeholders:
The existing teacher education programme is partially effective, transactional procedure is mostly traditional, parent teacher association is not functional and the coordination between the B.Ed. colleges and community is not regular and rather occasional one.
5. Achievement of objectives of teacher education:
Inclusion of new issues, reflection of our cultural heritage, equilibrium between theory and practice, initiation of latest pedagogy, strengthening of community link and above all the enhancement of professionalism are some of the needed reforms in the existing curriculum.
The impact of globalization, the concept of internationalization, information and communication technological revolution, the paradigm shifts in different aspects of teacher education, are marginally reflected in the state teacher education programme. In the context of changing social scenario, a new perception is required for the interaction process inherent in any teaching learning process. The teacher education institution should attempt to prepare a group of dedicated, committed teachers who could take the responsibility of building a future from the present day classrooms.
Keyword(s): Teacher Education, Pre-Service, Perspectives, Practices, Prospects, Curriculum Contents, Curriculum Transaction.