Abstract
India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.
Highlights
At different platforms, lot of attention is being drawn towards the existing quality of education at school level in the country
Teacher Education Programmes continue to train and equip the teachers to adjust to the needs of an education system where education is seen as the transmission of information and learning reproduced from textbooks
The analysis revealed some hard truths about the attitude of teacher educators
Summary
Lot of attention is being drawn towards the existing quality of education at school level in the country. As noted by the Yashpal Committee Report (1993) on Learning without Burden, “...inadequate programmes of teacher preparation lead to unsatisfactory quality of learning in schools. The content of the programme should be restructured to ensure its relevance to the changing needs of school education. The emphasis in these programmes should be on enabling the trainees to acquire the ability for selflearning and independent thinking.”. The teachers are prepared through (a) the meticulous planning of lessons in standardised formats, (b) the custom of fulfilling the required number of lessons delivered and supervised, (c) the convention of organising school assemblies and other routine activities and (d) the formal procedure of completing the required number of written assignment and projects
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