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Greetings & welcome to (Teacher Education and Research: An Introductory Approach). This book is designed with the intention of closing the divide between theoretical knowledge and application in the realm of teacher education. Being educators ourselves, we comprehend the profound impact of proficient instruction and the crucial significance of ongoing research in improving instructional methods.
In the current dynamic educational context, characterized by the rapid advancement of technology, the presence of various student needs, and the influence of global concerns, the importance of instructors has reached unprecedented levels. This book aims to provide both inexperienced educators and experienced professionals with the fundamental information and research abilities necessary for successful teaching in the 21st century.
The purpose of this book is two-fold: firstly, to offer a thorough examination of important concepts and theories in teacher education, and secondly, to emphasize the importance of research in guiding and enhancing instructional practices. Every chapter is meticulously designed to actively include readers in the process of analyzing, applying, and investigating the latest research trends.
We extend an invitation to individuals who are pre-service teachers, working educators, or researchers in the field to join us on this journey. Join us as we probe into the dynamic convergence of theory, practice, and research that will shape the future of education.
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TITLE |
PAGE NO. |
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CHAPTER:01 |
INTRODUCTION TO TEACHER EDUCATION |
1-18 |
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1.1 INTRODUCTION |
2 |
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1.2 MEANING AND NATURE OF TEACHER EDUCATION |
3 |
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1.3 NEED OF TEACHER EDUCATION |
7 |
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1.4 SCOPE OF TEACHER EDUCATION |
8 |
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1.5 OBJECTIVES OF TEACHER EDUCATION |
10 |
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1.6 TYPES OF TEACHER EDUCATION PROGRAMS |
12 |
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1.7 CHANGING CONTEXT OF TEACHER EDUCATION IN THE INDIAN SCENARIO |
15 |
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CHAPTER:02 |
GLOBAL SCENARIO: CHANGING CONTEXT OF TEACHER EDUCATION |
19-33 |
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2.1 INTRODUCTION |
20 |
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2.2 21st CENTURY’S TEACHER EDUCATION PROGRAMME |
22 |
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2.3 TEACHER EDUCATION IN PRE-INDEPENDENCE INDIA |
23 |
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2.4 UNDERSTANDING KNOWLEDGE BASE TEACHER EDUCATION |
31 |
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CHAPTER:03 |
REFLECTIVE TEACHING AND STRATEGIES |
34-38 |
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3.1 MEANING OF REFLECTIVE TEACHING |
35 |
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3.2 STRATEGIES FOR PROMOTING REFLECTIVE TEACHING |
37 |
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CHAPTER:04 |
MODELS OF TEACHER EDUCATION |
39-48 |
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4.1 INTRODUCTION |
40 |
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4.2 BEHAVIORISTICS |
40 |
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4.3 COMPETENCY-BASED MODEL |
41 |
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4.4 PROCEDURE OF STUDENT-TEACHING PRACTICE |
42 |
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4.5 INQUIRY ORIENTED MODEL |
43 |
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4.6 FIELD-BASED MODEL OF TEACHER EDUCATION |
44 |
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4.7 ONLINE AND DISTANCE LEARNING MODELS IN TEACHER EDUCATION |
45 |
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4.8 THE INTEGRATED MODEL OF TEACHER EDUCATION |
47 |
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CHAPTER:05 |
CATEGORIZATION OF TEACHER EDUCATION PROGRAMS |
49-63 |
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5.1 INTRODUCTION |
50 |
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5.2 PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION |
51 |
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5.3 IMPORTANCE OF IN-SERVICE EDUCATION FOR TEACHERS |
56 |
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5.4 MODELS OF IN-SERVICE EDUCATION FOR TEACHERS |
58 |
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5.5 CURRICULUM AND EVALUATION OF PRE-SERVICE TEACHER EDUCATION |
59 |
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5.6 ORIENTATION AND REFRESHER COURSES |
62 |
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CHAPTER:06 |
TEACHER EDUCATION AGENCIES |
64-83 |
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6.1 INTRODUCTION |
65 |
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6.2 AGENCIES OF TEACHER EDUCATION AT STATE LEVEL |
65 |
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6.3 AGENCIES OF TEACHER EDUCATION AT NATIONAL LEVEL |
71 |
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6.4 AGENCIES OF TEACHER EDUCATION AT INTERNATIONAL LEVEL |
79 |
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CHAPTER:07 |
PRIMARY AND SECONDARY LEVELS OF TEACHER EDUCATION |
84-106 |
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7.1 INTRODUCTION |
85 |
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7.2 PRIMARY LEVEL |
88 |
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7.3 OBJECTIVES OF TEACHER EDUCATION AT PRIMARY LEVEL |
90 |
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7.4 ROLE AND COMPETENCIES REQUIRED FOR THE TEACHER AT THE PRIMARY LEVEL |
91 |
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7.5 STRUCTURE OF TEACHER EDUCATION PROGRAMME AT PRE-PRIMARY & PRIMARY LEVEL AS RECOMMENDED BE NCTE |
92 |
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7.6 OBJECTIVES OF TEACHER EDUCATION PROGRAMME AT SECONDARY LEVEL AS RECOMMENDED BY THE NCTE |
95 |
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7.7 OBJECTIVES OF TEACHER EDUCATION PROGRAMME AT HIGHER SECONDARY LEVEL AS RECOMMENDED BY THE NCTE |
97 |
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7.8 STRUCTURE OF TEACHER EDUCATION PROGRAMME AT SECONDARY AND HIGHER SECONDARY LEVEL AS RECOMMENDED BY THE NCTE |
98 |
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7.9 NATIONAL CURRICULUM FRAMEWORK FOR TEACHER EDUCATION PROGRAMME AT SECONDARY LEVEL AS RECOMMENDED BY THE NCTE |
100 |
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7.10 NATIONAL CURRICULUM FRAMEWORK FOR TEACHER EDUCATION PROGRAMME AT HIGHER SECONDARY LEVEL AS RECOMMENDED BY THE NCTE |
100 |
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7.11 ROLE AND COMPETENCIES REQUIRED OF THE TEACHER AT THE SECONDARY LEVEL |
103 |
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7.12 ROLE AND COMPETENCIES REQUIRED OF THE TEACHER AT THE HIGHER SECONDARY LEVEL |
105 |
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CHAPTER:08 |
PROBLEMS AND MAJOR ISSUES IN TEACHER EDUCATION |
107-126 |
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8.1 INTRODUCTION |
108 |
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8.2 ISSUES IN TEACHER EDUCATION |
109 |
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8.3 PROBLEMS OF TEACHER EDUCATION |
111 |
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8.4 SUGGESTIONS FOR IMPROVING THE CONDITION OF TEACHER EDUCATION |
114 |
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8.5 MAINTAINING STANDARDS IN TEACHER EDUCATION |
118 |
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8.6 ADMISSION POLICIES AND PROCEDURES FOR STUDENT TEACHERS |
121 |
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8.7 RECRUITMENT OF TEACHER EDUCATORS |
123 |
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CHAPTER:09 |
RESEARCH IN EDUCATION |
127-141 |
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9.1 MEANING AND SCOPE OF EDUCATIONAL RESEARCH |
128 |
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9.2 MEANING AND STEPS OF SCIENTIFIC METHOD |
132 |
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9.3 CHARACTERISTICS OF SCIENTIFIC METHOD |
133 |
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9.4 TYPES OF RESEARCH |
135 |
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9.5 APPROACHES TO EDUCATIONAL RESEARCH |
141 |
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CHAPTER:10 |
DESIGNS IN EDUCATIONAL RESEARCH – Part 1 (QUALITATIVE RESEARCH DESIGNS) |
142-160 |
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10.1 INTRODUCTION |
143 |
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10.2 PURPOSE OF RESEARCH DESIGN |
143 |
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10.3 QUALITATIVE RESEARCH DESIGNS |
143 |
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10.4 GROUNDED THEORY DESIGNS |
144 |
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10.5 NARRATIVE RESEARCH DESIGNS |
151 |
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10.6 ETHNOGRAPHY |
156 |
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10.7 PHENOMENOLOGY |
158 |
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10.8 CASE STUDY |
159 |
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CHAPTER:11 |
DESIGNS IN EDUCATIONAL RESEARCH – Part 2 (QUANTITATIVE RESEARCH DESIGNS) |
161-164 |
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11.1 INTRODUCTION- QUANTITATIVE RESEARCH DESIGNS |
162 |
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11.2 DESCRIPTIVE DESIGNS |
163 |
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11.3 EXPERIMENTAL DESIGNS |
163 |
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11.4 CORRELATIONAL DESIGNS |
164 |
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11.5 CAUSAL-COMPARATIVE (EX POST FACTO) DESIGNS |
164 |
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CHAPTER:12 |
DESIGNS IN EDUCATIONAL RESEARCH – Part 3 (MIXED METHODS RESEARCH DESIGNS) |
165-168 |
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12.1 INTRODUCTION- MIXED METHODS RESEARCH DESIGNS |
166 |
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12.2 CONVERGENT PARALLEL DESIGN |
167 |
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12.3 EXPLANATORY SEQUENTIAL DESIGN |
167 |
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12.4 EXPLORATORY SEQUENTIAL DESIGN |
168 |
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12.5 EMBEDDED DESIGN |
168 |
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12.6 MULTIPHASE DESIGN |
168 |
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CHAPTER:13 |
DESIGNS IN EDUCATIONAL RESEARCH – Part 4 (SPECIALIZED RESEARCH DESIGNS) |
169-172 |
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13.1 INTRODUCTION- SPECIALIZED RESEARCH DESIGNS |
170 |
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13.2 CROSS-CULTURAL RESEARCH |
171 |
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13.3 LONGITUDINAL PANEL DESIGN |
171 |
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13.4 EVALUATION RESEARCH DESIGN |
171 |
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13.5 ACTION RESEARCH DESIGN |
172 |
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13.6 CASE STUDY RESEARCH DESIGN |
172 |
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CHAPTER:14 |
TYPES OF MEASUREMENT SCALE |
173-195 |
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14.1 INTRODUCTION |
174 |
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14.2 QUANTITATIVE DATA ANALYSIS |
180 |
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14.3 DESCRIPTIVE DATA ANALYSIS |
184 |
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14.4 TESTING OF HYPOTHESIS LEVELS OF SIGNIFICANCE |
192 |
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CHAPTER:15 |
RECENT TRENDS AND INNOVATIONS IN TEACHER EDUCATION RESEARCH |
196-201 |
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15.1 INTRODUCTION |
197 |
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15.2 KEY TRENDS AND INNOVATIONS IN THIS FIELD |
198 |
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15.3 EXAMPLES |
200 |
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CHAPTER:16 |
PROFESSIONALIZING THE TEACHER AND TEACHER EDUCATION |
202-231 |
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16.1 DEFINING PROFESSIONALISM IN TEACHER EDUCATION PROGRAMS |
203 |
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16.2 CONCEPT OF PROFESSIONALISM |
204 |
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16.3 DEVELOPING PROFESSIONALISM FOR TEACHER EDUCATORS |
206 |
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16.4 PERSONAL AND CONTEXTUAL FACTORS AFFECTING TEACHER DEVELOPMENT |
213 |
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16.5 ICT INTEGRATION |
216 |
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16.6 QUALITY ENHANCEMENT FOR PROFESSIONALIZATION OF TEACHER EDUCATION |
218 |
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16.7 INNOVATION IN TEACHER PROFESSION |
219 |
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16.8 PROFESSIONALISM IN TEACHING |
220 |
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16.9 ROLE OF TEACHER EDUCATION |
224 |
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16.10 PROFESSIONAL LEARNING - TEACHING FOR GLOBAL COMPETENCE |
228 |
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APPENDIX |
232-236 |
Dr. N.Sumathi
Dr. N.Sumathi is an Assistant Professor in Department of English and other Foreign Languages, SRM Institute of Science & Technology. She is passionate about teaching literature. She is passionate about encouraging students towards achieving English skills both in creative writing and acquiring language skills. She is a certified trainer in TEFL/TESOL. Her field of interest includes discussing philosophical ideas of great thinkers, critical theories in literature, poetry (writing and teaching), teaching plays and encouraging students for enacting the plays, Journalism, Women studies and feminism and teaching grammar and language skills. She has published many research papers in Scopus indexed journals and UGC care listed journals and has presented in various conferences. She has acted as resource person for various seminars, workshops and other programmes. She has mentored students for various projects. She has co-authored various books in the field of Literature, Education, Psychology and Value Education.
Dr Raihana Malik
Dr Raihana Malik (MA MEd PhD Education) working as Assistant Professor School of Education and Training Maulana Azad National Urdu University Hyderabad She has more than 17 years of teaching experience in the domain of Teacher Education.She is known for her expertise in pedagogy and educational theory.A number of scholars have been awarded PhDs under her supervision.She is the editor and author of many books and has published a good number of research papers and general articles on the subject in various National and International journals. Her research areas of interest are educational psychology,special and inclusive education.She is presently posted at MANUU College of Teacher Education,i Srinagar.
Dr. Naveen Kumar M.
Dr. Naveen Kumar M. completed M.Sc from Kuvempu University, M. Ed from Regional Institute of Education, NCERT, Mysore, cleared UGC-NET JRF (Education) and obtained Ph. D. (Education) from Centre of Advanced Study in Education (CASE), Faculty of Education and Psychology. The M.S. University of Baroda. Presently working as Assistant Professor in Maulana Azad National Urdu University (Central University). He has 9 years of experience as an Educationist. His areas of specialization are Inclusive Education, Teacher Education, Science Education and Educational Sociology. He has published research papers in various International journals. He has presented papers in National and International seminars and conferences.
Dr. Rakesh Chander
Dr. Rakesh Chander ,a Doctorate in Public Administration , UGC NET qualifier in both Public Administration and Education supports positive social change through education.He has a vast experience as a School Principal and a Teacher Educator. Dr. Siwach believes that an action research not only enables the teachers to meet the challenges in the classroom effectively but also develops her intrinsic teaching aptitudes and attitudes along with raising her motivational level which ultimately affects the teaching & learning process as well as the learners to a great extent. Dr.Chander was awarded Samaj Gaurav Samman by Dr A R Kidwai ,the then Hon.Governor of Haryana at Raj Bhawan, Haryana on 5th Oct.2005 for his contribution in the field of Education.
Dr. Kailas Aute
Dr. Kailas Aute is an esteemed Professor of English at Smt. CHM College, Ulhasnagar-03, affiliated with the University of Mumbai. With a distinguished academic profile encompassing an MA, M.Phil., Ph.D., UGC-NET, and LLB qualifications, he brings a wealth of knowledge and experience to his teaching role. With over 18 years of teaching experience, Dr. Aute has emerged as a respected Ph.D. Research guide, successfully supervising numerous research projects in the fields of Ethnicity Studies, Diaspora Studies, Drama, Comparative Literature, Gender Studies, Green Studies, and Indian Writing in English. His scholarly contributions are evident through his extensive publications and active participation in conferences. Dr. Aute's dedication and commitment to education were recognized with the Best Teacher award in 2020. Furthermore, his leadership as Vice Principal played a pivotal role in the NAAC Process of his college, reflecting his administrative skills and commitment to quality education. Dr. Aute's influence extends beyond his institution, as he contributes significantly as a valued member of the Board of Studies for English at HSNC University and Wadia College, Pune.
