Value Oriented Teacher Education in India: A Synoptic View (original) (raw)

In the age of globalisation, teacher education has adopted scientific materialism but has ignored the holistic human values due to western scientific progress. In this process, development of conscience is being overlooked where competence without developing character is creating people with arrogance, insensitivity and intolerance. Traditional teacher education emphasise on acquisition neglecting internalisation. Value oriented teacher education has been emphasized in various policy documents in India and present two year B.Ed. teacher education curriculum accommodates value along with ethics and harmony and, address them as desired in NCF 2005. Education for value and peace in present course aims at broadening notions of student-teachers about peace and peace education, their relevance and connection to inner harmony as well as harmony in social relationships across individuals and groups, based on Constitutional values. Banaras Hindu University has also suitably incorporated value education in B.Ed. curriculum. Appropriate foundation, teaching learning cycle, pedagogy, and evaluations are other factors necessary for strengthening of value education. Value oriented education is getting adequate attention in India as evident in current teacher education curriculum but it needs further strengthening by incorporating desired methods and regular monitoring. Present paper examines value oriented teacher education as emerging need, analyzes its Indian context especially curriculum framework and pedagogy, describes foundation, teaching learning cycle, pedagogy, and evaluations aspects to strengthen the value-oriented teacher education recommending its implementation in true spirit with sincere concerted efforts.