Value Oriented Teacher Education in India: A Synoptic View (original) (raw)
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Integrating Value Education in Teacher Education Curriculum in the Context of India
International Journal of Transformation in English & Education [ISSN: 2581-3951(online)], 2016
A most important reason for integrating value education in teacher education curriculum is the fact that the current model of education contributes to the lopsided development of students. The present model of education puts exclusive focus on cognitive to the total neglect of the affective domain. This gives rise to alienation between head and heart. Students are nurtured in a spirit of excessive competition. They are trained right from the beginning to relate to aggressive competition. The individual excellence is promoted at the cost of emotional and relational skills. Young students hardly figure out why they are in school, why they are studying different subjects and how their schooling will be helpful to them. Their understanding is confined to parroting about the subjects. They don't know how they should live their lives; commit themselves to the welfare of the country. They hardly bother about the environment and other social and moral issues. They hardly know as to what sort of persons they hope to become when they complete their education. Education of this kind reduces children into automated toys.
VALUES IN TEACHER EDUCATION: ISSUES AND CHALLENGES
Ancient Indian Education was value based. Dealing with values and moral issues is recognised as an integral part of teachers' roles. Now, education has an enormous role to play in the social, intellectual and political transformation of the world. Parents, communities and government have always expected schools to develop students who would contribute to the society in which they live. Effective teaching practices in imparting value education have ranges from storytelling, exhibitions, skits, one act play and group discussions to various other formats. In the information technology age, it can be hard to get a grip on the evolving roles of teachers. It can seem as if the role of teachers has grown immensely; they are now expected to be tech-savvy, computer literate and at the cutting edge of education. To inculcate values the necessary curriculum and skills required for a teacher educator. The role of the educators become more challenging & rewarding, in terms of the inculcating the values among the learners. The proper assimilation of these values by a teacher educator can be done through their positive role and prescribed means. What are values and their role in promoting multicultural values education and social justice in Teacher Education Programs that are directly related to school education? Keeping in view the need of the value inculcation in prospective teachers, this article addresses the issue of teachers' training for value education, some changes that need to occur in pre-service teacher education in order to inculcate values for betterment of the next generation education. Abstract SRJIS/BIMONTHLY/SURJEET SINGH (3262-3268)
IMPACT OF GANDHIAN VALUE BASED TEACHER EDUCATION ON MORALE VALUES OF B.ED. STUDENTS
International Journal of Advance and Innovative Research, 2019
The modern materialistic India, which in the path of development, raises our standard of living but declines our standard of life i.e. the value of life. On account of population explosion, knowledge explosion (science and technology) and material explosion man has started moving towards the wrong path by considering material comforts of the world as real happiness. At present political, economic, social and moral rights as well as values are downgrading and exploiting. In the course of development, we have to think of these problems and try to find out the solutions best suited to our needs. It is the Gandhian Value System which can be used to reinvent idealistic and humane values among school students, but first these values must be inculcated in the teachers who are teaching them. The basic idea behind the value based education is that the education should not only enable a learner to earn more and but also to build his character. Similarly, value based teacher education aims at inculcating values in teachers in addition to merely concentrating on teaching skills and subject matter. This research paper aims To assess the attained understanding of B.Ed. Students about Gandhian Thoughts and values by giving them intervention in form of participation in Gandhi Vichar Sanskar Pareeksha-2018 and also to analyze the influence of GSVP exam on moral values of participants of the exam.Statistical analyses revealed significant influence of intervention on morality scale of students
Value Oriented Education: A Quality Teaching Perspective
This paper highlights the value oriented education. Defining value education as education itself, the author advocates the need for the preparation of a teacher as an agent for social change, to equip him or her to deliver the quality of values as per the situation and explore the process by which children develop values essential for living in the society. Teachers need to be trained to create situations and be imaginative to reflect on that situation by making students aware of values and highlighting its need. Values education can take place at home, as well as in schools, colleges, universities, offender's institutions and voluntary youth organisations. In this direction, radical change in human consciousness is needed, so that human beings conduct themselves in more desirable directions to shape their life patterns by strengthening their beliefs and by integrating facts, ideas, attitudes and actions. This will also help clarify their aims in life as well as processes to achieve them. This paper emphasises that value education in modern context is considered much wider, transcending the boundaries of religions and encompassing ethical, social, aesthetic, cultural and spiritual values. Value-oriented education needs to be realistically achievable in consonance with the academic framework of a school. Values are not only taught overtly, but are also embedded in the patterns of social relations and interactions, the codes of conduct, modes of discourse amongst students themselves as they partake of school life, and in their interactions with teachers and administrators etc.. So the encounter of values education is a complex cultural practice. Value Education refers to planned educational actions aimed at the development of proper attitudes, values, emotions and behaviour patterns of the learners. Teaching is both an intellectual and moral enterprise; therefore there isn"t a point in time or stage during the teaching or preparation that values aren"t a part of the process Ball and Wilson (1996). Ball and Wilson (1996) further argue that in the process of teaching teachers are striving to establish and maintain the integrity in teaching, this process being dependent upon the interplay of commitments, values, beliefs and understanding of students, subject matter, professional communities and parents. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time.
VALUE EDUCATION IN EDUCATIONAL INSTITUTIONS AND ROLE OF TEACHERS IN PROMOTING THE CONCEPT
Values are the beliefs about what is right, what is wrong and what is important in life. These values are gained from differences sources. Value education is important to give for any individual. The good values have to be inculcated in the individual's mind right from their childhood. In this context, the educational institutions play a major role in giving value education to the children from their school age itself. By understanding the need of the 'Value Education' for the children and students, this paper discusses about the definition of Value Education, its need, aims, objectives, its evolution in India, how is it taught globally and also analyzed the role of teachers in promoting the concept.
Education for values in school CBSE
The whole enterprise of education is extricably linked with the development of values. Devoid of the potential to nurture values, education losses its heart and soul. No one who attempts to depict the spirit of age in which we live can possibly overlook the importance of education for values. Peace and security are facing new challenges that could have negative implications if we do not address them positively. The malleable years of youth in schools are crucial. Whatever is learnt and imbibed will determine to how students would live out their lives in future. The concern about value degradation is not new to this era. Even before independence such concern were pronounced in policy documents. Policy makers and educators have all along seriously mediated on this concern and have been trying to discern the potential of schooling, pinning their hopes on education to fulfill the aspirations and expectations of the public and the society.
People: International Journal of Social Science, 2018
Value development of individuals is routed on the native culture. The native dogmas of axiology create the most suitable values of a society. This paper explores the teacher educators' perception on native and nonnative dogmas as precursors of value education. Major objectives of the study are to find out whether Indian Teacher Educators' attitude towards implementing value education in teacher education is favorable or unfavorable and to identify teacher educators' discernments on value education that precursor the native and nonnative dogmas. Sample is 208 teacher educators of South India. Attitude scale, inventory and interview are the tools used. Quantitative and qualitative methods were used for analyses. It is found out that teacher educators have favourable attitude towards implementing value education. The discernments of teacher educators is that native dogma based value education enhances better value quintessence. More than 80% of teacher educators support the value education that based on native dogmas. 10% has neutral attitude and 8.65% supports nonnative dogmas. The paper suggests development of value education based on native dogmas. It also suggests development of value education from indigenous value concepts to international value theories.
Curricular Practices in Teacher Education with Regards to Value Education
2018
In India, a large part of population is in schools and colleges. It is the teachers' responsibility to cater to today's educational need of students. Teachers have to work hard to develop all aspects of personality inculcate knowledge, skills and values. Well educated students will become responsible citizens and will be able to can contribute to the society and country's economy too. To cater to this emerging need teacher has to be equip with competence and skills. Curriculum has to be analysed and modified according to the requirement. Right to education act, 2009 provided free and compulsory education for all children of 6-14 years. It provides equal opportunity to all. To achieve this aim of Education For All (EFA) and Serve Shiksha Abhiyan (SSA) integrated and inclusive approach would be taken. This paper analyses the curricular practises in teacher education programmes at different levels. It examines how far the teacher education programme equips the teacher with ...
Values Education for Promotion of Peace in North East India
Journal of Tribal Studies, 2019
Peace is both a concept and a reality that we experience in life. We have conflicts in the society for various reasons including the negligence of the core human values like respect, honesty, kindness, fairness, etc. This article argues that values education will create and promote peace in the society.
Value crisis in present scenario and status of training in value education in TEIs and schools
This paper highlights the Value crisis in present scenario and status of training in value education in TEIs and schools. As a great man has said-"Commerce without morality, Science without humanity, politics without principles and education without values is not only useless but also very dangerous." These words lay a great stress on the importance of morals, ethics and values in one"s life. Today our schools are concentrating on delivering academic achievement to the students. Less concentration is given to their personal behaviour. The attitude of today's young generation made me think twice that the implementation of value and moral education is a must for the youth. Even the behaviour of the youth towards the elders in discourteous ways is really worrisome. From the child hood onwards parents & teachers should give proper guidance. All the schools should implement suitable programmes to make the students aware about the importance of value education from the prior stages of development. It may of course be simplistic to identify only two areas: values education and "the rest." It also refers to significant changes in the educational system itself, in the nature of its inputs (students, teachers, facilities, equipment, and supplies); its objectives, curriculum and educational technologies; and its socioeconomic, cultural and political environment. Values are not only taught overtly, but are also embedded in the patterns of social relations and interactions, the codes of conduct, modes of discourse amongst students themselves as they partake of school life, and in their interactions with teachers and administrators etc..