E-journal of All India Association for Educational Research (EJAIAER)

 

    VOL.20                            Nos:  3 & 4                 September & December, 2008

 

ELEMENTARY PRE-SERVICE TEACHER EDUCATION IN KARNATAKA

 

Vijaya Kumari S. N.

                                                                                    Mini K. J.

INTRODUCTION

The teacher in the emerging Indian society has a very pivotal role to play in the social reconstruction and in transmission of wisdom, knowledge and experiences of one generation to another. Children are the potential wealth of a nation. They are always exposed to the information of the teacher. It is therefore necessary to realize that the emerging Indian society can achieve all round development with the help of the teachers who acts as a powerful agency in transmitting its cherished values. The qualities of Primary Schools are dependent largely upon the quality and character of the teacher. The quality of the teacher depends upon the soundness of Pre – service Teacher Education programme they undergo. The Pre-service Teacher Education Programme is a programme to develop individuals for a particular profession that is to be a teacher. Teacher education programmes should accordingly provide for a comprehensive coverage of professional knowledge, understanding attitude interest values and skills and have strong functional orientations. For this teachers have to be trained and their preparation depends on the quality of the entire Teacher Education Programme. To improve the Pre-service Elementary Teacher Education the curriculum was revised and implemented from the academic year 2002-03 and was renamed as Diploma in Education (D. Ed). D. Ed is the Pre-service Elementary Teacher Education course provided in Karnataka State since 2002-03. The duration of the course is 2 ˝ years which includes six months internship. The curriculum of the course includes general pedagogical subjects and practicums are spread over for first and second years to generate a sound and relevant knowledge base and transaction skills.

 

NEED FOR THE STUDY

One of the major inputs towards enhancing the quality of teaching and learning in schools as well as the Teacher Education Institutions would be the extent to which research out puts and the outcomes of innovations are utilized by the system. Researches on Teacher Education are being conducted in Universities, national level institutions and other establishment but their utility for the Teacher Educators or the classroom teachers remains low. The last five decades have witnessed several attempts to change modify and indigenize the inherited system of Teacher Education. The system however continues to function more or less on the same principles; similar content and approaches characterized by continuity and unwillingness to change the existing programme of Teacher Education at Primary and Secondary stages. The developments and changes over the last two decades forced the education system to change to the changing demands of the society. Accordingly curriculum for the Pre-service Elementary Teacher Education was renamed during 2002-03 and the course was rendered as Diploma in Education (D. Ed.).  Just like any other programme, there was confusion and opposition from the teacher educators and pre-service teachers especially with regard to internship programme, microteaching and action research. To give feedback to the policy makers there was a need of undertaking a systematic study about the programme. Hence the researches felt the need of undertaking this study after Two years of implementing the programme.

 

OBJECTIVES

1.To study the opinion of Teacher Educators, Pre-service Teachers and School Teachers with respect to  Practice in Teaching   and Internship

2. To study the Opinion of Teacher Educators and Pre-service Teachers with respect to Subject Specialization; General Pedagogy; Micro Teaching; and Co-Curricular Activities

3.To study whether there exists any difference in  the Opinion of Teacher Educators and Pre- service Teachers with respect to Micro Teaching.

4.To study whether there exists any difference in the  Opinion of Teacher Educators and Pre – service Teachers with respect to Subject Specialization.

5.To study whether there exists any difference in the opinion of Teacher Educators and Pre-service Teachers with Respect to General Pedagogy.

6.To study whether there exists any difference in  the Opinion of Teacher Educators and Pre-service Teacher with respect to Co-Curricular Activities.

7.To study whether there exists any difference in  the Opinion of Teacher Educators, Pre-service Teachers and school Teachers with respect to Practice in Teaching.

8.To study whether there exists any difference in the Opinion of Teachers Educators, Pre-service and School Teachers with respect to  Internship

 

HYPOTHESES

1.There is significant difference between the Opinion of Teacher Educators and Pre-service with respect to Micro Teaching.

2.There is significant difference between the Opinion of Teacher Educators and Pre-service Teachers with respect to Subject Specialization.

3.There is significant difference between the Opinion of Teacher Educators and Pre-service Teachers with respect to General Pedagogy.

4.There is significant difference between the Opinion of Teacher Educators and Pre-service Teachers with respect to Co-Curricular activities.

5.There is significant difference between the Opinion of Teacher Educators, Pre-service Teachers and School Teachers with respect to Practice in Teaching.

6.There is significant difference between the Opinion of Teacher Educators, Pre-service Teachers and School Teachers with respect to Internship.

 

METHODOLOGY

The descriptive survey method was used to study the Opinion of Teacher Educators, Pre-service Teachers and School Teachers of Coorg District about D.Ed Programme. The survey was carried out in three phases:

I: Selection of the variables involved in the study and Construction and validation of the tool

II: Selection of the Sample for the study and Collection of data using the prepared tool

III.Analysis of data using suitable statistical procedure and Interpretation of data

 

Variables in the Study

The variables taken for the present study by the investigator were as follows.

Teacher Educators: The Teacher Educators are those who are qualified with the degree of Masters of Education engaged in training the students who have joined the D.ED College’s with the aim of becoming a teacher.

Pre-service Teachers: Pre –service Teachers are those II year students of D.ED colleges who have joined the institution to be trained to become a successful teacher in future.

School Teachers: School Teachers are those teachers working in the schools where the teacher trainees are allotted for undergoing Practice Teaching and Internship training.

D. Ed Programme: It consists of both cognitive and non-cognitive aspects of the D. Ed course prescribed in the D. Ed. Curriculum of Karnataka State. In the present study only the Subject Specialization, General Pedagogy, Micro-teaching Co-curricular Activities, Practice in teaching and being taken into consideration.

 

Population

In the present study the population represents the Teacher Educators, Pre-service Teachers of D. Ed colleges and School Teachers of Primary Schools of Coorg District.

 

Sample

For the present study twelve Teacher Educators, hundred and forty – five Pre-service Teachers and hundred Schools Teachers were selected using simple random technique.

 

Tools

Opinionnaire on D.Ed Programme: The tool has two parts A and B. Part A has the statements related to subject specialization, general Pedagogy, Micro Teaching and Co-curricular Activities Part B has the statements related to Practice in Teaching and Internship.

 

Procedure

Phase 1: The Researcher visited the D.Ed colleges and Primary Schools of Coorg District. The purpose of the study was explained to the Head of the Schools and obtained the permission to administer the Opinionnaire on D. Ed Programme.

Phase II: The Researcher explained the purpose for which the study was being conducted and Teacher Educators were requested to respond to the Opinionnaire.

Phase III: The Researcher personally presented the Opinionnaire to the School Teachers and requested them to respond to the Opinionnaire. The Researcher collected the answered Opinionaire personally.

Phase IV: The data received was recorded and analysed by Researcher.

 

Locale of the Study: Coorg District

 

FINDINGS

Teacher educators and pre-service teachers differ significantly in their opinion with respect to micro teaching. Pre-service teacher opinion was significantly more favorable than that of the teacher educators. Teacher educators and pre-service teacher differ significantly in their opinion with respect to co-curricular activities. Pre-service teachers’ opinion was significantly more favourable than that of the teacher educators. Opinion of the teacher educators, pre-service teachers and school teachers do not differ significantly with respect to practice in teaching. Teacher educators, pre-service teachers and school teachers opinion equally favoured with respect to practice in teaching. Teacher educators, pre-service teachers and school teachers differ significantly in their opinion with respect to internship. Teacher educators and pre-service teachers opinion with respect to internship is significantly more favourable than that of the school teachers.

 

EDUCATIONAL IMPLICATIONS

The study revealed that Pre-service Teachers opinion was significantly more favorable than that of the teacher educators and descriptive analysis of the opinion of teacher educators with respect to microteaching shows that teacher educators knowledge on microteaching was inadequate. Hence adequate training should be provided to Teacher Educators by the DIET in microteaching by capitalizing the process of training the student teacher with respect to some important skill and strategies of integrating those micro skills Another finding of the study shows that Pre -service teachers opinion was significantly more favorable with respect to co-curricular activities offered at D Ecl. Programme than that of Teacher Educators. Descriptive analysis of the opinion of Teacher Educators shows that they were not satisfied with co-curricular activities organized by the training colleges and the product of S.U.P.W. activities with respect to their cost and utilitarian values. Therefore orientation  programmer  and  workshops should be organized for Teacher Educators in organizing co-curricular activities and S.U.P.W activities. The study also found out that Teacher Educators and Pre-service Teachers opinion with respect to internship is significantly more favorable than the School Teachers. This shows the need of organizing seminar / orientation programme for Elementary School teachers in generals and mentor teacher in particular so that the purpose of the internship programme will be achieved.