The PDF file below covers the chapter Elementary Education in India – A Socio-Cultural Perspective 3 – Elementary Education in India in the Cotemporary Context II. The specific topics and contents of the file are listed below.
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Contents covered in this part of the PDF book under Elementary Education in India – A Socio-Cultural Perspective 3 – Elementary Education in India in the Cotemporary Context II
Unit 8 Preparing Teachers for Elementary Education
- 8.0. Introduction
- 8.1. Learning Objectives
- 8.2. Pedagogical issues and concerns of the primary and upper primary substage of elementary education
- 8.3. Thrusts of NCF- 2005 for school education at the elementary stage
- 8.3.1. Main Features of the NCF 2005
- 8.3.2. Pre-service Training of teachers
- 8.3.3. In-service training of teachers
- 8.3.4. Teacher training for special needs
- 8.3.5. Curriculum for teacher education at elementary level
- 8.3.6. Institutional Infrastructure for training
- 8.3.7. Recruitment of teachers
- 8.4. Salient aspects of National Curriculum Framework for Teacher Education (NCFTE), 2009-10 for elementary teachers. Stage 1: Teacher Education for Primary Stage (Class I to V)
- 8.4.1. Rationale
- 8.4.2. Course Content
- 8.4.3. Training
- 8.4.4. Transacting Curriculum
- 8.4.5. The role of teacher educators
- 8.4.6. Evaluation
- 8.4.7. Tools for Evaluation Stage 2: Teacher Education for Elementary Stage (Class I to VIII)
- 8.4.8. Rationale
- 8.4.9. Course Content
- 8.4.10. Training
- 8.4.11. Transacting Curriculum
- 8.4.12. The role of teacher educators
- 8.4.13. Evaluation
- 8.4.14. Tools for Evaluation
- 8.5. Models of Elementary Teacher Education, Including Integrated Models
- 8.5.1. Current Status of Elementary Teacher Education
- 8.5.2. Upgrading Elementary Teacher Education
- 8.5.3. Need for new Models
- 8.5.4. The new initiatives
- 8.6. Teacher as a Reflective Practitioner
- 8.6.1. Meaning of Reflective Practice
- 8.6.2. What Educationists say about Reflection
- 8.6.3. The Origin of Reflective Practice
- 8.6.4. Reflection: experience with feelings
- 8.6.5. Modern Concept of Reflective Practice
- 8.6.6. Zeichner and Liston’s Model of Reflective Teaching
- 8.6.7. Methods of Reflection
- 8.7 Let Us Sum Up
- 8.8 Glossary/ Abbreviations
- 8.9 Model Answers to Check Your Progress
- 8.10 Suggested Readings &References
- 8.11 Unit-End Exercises
Unit 9 Preparing Teachers for Education of Disadvantaged
- 9.0 Introduction
- 9.1 Learning Objectives
- 9.2 Issues on Access and Retention
- 9.2.1 Education of SC Children
- 9.2.2 Education of ST Children
- 9.2.3 Children with Special Needs (CWSN)
- 9.2.4 Education of Geographically Remote Children
- 9.2.5 Urban Deprived Children
- 9.2.6 Working Children
- 9.2.7 Education of Minority Children
- 9.3 Academic Support System
- 9.4 Inclusive Education
- 9.4.1 International Scenario
- 9.4.2 Advantages of Inclusive Education
- 9.4.3 An Inclusive School and Classroom
- 9.5 Protecting Child Rights in Schools
- 9.6 Let Us Sum Up
- 9.7 Suggested Readings & References
- 9.8 Unit-End Exercises
Unit 10 International Scenario in Elementary Education
- 10.0 Introduction
- 10.1 Learning Objectives
- 10.2 Jomtien Conference – (1990)
- 10.2.1 Major Thrusts of the Jomtien conference
- 10.2.2 Strengthening International Solidarity
- 10.2.3 Impact of Jomtien E – 9 countries
- 10.2.4 Impact on South Asian Region
- 10.3 Elementary Education initiatives in Developing Countries
- 10.4 Role of International Agencies in UEE
- 10.4.1 UNESCO
- 10.4.2 UNICEF
- 10.4.3 World Bank
- 10.4.4 DFID
- 10.4.5 SIDA
- 10.5 World Education Forum, Dakar, Senegal 2000
- 10.6 Let Us Sum Up
- 10.7 Glossary/ Abbreviation
- 10.8 Suggested Readings & References
- 10.9 Unit-End Exercises
This study material was originally published on the National Institute of Open Schooling – NIOS website as part of the study material for the Diploma in Elementary Education (D.El.Ed) programme.
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