International Educational E-Journal, {Quarterly}, ISSN , Volume-I, Issue-II, Jan-Feb-Mar2012

Transcription

1 Attitude Of Secondary School Teachers Towards The Teacher Education Programme (Tep) Dr. Lata Shivaji Patil Associate Professor, S.M.T.GOVT. College of Education Kolhapur, Maharashtra, India. Abstract The present study gathered data through survey method and involves 18 Headmasters and 72 teachers from four respective practice lesion schools, total 18 different school of 9 B. Ed. Colleges in Kolhapur district. The qualitative analysis of the gathered data was done by Interview schedule. When Their view about the recent Teacher Training Programmes were taken, it was observed that,there is a positive attitude regarding today s curriculum. While there is a negative attitude regarding implementation of the syllabus. Similarly there is a negative attitude regarding teacher educators and prospective teachers. KEYWORDS- Attitude Towards Teacher Education. Introduction:- In the present scenario Teacher Training Colleges and co-operating schools implement the Teacher-Education Programme (TEP) without co-operation from each others, because of which Teacher Training College face many difficulties. The studentteachers who are teachers of the future, remain as unwanted guests and to find out the reasons for this treatment the present study has been undertaken The students who take admission in College of Education to become teachers have to study basic subjects and principles of education, as well as do some practical work. The practical work and its practice is equally very important. Teacher Training Colleges give more importance to different skills, methods, principles, definitions, ideas, techniques and helps studentteachers to acquire these skills for effective teaching, based on which the student-teachers prepare lesson plans, take guidance and approval for the lessons and then teach in the classroom according to it. The lesson observer and other student-teachers of the same subject also observe the lesson. After the lesson, they discuss about the lesson and in this discussion the student-teachers learn more about their mistakes in teaching or the good points in the lesson etc., this discussion itself is a process of learning for all. This process is called practice teaching. The process of practice teaching is the soul of the teachers training education, but often its importance is neglected and only practical work is done in many colleges. The teachers in the school system are not happy or willing for Teacher Training Colleges interference in their working system. Its total effect is that though the Teacher Training Colleges complete their training course, they are helpless in raising their own status. The objective of Teacher Training Colleges is to produce good teachers with good qualities and this they rarely achieve. Is the lack of proper interaction between the cooperating school and Teacher Training Colleges the cause of this failure?. The reason behind the failure of this objective is the interaction with co-operative school or What? w w w. o i i r j. o r g I S S N Page 18

2 Is the reason hidden in the curriculum of Teacher Education Programme? Objectives:- 1) To study the Co-operative School system s view regarding the B.Ed. Curriculum. 2) To study the view of implementation of the allotted curriculum. 3) To search the Co-operative school system s view regarding the teacher trainee. 4) To study the Co-operative school system s view about the B.Ed. trainees. 5) To study the view about role of Headmaster and teacher s Co-operative school system in TEP. Research Methodology The research work is related to the current situation and hence survey method was used for collecting information of the present study. Sample: 25% Co-operative Schools among the total co-operative schools at Kolhapur district State were Selected randomly. The response of 36 Headmasters and 144 teachers from 36 different schools was included in the study. Tools: Direct interview of the school principal and teachers based on previously decided points was conducted by the help of interview schedule. Research Procedure: The questions about the view of co - operative school system regarding the Teacher s Education Programme were based on following points. - View regarding Curriculum - View regarding implementation of Curriculum - View regarding the teacher and trainee. - View regarding the role of Headmaster and Teacher in revised teaching. Total 13 questions were asked related to the above Points. View Regarding Curriculum: Question no. 1.1, 1.2 and 1.3 from the Part B of Interview schedule are related to view about B.Ed. Curriculum. Among that Q.1.1 Explain your views about current B. Ed. Curriculum. Q. 1.2 Explain your thoughts about various activities conducted during School Experience Programme (SEP). Q.1.3 How much benefit does the B.Ed. training course have in the Teaching Profession. The response received for these questions in their words are as follows The Curriculum involves only those elements that are useful for teaching profession. Models of teaching, simulation teaching, Information Technology lessons etc. are some of the new concepts. Curriculum covers all areas. Curriculum helps to learn all the things. Present B.Ed. curriculum is useful. There is diversity in School Experience Programmes (SEP). w w w. o i i r j. o r g I S S N Page 19

3 The involvement of action research is good. Confidence is created due to B.Ed. Course. Stage daring is developed in us only due to B.Ed. Course. Life is directed in a proper way. Curriculum is full of various activities and programmes. negative response: More stress in given on practical work. Co-curricular activities have been given more importance than required skill. The condition is like Small Night and More Dramas. There is a burden of Writing work. School discipline disturbs due to the activities of School Experience Programme (SEP). The School timing is wasted due to school experience programmes (SEP). B.Ed. Method cannot be followed in real Classroom situations. Curriculum cannot be completed intime, if B.Ed. method is followed. Based on the positive and negative responses received from the Headmaster and teachers it can be seen that though negative response is given its number is less as compared to the positive responses. From this, it can be concluded that the school system runs positively towards the Teacher training programme. View Regarding The Implementation Of Curriculum: Q. Explain your thoughts about the standard of revised teaching and School experience programmes?. and Q What is your opinion about the method of contacting schools related to colleges? The response received for the above questions in their words are as follows. - Some of the trainees teach properly. - Use teaching aids while teaching. - Female trainees teach comparatively better than male trainee. - New methods are utilized. - By sending letter permission is taken from the school. - Dates are told by calling/ringing. - Preparation of teaching is not full done. - Subject knowledge is incomplete. - Does not know Grammar related to all subjects. - There are mistakes in pronunciations. - Proper diagrams cannot be drawn on the board. - Poor handwriting and mistakes in Black-boards writing. - Mathematics trainee teachers teach the solved examples given in the textbook. - Ask for some specific units. - Some wrong concepts are taught by trainee. - College of Education try to seek the schools according to their convenience. w w w. o i i r j. o r g I S S N Page 20

4 - Trainees are sent for practice teaching without permission. - Contact on spot. Based on the positive and negative responses of Headmaster and teachers it can be seen that mostly the response of the Headmaster and teachers towards the Implementation of Curriculum is mostly negative. View Regarding Teacher Educator: Q.Besides practice teaching by which other role teachers come to School? Q. What are your expectations from B.Ed. Teacher Educator. The response received for the above questions in their words is as follows:- - Sometimes B.Ed. Teacher Educator Visit School as guest Lecturers for some Programmes. - Attend some Co-curricular activities. - Come for their research work. - Come as an examiner. - Practice Lessons are not well planned. - Ready for formal or informal discussion on problems in educational field. - Keep contact only till the completion of their practical work. - School teachers do not get chance to visit the college. - The responsibility of practice teaching is lies on the school teachers. - Teacher Educator should not ignore observation of practice (demo) lessons. Based on the positive and negative responses given by the Headmaster and teachers it can be seen that the rate of negative response is more as compared to positive response. Thus principal s and Headmaster s response towards trainee teachers is negative. View Regarding Trainees: Q. 4.1 In What relation do the trainees meet you? And Q. No. 2 Whether the young girls have to face any problems due to male trainees? What is the nature of such problems. Q.No.4.3 How does the trainee appear as a teacher? The response received for the above questions in their words in as follows: Trainees come to select and take their unit. - Sometimes they come to take guidance. - girls do not have any complaint regarding it. - The behaviour of some trainees is good. - Some of the trainees are very polite. - Trainees know various new concepts and recent knowledge. - Some of them have high merit. - They are post graduate. - Stress for a specific unit. - Come and meet if they wish to change the class. - Come and ask for duster, Chalk. maps etc. - Also meet for the physical facilities. - Always ask questions to a particular girl. w w w. o i i r j. o r g I S S N Page 21

5 - Sometimes the actions like sending letter,calling at home also occur. - Give and take of gifts also occurs. - Sharing of their littlies occurs. - Do not have seriousness about their profession. - Come to this profession to become a teacher accidentally. - Not ready for hard work. - Do not have time. - Permission of the system Incharge has to be taken in order to make the schools available. - We are never called in the College. Findings/view of regarding co-operative school systems Teacher Education Programme: The view regarding Curriculum involves more positive responses as compared to the negative response. Implementation of the curriculum involves more negative responses as --7- compared to the positive response. - View regarding Teacher trainees involves more negative responses as compared to the positive response. - View regarding the trainees involves more negative responses as compared to the positive response. - The view regarding the role of Headmaster and teacher in practice teaching involves more positive responses than negative ones. - There is positive view regarding the co-operative school systems Teacher education curriculum and Role of Headmaster and teachers in practice teaching while there is a negative view regarding implementation of curriculum, Trainees and teacher trainees. - References: Aggarwal, J.C. (1983). Education Research An Introduction. New Delhi, India: Arya Book Depot. Best. John, (1983 ).Research In Education. New Delhi, India: Prentice Hall of India (P) Ltd. Buch, M.B. (Ed.). (1999). Fourth Survey of Research in Education Vo-II New Delhi, India: National Council of Educational Research & Training. & III Edwards, Allen L. (1957). Techniques of Attitude scale Construction: New York: Appleton Century crofts, Inc. w w w. o i i r j. o r g I S S N Page 22