Systemic reforms in Teacher Education- Revamping the Design and Practice of Teacher Education geared to Constructivist Approach to Pedagogy
Ms Ashima Deshmukh
Smt.Kapila Khandvala College of Education, Mumbai
The environment paradigm has a major role to play after the subject of environment education has been made a compulsory subject in formal education. The fact that there exists various forms of environment and the ecology of the systems is important to be learnt for the human existence. A paradigm is any structure of ideas, scientific and philosophical, that we take for granted in order to do research. Because we must take some such structure for granted, paradigmatic ideas tend to become invisible. We forget that they are there, and regard them as natural and always will exist The teacher education and its relatedness with the national framework of curriculum of 2005 has made us rethink. It is in this context that the constructivist approach to training future teachers so that they can handle the large amount of complex knowledge and empower their students to be able to learn more by facilitation than by mere dissemination of information. The constructivist approach can relate to pedagogy of teacher education only if its philosophy is accepted by the curriculum designers. The constructivist approach is indeed difficult to implement in the existing formal curriculum but it is feasible when the premises of teacher education are more liberating without the control of examinations and the content focus to teaching abilities. The emancipation of learning should not be compromised on assumptions like the urban rural divide or with the purpose of equal certification. The notion of equal certification and the control of the universities and boards of education restrict the implementation of the constructivism in education. We should strengthen our teachers by experiencing the breakthrough in learning abilities of individual that arise from...
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