Syllabus
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Course Code: MSE-301 Course Name: Perspectives in Teacher Education – In-service & Pre-service |
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| MODULE NO / UNIT | COURSE SYLLABUS CONTENTS OF MODULE | NOTES |
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| 1 | Understanding Teacher Education (TE) 1.1 Concept, Aims and Objectives of TE 1.2 Significance of TE in India 1.3 Types of TE: Pre-service and In-service; Continued development of Teacher as a Professional 1.4 Structure of TE in India and Organizations/Agencies involved 1.5 Factors influencing the practices in TE and quality |
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| 2 | TE and Education of Children with Disabilities 2.1 Early Initiatives in preparing teachers for children with disabilities in India 2.2 Establishment of various national institutes and development of TE in special education 2.3 Establishment of RCI as a statutory body in standardizing and promoting TE in special education 2.4 Changes in School Education for Children with Disabilities and its Impact on TE 2.5 Paradigm shift from Segregation to Inclusion Impacting TE |
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| 3 | Pre-service TE in Education of Children with Disabilities 3.1 Changing scenario of teacher education curriculum and evolving priorities 3.2 Characteristics of TE framework developed by RCI, structure and organisation of different components of TE Curriculum 3.3 Components of Pre-service TE: overview of courses at different levels, weight age of course work and evaluation 3.4 Various components of TE curriculum and their transactional modalities 3.5 Organisation, transaction and evaluation of different components of TE curriculum including school based practicum, and internship |
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| 4 | Continued Teacher Development Program 4.1Need and modalities for continuing professional development of a teacher (Continuing Rehabilitation Education (CRE), Workshop, Seminar, Conferences, Projects, Exchange programmes) and their advantages and limitations 4.2 Structures and models of in-service teacher education- sub-district, district, State, regional and national level organisations and their role, voluntary efforts 4.3 Modes (face to face, distance modes, on line and mixed modes) and models (induction, one shot, recurrent, cascade, multi-site, school based, and course work) of in-service TE 4.4 Planning an in-service TE programme- preliminary considerations (purpose, duration, size of group, activities and budget) 4.5 Designing and organizing an in-service TE programme- assessment of training needs, identifying essential components, guidelines |
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| 5 | Issues and Challenges in TE for Education of Children with Disabilities 5.1 Teacher motivation and working conditions; opportunities for professional development 5.2 Organizing TE: Conventional versus ODL 5.3 Collaboration/linkage between MHRD/ NCTE and MSJE/ RCI 5.4 Single disability versus cross disability approach in TE and addressing disability issues in general education curriculum 5.5 ICT and TE |
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