A STUDY OF PROFILE OF URBAN AND RURAL TEACHER EDUCATORS FROM GOVERNMENT AND PRIVATE COLLEGESOF
URBAN AND RURAL TERRAIN
Kumari Pallawi
Assistant professor, Shaswat Institute of Teachers Education
Introduction:
Education is the progression of promoting learning or acquiring knowledge, values, skills, beliefs and habits. Teaching methods contain education, training, discussion, storytelling, and directed research. Education is usually conducted under the guidance of educators, but learners can also educate themselves. Education can be conducted in a formal or informal atmosphere, and experiences that feelings, positively affect thoughts, or behavior can be considered education. The method of instruction is called pedagogy. Education refers to the capability to acquire development and concern for problems to achieve their genuine motivation.Education moreover means helping people learn how to do things and encouraging them to feel about what they have learned. It is also vital that educators teach you how to discover and use information.
Education is not limited to the four walls of the classroom. Based on these factors, children are cultured not only from outside school experiences, but also from inside school experiences. The lustrous dawn of any nation is surmised by the gain of knowledge of its people and recognized by the education they have been imparted.
Teacher educator imparts significant contribution through immensity of knowledge in various aspects of life. A well-educated person is a real treasure for the nation as a worthy citizen and a successful charisma at personal and professional front. An earnest teacher educator is a viable need of every society and society is responsible to make provision for smooth functioning of education for all with betterment of teaching learning situation. Therefore, we can postulate that accomplishment of all the desires of human life is only possible through education and teachers provide an insight to peep in to the matter with a different perspective.
Endeavor of Teacher Education
Teacher education program is kindled to execute the following endeavors:
Inculcation of determination: Teacher education paves the ways for inculcation of determination among the teacher-trainees. A trained teacher is over bubbled with skills and innovative approach so the classroom transaction will be executed with strategic planning for teaching with determination and dedication. A clinch teacher is capable to handle contingent locus that interrupt decorum and discipline of classroom teaching.
Enriched proficiency of the psyche of students:
Teacher training curriculum and skill enhancement legitimize the future teachers to percept the psyche of the students in a comprehensive manner. The methodical perception of the students’ thinking rapport and concept formation of educational psychology emblazon them on the path of success and be a sensible and observant teacher.
Mode of teaching: Teacher training institutions flourish art of teaching among teacher trainees so they imbibed all the strategic mode of teaching skills. They are enshrined with latest technology of teaching of the entire school subject.
Demeanor of teaching: Teacher training syllabus is framed by fervent educationalists to inculcate a favorable demeanor for teaching profession. In the course of the training all the teacher trainees are very well instructed about practical aspects of classroom teaching. Their reluctance is deals with keen guidance and fervent approach.
Indoctrination of skills: Teacher training institutes impart their best to inculcate strategic and skill- based teaching to train the teacher trainees with excellence of knowledge and skills. They are amalgamated with compassion, adoration and reverence for the teaching profession.
Provenance of Teacher Education in India The historical provenance of teacher education policy has its roots in the dawn of nineteenth
century with the state spunk in 1815.It was coming in to existence as a buttress for the school teachers.
After independence 650 teacher training institutes have been entrenched all over the country to restructure school education system with the genesis of competent teachers. The administrative sector of school education twiddled that secondary school education strives reframing to strengthen India’s future. One of the enthusiastic ways is to augment genesis of trained teacher who are eager to associate innovative teaching strategies to train the young minds of developing India. They must be imparted mastery over latest teaching techniques, curriculum delivery and problem-solving methods.
To accomplish the goal of teacher training, strengthening education system along with eradication of anomalies of education system in India various commissions were delegated over a span of time and their recommendations transformed the education system of India to reestablish and venerated as Jagadguru to enshrine the light of knowledge to the whole of world. The independent India constituted number of committees and commissions to reorient and restructure our educational system few prominent ones are Kothari Commission 1964-1966, the Chattopadyay Committee 1985, the National Policy on Education NPE 1986 and 1992, Acharya Ramamurthi Committee 1990, Yashpal Committee 1993 and the National Curriculum Framework NCF, 2005. The Right of Children for Free and Compulsory Education RTE Act 2009 also laid great impact on education sector and ascertained effervescent emoluments for the prospects of teacher education in India. In our country teacher education is provided by various state and central government agencies like NCTE, NCERT, SBTE, University Department of Education, SIE and DIET. National Council of Teacher Education is a statutory body of the Central Government that synchronizes and collaborate the execution of pre- service teacher education. NCTE mounted norms and standards for teacher education courses, their curriculum, content and duration along with criteria for minimum qualifications for teacher educators and student-teachers for the different courses. It is a statuary body that also grants recognition to institutions imparts teacher education through these courses and keep a vigilant eye to regulate and monitors their standards.
National Council of Educational Research and Training NCERT is a national level autonomous body along with six Regional Institutes of Education RIEs fringes modules for teacher training courses and execute programs for training of teacher educators and trainee- teachers. National University on Educational Planning and Administration NUEPA a national level autonomous statuary body ascertains rampart to teacher education institutions. State governments also enshrine their duties for the augmentation of teacher education and secondary education at state level through the State Councils of Educational Research and Training SCERTs. SCERT effervescently delineated for the drafting of modules for teacher training courses and also conducts workshops and training sessions for school teachers and teacher educators. The Institutes for Advanced Learning in Education IASEs and Colleges of Teacher Education CTEs impart in-service training to teacher educators along with secondary and senior secondary school teachers. Teacher education programs are also augmented at district level and in-service training is enshrined by the District Institutes of Education and Training DIETs. To augment on the path of exploring in-service teacher training programs for school teachers then the lowest rung of the institutions are the Block Resource Centers BRCs and Cluster Resource Centers CRCs. In-service training is also imparted with effervescent participation of public schools and other educational institutions.
Conglomeration of Teacher Education
A diverse cartel endeavors for augmentation of teacher education exertions more worthwhile at the state level by imparting enormous dexterity and reservoirs to teacher training along with improvisation to enshrine the curriculum at different stages.
University Department of Education
There is an emblazoned Department of Education in almost every university of India. The Department of Education was first of all incepted in Calcutta University in 1917 and other universities supplant the trained. Teacher Education was enshrined the prominence of an autarchic subject of study by the University Grant Commission UGC and then it was recognized as a
profession. The college of Education received grants were sanctioned by UGC and such Departments were established in order to provide teacher education at higher level in the universities.
The faculties of Education were launched in the universities and through them these departments not only make arrangement for training in teacher education but also organize teacher education courses in curriculum construction, educational administration, improvement in evaluation system and examination reform.
The university department of teacher education performs-
1. Augmentation of training programs.
2. Regularization of the teacher training programs.
3. Improvisation of curriculum.
4. Augmentation of action research in the field of teacher education.
5. Dexterity of interdisciplinary curricula along with collaboration with different streams.
6. To reinforce extension and outreach programs.
Colleges of Education
The colleges of education are entrenched to augment teaching skills and cognitive abilities among aspirant teachers. Teacher trainees are imparted strategic techniques to teach compulsory and optional subjects in the classrooms. They are cultivated with the knowledge of education system along with pedagogical advancement, extravagant teaching techniques and strategic amalgamation of contents. They gird innovative lesson plans to simplify the subject matter, emblazon work experience, participate in community collaboration and realize their social responsibility through education. They have been imparted different teaching technologies like macro and micro- teaching, remedial and extra remedial teaching, programmed learning interaction and analysis along with action research. They have been inculcated with advanced techniques of evaluation for the students of discrete intelligence. They have been anticipated on the path of effervescent teaching through group discussions, seminars, symposia, workshops and other advanced techniques. It is a remarkable aspect of immense contentment that colleges of teacher education are enshrined the path of teacher-trainees with
excellence of teaching skills, cognitive aspects of the pedagogical teaching and amalgamation of technology of teaching to augment the country on the path of success.
Teacher Educators
Triumph of teacher in his fruition is surmised on the basis of prowess enshrined by the teacher educators during teacher training programs of the teacher trainees. Teaching style of the teacher educators enshrines the swank of the teacher trainees to enlighten their path of imparting cognitive abilities among their disciples. Teacher Education is an inalienable and interspersed part of the educational system. It is effervescently clubbed with the amalgamation of the society with cognitive abilities. The teacher education program works for the assassination and enhancement of competent genesis of teachers’ trainees according to the needs of the present circumstances through which the teacher education programs should be aligned. It is an earnest need to thieve excellent teaching style for quirk of trainee teachers so they will impart their best for strong building of the future of the nation.
Objectives of the study
The objective is pre-cognitive aspect of the research study for accomplishment of the study with postulation of findings. The researcher ascertained the objective for maneuver of the present study-
To quest the Teaching-Style of Teacher- Educators of teacher training Institution in kindred to their habitat.
Hypothesis of the study
The hypothesis formulated for the present study are as follows:
1- There will be no momentous variation between average score of male and female Teacher- Educators of teacher training institution from urban area on Teaching-Style Rating Scale.
2- There will be no apt contrast between average score of male and female Teacher-Educators of teacher training institution from rural area on Teaching-Style Rating Scale.
Ho1. There will be no momentous variation between average score of male and female Teacher-Educators of teacher training
institution from urban area on Teaching- Style Rating Scale.
Table: - Analysis of average score of male and female Teacher-Educators of teacher training institution from urban area on Teaching-Style Rating Scale.
Group Number Mean Standard
Deviation
SD t-test Merits
Urban Male 106 183.22 20.587
2.82 1.05 NS
Urban Female 102 187.45 20.065
Figure No: 4.2.2- Mean score of male and female Teacher-Educators of teacher training institution from urban area on Teaching-Style Rating Scale.
Interpretation: The researcher approached and administered standardized test on sample size of one hundred and six male teacher educators and one hundred and two female teacher educators of self-financed teacher training institutions. It has been observed from the scoring of the responses that male and female teacher educators of urban terrain do not have same level of inference for teaching style. Number of psychological postulations supported the inference of the study that teaching style of teacher educators is highly influenced by their terrain. It has also been ascertained on the basis of analysis of numerical scores that the average score and standard deviation of score of urban area terrain male teacher- educators of teacher’s training institutions are 183.22 and 20.587 while the average and standard deviation of score of female teacher-educators of teacher training institution are 187.45 and 20.065 on Teaching-Style Rating Scale (TSRS). It has
been pertained calculated t-value is found to be 1.5 with 2.82 standard error of average, which is not significant at 0.01-level of significance. Average score of urban terrain female teacher-educators of teacher training institutions are ineluctably higher than the average score of urban area terrain male teacher-educators of teacher training institution on Teaching-Style Rating Scale (TSRS).
Fruition: It can be ascertained on the basis of the numerical assay of the responses that gender-wise average score of urban terrain female teacher- educators of teacher training institutions are not cogently magnificent than the average score of urban terrain male teacher-educators of teacher training institutions on Teaching-Style Rating Scale (TSRS).
H02. There will be no apt contrast between average score of male and female Teacher- educators of teacher training institution from rural terrain on theTeaching -Style -Rating Scale.
0 20 40 60 80 100 120 140 160 180 200
Number Mean Standard Deviation
Urban Male Urban Female
Table: Analysis of average score of male and female teacher-educators of teacher training institution from rural terrain on the Teaching -Style -Rating Scale.
Group Number Mean
Standard Deviation
SD t-test Merits
Rural Male 104 189.96 21.344
3.03 0.6 NS
Rural Female 88 191.46 20.495
Figure No: 4.2.3-Average score of male and female Teacher- educators of teacher training institution from rural terrain on the Teaching -Style -Rating Scale.
Interpretation: The researcher administered standardized test on sample size of one hundred and four male teacher- educators and eighty-eight female teacher-educators of self-financed teacher training institutions. It has been observed from the scoring of the responses that male teacher- educators and female teacher-educators of rural terrain have level of inference for the teaching style. The responses of target group analyzed statistically. It has been depicted on the basis from the above table that the average score and standard deviation of score of male teachers- educators from rural terrain self-financed teacher training institutions 189.96 and 21.344 while the average and standard deviation of score of female teacher- educators of self-financed teacher training institutions are 191.46 and 20.495 on Teaching- Style Rating Scale (TSRS). It can also be postulated that calculated t-value is ascertained to be 0.5 with 3.03 standard error of average that is
not significant at 0.01-level of significance.
Average score of rural terrain female Teacher- educators from self-financed teacher training institutions are not significantly higher than the average score of rural terrain male Teacher- educators from self-financed teacher training institutions on Teaching-Style Rating Scale (TSRS).
Fruition: It has beenascertainedthat gender-wise average score of rural terrain female Teacher- educators from self-financed teacher training institutions are not significantly higher than the average score of rural area male Teacher-educators from self-financed teacher training institutions on Teaching-Style Rating Scale (TSRS).
Conclusion:
The findings of the study postulated that there will be no momentous variation between average score of male and female Teacher-Educators of teacher 0
20 40 60 80 100 120 140 160 180 200
Number Mean Standard Deviation
Rural Male Rural Female
training institution from urban area on Teaching- Style Rating Scale. The outcomes of the study established on the basis of fruition of summation of numerical score that Gender-wise average score of urban area terrain Female Teacher-Educators of teacher training institutions are significantly higher than the average score of urban area Male Teacher- Educators of teacher training institutions on Teaching-Style Rating Scale.
The findings of the study also ascertained that there will be no apt contrast between average score of male and female Teacher-Educators of teacher training institution from rural area on Teaching- Style Rating Scale. The outcomes of the study enshrined on the basis of fruition of summation of numerical score that Gender-wise average score of rural area terrain Female Teacher-Educators of teacher training institution are not significantly higher than the average score of rural area .Male Teacher-Educators of teacher training institution.
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