Role of Literature for Developing Insight Into Teacher Education
Journal Title: International Journal of Research in Social Sciences - Year 2017, Vol 7, Issue 8
Abstract
Teacher education programmes have long been criticized as a week intervention in shaping thinking and continuously growing teachers. Fragmentation, week base of the theoretical undercurrents in the would be teachers, lack of insight for using appropriate pedagogy as per the need of the students and time, extrication from practice, and inconsistent ways of delivering the what and why of education are the major points to finger at the teacher education. Darling and Hammold (2006, pg 9) expects it to grow strong thinkers and problem solvers in the student teachers, who have sound base of the foundations of education but can integrate the various theories and interweave a new design as per the demand of the situation. In such a scene, teacher education colleges are expected to create a cadre of insightful professionals who rise beyond mechanical practices of teaching. The notion of preparing teachers as knowers and thinkers is not enough. Teachers needs to be prepared as intellectuals and pedagogical innovators (Darling-Hammond, P.78). This paper endeavours to seek answer to the question: Does Teacher Education proliferates insight in student teachers by employing age old methods of curriculum transactions?
Authors and Affiliations
Dr Alka Macwan
Keywords
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