Teacher Education

 

Teacher Education

 

The National Education Policy 2020 highlights, “Teacher education is vital in creating a pool of school teachers that will shape the next generation. Teacher preparation is an activity that requires multidisciplinary perspectives and knowledge, formation of dispositions and values, and development of practice under the best mentors. Teachers must be grounded in Indian values, languages, knowledge, ethos, and traditions including tribal traditions, while also

being well- versed in the latest advances in education and pedagogy”

Foundational Stage Specialisation will qualify student-teachers for teaching children of age 3-8 years, three years in Anganwadi centres or Balvatikas or other preschools,and in Grades 1 & 2 in schools. The Foundational Stage involves five years of flexible, m u l t i -level, play/activity-based, and inquiry-based learning designed to enable children in the Foundational Stage-age group to attain optimal outcomes in the domains that are closely linked to the growth and development of the child - physical development, socio-emotiona lethical development, cognitive development, aesthetic and cultural development, development of foundational capacities in literacy and numeracy, and development of positive learning habits.

 

Textbooks are used only in Grade 1 & 2 and most of the learning takes place through the use of concrete materials – toys, puzzles, manipulatives etc. Learning experience organised through physical exploration of the classroom and outdoor space constitute an important component of the learning activities. Children's literature will constitute an important source of content for language and literacy development. The teaching-learning activities at the Foundational Stage are also expected to facilitate smooth transition from the home environment of the child to the formal school environment, as well as transition from the home language to the medium of instruction. It develops foundational capacities in Literacy and Numeracy and valuable dispositions for active learning in formal

institutional environments. Children at the foundational stage learn through play and exploration and valuable capacities and dispositions are promoted through these modes of learning.

 

Preparatory Stage Specialisation will qualify student-teachers for teaching children in Grades 3 to 5. The Preparatory Stage builds on the play-based, discovery and activity-based pedagogical approaches followed at the Foundational Stage along with more interactive classroom learning that would lay a solid groundwork in learning relating to the curricular areas.

Aspects of vocational exposure will be incorporated into the curricular area of 'the world around us' which would focus more on experiential learning involving exploration within the familiar context of the child as the main element of teaching-learning activities.

 

Middle Stage Specialisation will qualify student-teachers for teaching

children in Grades 6, 7 and 8. The Middle Stage builds on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of more specialised subjects and subject teachers. At the Middle Stage, “Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasised despite the introduction of more specialised subjects and subject teachers”

 

Secondary Stage Specialisation: The Secondary Stage includes Grades 9, 10, 11 and 12. It comprises of “four years of multidisciplinary study, building on the subject oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects” NEP 2020, 4.2). “Holistic development and a wide choice of subjects and courses

year to year will be the new distinguishing feature of secondary school education” [Para 4.9, NEP 2020].

 

An illustrative list of courses relating to different curricular areas in Grades 11 & 12 is given below:

• Languages: Modern Indian Languages, Classical Languages, Foreign Languages, etc.

• Arts Education: Indian Classical Music, Folk Music, Contemporary Music, Theatre, Puppetry, Sculpture, Fine Arts, Folk Painting, Graphic Design, Motion Pictures, Film Appreciation, Script writing, Photography, Textile Designing, etc.

• Physical Education: Courses on specific sports/games, Yoga and lifestyle, Sports and Nutrition, Physical Education for Children with Special Needs, Biomechanics and Sports, etc.

• Vocational Education/Courses aligned to the National Skills Qualifications Framework: Basic Cereal Production, Seed Production, Gardening, Automobile Servicing, Machining, Electronics, Community Health, Accounting Services, Data Entry and Management, Banking Services, Retail Services, Textiles & Apparels, Information Technology Enabled Services, Health Care Services, etc.

• Social Sciences & Humanities: History, Geography, Political Science, Psychology, Psychology and Mental Health, Economics, Developmental Economics, Sociology, Philosophy, Anthropology, Archeology, etc.

• Interdisciplinary Areas: Commerce, Business Studies, Accountancy, Sustainability and Climate Change (Environmental Education), Media and Journalism, Indian Knowledge Systems, Legal Studies, etc.

• Mathematics and Computational Thinking: Mathematics, Computer Science, Business Mathematics, Advanced Mathematics, Statistics, etc.

• Sciences: Physics, Chemistry, Biology, Earth Sciences, Astronomy, Computational Biology, etc.

 

Multiple Entry and Exit, and Re-entry Options: It envisages multiple entry and exit points and re-entry options, with appropriate certifications. Student-teachers who wish to exit after completion of one year (two semesters) of study will be given a Certificate indicating the credits accrued for the courses pursued.

 

Student-teachers who wish to exit after completion of two years (four semesters) will be given a Diploma indicating the credits accrued for the courses completed. Student-teachers who wish to exit after successful completion of three years (six semesters) will be awarded a Bachelor's Degree in the chosen Major area of study upon securing a minimum of 120 credits and satisfying the minimum credit requirements of 48 credits for the Major. Student-teachers who successfully complete four years (eight semesters) of study will be awarded a dual-major bachelor's degree such as B.A.B.Ed. or B.Sc.B.Ed. or B.Com.B.Ed. etc. upon securing a minimum of 160 credits, including a minimum of 80 credits for the first major (i.e. in education), and a minimum of 48 credits for the second major (i.e., in a disciplinary/interdisciplinary area relating to one of the curricular areas in school education).

 

Curricular and Pedagogical Principles

 

The NEP 2020 states “All B.Ed. programmes will include training in time-tested as well as the most recent techniques in pedagogy, including pedagogy with respect to foundational literacy and numeracy, multi-level teaching and evaluation, teaching children with

Disabilities, teaching children with special interests or talents, use of educational technology, and learner-centred and collaborative learning. All B.Ed. programmes will include strong practicum training in the form of in-classroom teaching at local schools. All B.Ed. programmes will also emphasize the practice of the Fundamental Duties (Article 51A) of the Indian Constitution along with other Constitutional provisions while teaching any subject or performing any activity. It will also appropriately integrate environmental awareness and sensitivity towards its conservation and sustainable development, so that environment education becomes an integral part of school curricula. ...” [Para 5.24, NEP 2020].

 

Main characteristics include the following:

• A curriculum that combines a strong theoretical understanding of the foundations of education, educational perspectives, subjects of study, and pedagogy with extensive practice and experience.

• Sufficient opportunities for student-teachers to engage deeply with educational ideas and to connect with society and its ethical moorings; to understand the schools and communities they need to work with; to develop an understanding of India and its cultural diversity; to develop conceptual understanding of the subject(s) to be taught; to design/create developmentally appropriate learning experiences for children and learn how to teach students at a particular stage of school education; to appreciate issues

around child development and the social context of education etc.

• Learning activities required to ensure that all student-teachers gain command of content and pedagogy of subject areas relating to curricular areas prescribed for study at a particular stage of school education, the nature of knowledge relating to these subject areas, ways of learning specific to a particular stage of school education, effective classroom practices and classroom management in the context of the child's social environment etc.

• Cohesiveness and connections within and across courses within the curriculum and between theory and practice, for example, designing practicums within taught courses for strengthening understanding of theoretical perspectives. Meaningful integration of theory with continuous, guided, and graded practice to develop an understanding that teaching is not a mere application of theories generated by different disciplines and that an effective teacher needs to make educational judgements based on the perspectives gained through engagement with different disciplinary/interdisciplinary areas of study.

• School experience and internships as the most significant components of the ITEP curriculum which offer student-teachers a platform for connecting theory to real-world situations, and full-time engagement in a school to get extensive experience in planning teaching-learning-assessment activities, participating in various school activities, developing instructional support materials and learning resources, and performing all of the duties expected of a typical teacher, including the current and emerging roles of teachers.

• Sufficient opportunities to student-teachers during their internship to interact with teachers, students, school/educational administrators, and the community, including parents and other caregivers of children, which would empower them to understand school and student issues better and emerge as professional educators, and to engage in and organize various activities that schools typically conduct to support children in their learning and development.

• Learning activities and experiences that enable student-teachers to recognise India's diversity that brings learners from different socioeconomic and linguistic contexts and with different abilities into classrooms, see this diversity as a strength and asset, learn curricular and pedagogical approaches that honour student diversity and respond to multiple learning needs/levels of children, including identifying and supporting children with disability and other learning difficulties, thus creating an inclusive classroom and learning environment.

• Pedagogy that is based on a combination of peer-facilitated, expert-led, and self-learning processes with emphasis on promoting conceptual understanding.

• Creativity both in the teacher education institutions and in the schools where student teachers practice, and evolving learning assessment methodologies involving projects, rubrics, portfolios, concept maps and mock classroom observations that would significantly supplement written tests, so that continuous assessment of outcomes relating to student learning and development will become the norm.

• Teaching-learning-assessment processes within the institution offering the ITEP to lend themselves to helping student-teachers prepare for becoming competent and effective teachers by enabling them to be able to directly experience as much as possible what they are likely to do when they enter preschools or schools as teachers (e.g., organising events or creating teaching-learning material and learning resources or taking responsibility for everyday practices in the institution).

• Learning experience that help student-teachers recognise education as a public service contributing to the well-being of individuals and society, and that the practice of education involves qualities of open-mindedness, empathy, care, humility, patience, respect and a love for learning. The transaction of the curriculum to enable student teachers

to create spaces for reflective dialogue so that they can examine their own belief systems and mindsets, and learn to work collaboratively with diverse groups of students and teachers.

• Learning activities that help recognise education as a process of human interaction with serious intellectual and moral engagement, and not just as a set of techniques, and appreciate the fact that teaching is an intellectually and ethically demanding profession and, therefore, all teacher preparation to be framed on this fundamental principle.

• Learning experience that enable all student-teachers to have a grounding in Indian values, languages, ethos, literature, and traditions.

 

Foundational Stage Specialisation

• A comprehensive knowledge of the aims of education, curricular goals, competencies and learning outcomes defined for the Foundational Stage of school education, and the curricular structure and learning contents that are to be used for creating learning experiences that reflect the cultural, geographical, linguistic, and social contexts of children.

• Procedural knowledge and capacities that are required by student-teachers to perform and accomplish the professional tasks associated with teaching at the Foundational Stage, and to design effective pedagogical approaches that facilitate the achievement by children of the expected developmental outcomes, and competencies and learning

outcomes on completion of the Foundational Stage of education.

• Capacities for:

Ø designing and delivering developmentary appropriate learning experiences taking into account the pedagogical considerations related to physical development, socio-emotional-ethical development, cognitive development, aesthetic and cultural development, language and literacy development and foundational numeracy, and development of positive learning habits by Foundational Stage-age

children. assessment of developmental and learning outcomes, including the choice/development of assessment methods and tools that are appropriate for the Foundational Stage, and recording, documentation and reporting of progress towards the achievement by children of the developmental and learning outcomes.

Ø responding to the learning needs of students with disability and other learning difficulties or children with individual learning needs, including through the early identification of disability or development delay among children of Foundational Stage age, and delivering learning experiences in an inclusive and caring environment.

Ø managing classroom activities and student behaviour and engaging with parents and/or caregivers of children at the Foundational Stage of education as well as with community members and leaders for mobilising support for ensuring enrolment and retention of all Foundational Stage-age children and achievement by children of the expected learning outcomes, especially foundational literacy and numeracy.

 

Preparatory Stage Specialisation

• A comprehensive knowledge of the aims of education, curricular goals, competencies and learning outcomes defined for the Preparatory Stage of school education, and the curricular structure and learning contents that are to be used for creating learning experiences that reflect the cultural, geographical, linguistic, and social contexts of children.

• Procedural knowledge required by student-teachers to perform and accomplish the professional tasks associated with teaching at the preparatory stage of school education, and to design/adopt effective pedagogical approaches to curriculum transaction that facilitate the achievement by children of the expected competencies and learning

outcomes on completion of the Preparatory Stage of education.

• Capacities for:

Ø designing and delivering developmentary appropriate learning experiences required to promote age-appropriate physical development, socio-emotionalethical development, cognitive development, aesthetic and cultural development, and development of positive learning habits by children enrolled in the Preparatory Stage of school education, and to facilitate the achievement of learning outcomes and competencies relating to languages, mathematics, arts, and physical education, as well as the course 'the world around us' which encourages exploration and understanding of both the natural world and the social world, and incorporation of aspects of vocational exposure.

Ø assessment of student learning, including the selection and development of assessment methods and tools and processes, that are appropriate for the Preparatory Stage of school education, and recording, documentation and reporting of student progress towards the expected learning outcomes.

Ø responding to the learning needs of students with disability or other learning difficulties, and children with individual learning needs, including through identification of disability or development delay of children of Preparatory-Stage age, and delivering learning experiences in an inclusive and caring environment.

Ø managing classrooms activities and student behaviour, and engaging with parents and other caregivers of children at the Preparatory Stage of education as well as with community members and leaders for mobilising support for ensuring retention by all enrolled children and achievement by them of the expected learning outcomes.

 

Middle Stage Specialisation

A comprehensive knowledge of the aims of education, curricular goals, competencies and learning outcomes defined for the Middle Stage of school education, and the curricular structure and learning contents that are to be used for creating learning experiences that reflect the cultural, geographical, linguistic, and social contexts of children.

• Procedural knowledge required by student-teachers to perform and accomplish the professional tasks associated with teaching at the Middle Stage, and to adopt effective pedagogical approaches to curriculum transaction, including that would facilitate achievement by children of the expected learning outcomes and competencies on completion of the Middle Stage of education.

• Capacities for:

Ø designing and delivering developmentary appropriate learning experiences required to promote age-appropriate physical development, socio-emotionalethical development, cognitive development, aesthetic and cultural development, and development of positive learning habits by children enrolled at the Middle Stage of school education; demonstrate higher order thinking and reallife application of acquired knowledge in multiple situations. facilitating the achievement by students of learning outcomes and competencies

relating to courses within curricular areas such as languages, mathematics, arts, sciences (the study of the natural world), social sciences (the study of the human world), physical education, and vocational education.

Ø Designing models/activities for experiential learning, for assessment of student learning, including selection and development of assessment methods and tools that are appropriate for the Middle Stage of school education, and recording, documentation and reporting of student progress towards the expected learning outcomes.

Ø responding to the learning needs of students with disability or other children with individual learning needs, including through identification of disability or development delay of children of Middle Stage age, and delivering learning experiences in an inclusive and caring environment.

Ø managing classroom activities and student behaviour, and engaging with parents and families of children at the Middle Stage of school education as well as with community members and leaders for mobilising support for ensuring retention of all enrolled children in schools and achievement by them of defined learning outcomes and competencies.

 

Secondary Stage Specialisation

A comprehensive knowledge of the aims of education, curricular goals, competencies and learning outcomes defined for Grades 9 & 10, and the curricular structure and learning content that are to be used for creating learning experiences that reflect the cultural, geographical, linguistic, and social contexts of children.

• Procedural knowledge required by student-teachers to perform and accomplish the professional tasks associated with teaching in Grades 9 & 10, and to adopt effective pedagogical approaches to curriculum transaction that would facilitate the achievement by children of the expected learning outcomes and competencies on completion of Grades 9 & 10.

• Capacities for:

Ø designing and delivering developmentary appropriate learning experiences required to promote age-appropriate physical development, socio-emotionalethical development, cognitive development, aesthetic and cultural development of children enrolled in Grades 9 & 10.

Ø designing learning experiences to facilitate the achievement by students of learning outcomes and competencies relating to courses within curricular areas such as three Languages, Arts Education, Physical Education, Vocational Education, Social Science, Interdisciplinary Area, Mathematics and Computational Thinking, and Science.

Ø assessment of student learning, including selection of assessment methods, tools and processes that are appropriate for children studying in Grades 9 & 10, and recording, documentation and reporting of student progress towards the expected learning outcomes.

Ø responding to the learning needs of students with disability or other learning disabilities, students with individual learning needs, including through identification of disability or development delay of children in Grades 9 & 10, and delivering learning experiences in an inclusive and caring environment.

Ø managing classrooms activities and field-based learning, and student behaviour, and engaging with parents and other caregivers of children in Grades 9 & 10 as well as with community members and leaders for mobilising support for ensuring retention and learning achievement of enrolled children.

 

Secondary Stage Specialisation (Grades 11 & 12)

A comprehensive knowledge of the aims of secondary education, and curricular goals, competencies and learning outcomes expected to be attained by students, and the curricular structure and learning content that are to be used for creating learning experiences for students in Grades 11 & 12.

• Procedural knowledge required by student-teachers to perform and accomplish the professional tasks associated with teaching students in Grades 11 & 12, and to adopt effective pedagogical approaches to curriculum transaction that would facilitate the achievement by children of the expected learning outcomes and competencies on

completion of the Secondary Stage of education.

• Capacities for:

Ø designing and delivering developmentary appropriate learning experiences required to promote age-appropriate physical development, socio-emotionalethical development, cognitive development, aesthetic and cultural development of children enrolled in Grades 11 & 12, and to facilitate the achievement by students of learning outcomes and competencies relating to courses opted for study in Grades 11 & 12.

Ø assessment of student learning, including selection of assessment methods and development of assessment tools and processes that are appropriate for Grades 11 & 12, and recording, documentation and reporting of student progress.

Ø responding to the learning needs of students with disability or other learning difficulties, and other children with individual learning needs, including through identification of disability or development delay among children studying in Grades 11 & 12.

Ø managing classroom activities, practicum, and field-based learning, and engaging with parents and families of children in Grades 11 & 12 as well as with community members and leaders for mobilising support for ensuring retention and learning achievement of enrolled children.

 

Curricular Components

As indicated in the above Table, the ITEP comprises the following curricular components:

• Student Induction Programme (Common to all student-teachers across stage specific specialisation. To be organised during the first two weeks of Semester-1)

• Foundations of Education (30 Credits)

• Disciplinary/Interdisciplinary Courses (64 Credits)

• Stage-Specific Content - Cum - Pedagogy Courses (16 Credits)

• Ability Enhancement and Value-Added Courses (28 Credits)

• School Experience, including Internship in Teaching (20 Credits)

• Community Engagement and Service (2 Credits)

 

 

Foundational Stage of education.

•       Domains of development; Integrated approach; Idea of Panchakosha Vikas

•       annamaya kosha (physical layer),

•       pranamaya kosha (life force energy layer),

•       manomaya kosha (mind layer),

•       vijnanamaya kosha(intellectual layer)

•       and anandamaya kosha (inner self).

•       characteristics. The holistic development of a child takes into account the nurturing and nourishment of these five layers;

 

Idea of Panchpadi (Five-Step learning process) which represents a guide to formulating

the sequence that a teacher may adopt in planning for instruction. These steps include

Aditi (Introduction), Bodh (Conceptual Understanding), Abhyas (Practice), Prayog (Application), and Prasar (Expansion).

• Centrality of Care; importance of play; Curricular goals; and the knowledge, capacities

and values and disposition to be acquired/demonstrated by children at the Foundational

Stage.

• Learning to use Stories, Toys, Arts, Games: (e.g., Toy-based & Stories based Pedagogy,

Active Learning, Activity based / Play based pedagogy, Art integrated and sports integrated Pedagogy, arranging learning environment, Oganising learning contents and learning experiences, and preparing timetable).

• Pedagogy & Assessment for Early Language: (e.g., Approach to early Language learning,

emergent literacy, classroom strategies, Multilingualism)

• Pedagogy & Assessment for Early Mathematics: (e.g., Conceptual development, approach to early mathematics, classroom strategies and teaching-learning-assessment processes; technology use and integration).

 

 

Understanding holistic development of children during the Preparatory Stage of education: e.g., Continuity from the Foundational Stage, focus on readiness for formal learning, Importance of Care, Curricular goals and the knowledge, capacities and values and disposition to be acquired/demonstrated by children during the Preparatory Stage.

• Pedagogy & Assessment for Language: e.g., Approaches to Language learning, classroom Strategies, teaching-learning-assessment process.

• Pedagogy & Assessment for Mathematics: e.g., Approaches to Mathematics learning, Classroom Strategies, teaching-learning-assessment processes.

• Pedagogy & Assessment for the course on 'World Around Us': Process of scientific inquiry (Observation, Experimentation, Documentation, etc., Experiencing and Exploring World Around)

• Pedagogy & Assessment for Arts & Aesthetics: Approaches to Art, Classroom strategies, Arts in development of Values and Dispositions, Integrating Arts in teaching of Languages, Maths, Environmental education, etc.

• Pedagogy & Assessment for Physical Education (Health and wellness, Spots and fitness,

yoga, etc.): Approaches to Physical Education, teaching -learning-assessment Strategies;

Developing values and dispositions through sports and games, Integrating Play/Games in

teaching of Maths, Languages, Environmental education, etc.

 

Stage-Specific Content-Cum-Pedagogy (Middle Stage):

*Understanding Holistic Development of children during the Middle Stage of education:

How children of Middle Stage age group learn, Preparing for Adolescence, Curricular

Goals and Competencies relating to the Middle Stage, etc.

• Planning for Teaching children at the Middle Stage of education: How children of Middle

Stage age group learn, preparing for young adulthood, Curricular Goals and the knowledge, capacities and values and disposition to be acquired/demonstrated by children at the Middle Stage of school education.

• Pedagogy & Assessment relating to two disciplines associated with Curricular Areas, including Vocational exposure: Objectives, planning, teaching methods & material, assessment, technology requirements, self-learning, etc., and engaging with Middle Stage curriculum and textbooks.

• Engaging pedagogy and assessment: Use of technology, Integrating Indian Knowledge Systems; Designing good assessment tools.

 

Stage-Specific Content-Cum-Pedagogy (Secondary Stage)

Understanding Holistic Development of children during the Secondary Stage of

education: e.g., How children of secondary education age group learn, preparing for

young adulthood, Curricular Goals and the knowledge, capacities and values and

disposition to be acquired/demonstrated by children at the Secondary Stage.

• Planning for Teaching children at the Secondary Stage of education: e.g., Objectives,

planning, methods & material, assessment, technology requirements, engaging students,

self-learning, etc, Engaging with Middle Stage curriculum and textbooks.

 

·      Ability Enhancement and Value-Added Courses (Semester-1 to 8, 28 Credits)

o  Languages I & II (Semesters-1 & 2, 4+4 Credits)

o  Art Education (Performing and Visual) (Semesters-1 & 7, 2+2 Credits)

o  Understanding India (Indian Ethos and Knowledge Systems) (Semesters-1 & 2, 2+2 Credits)

o  Teacher & Society (Semester-2, 2 Credits)

o  ICT in Education (Semester-5, 2 Credits)

o  Mathematical and Quantitative Reasoning (Semester-6, 2 Credits)

o  Sports, Nutrition and Fitness (Semester-7, 2 Credits)

o  Yoga and Understanding Self (Semester-8, 2 Credits)

o  Citizenship Education, Sustainability and Environmental Education (Semester-8, 2 Credits)

 

 

Ø School Experience (This curricular component is specific to Stage Specialisation)

 (Semester-5 to 8, 20 Credits)

o  Pre-Internship Practice (Semester-5, 2 Credits)

o  School Observation (Field Practice) (Semester-6, 2 Credits)

o  School-Based Research Projects (Semester-7, 2 Credits

o  Internship in Teaching (Semester-7, 10 Credits)

o  Post Internship (Review and Analysis) (Semester- 8, 2 Credits)

o  Creating Teaching-Learning Material (Semester-8, 2 Credits)

 

 

School Experience (Foundational Stage): Main Activities

Pre-Internship Practice: Preparation for School Experience

Ø Orientation on School Experience.

Ø Demonstration lessons by Teacher Educators and/or by expert teachers.

Ø Peer Teaching – I: Teaching of early Language, early Maths, and Arts.

Ø Peer Teaching – II: Using Play-based, Arts/Sports-integrated, Toy-based, and Storybased pedagogy to promote physical development, socio-emotional-ethical development, cognitive development,  aesthetic and cultural development, and development of positive learning habits.

 

School Observation:

Ø Observation of learning activities within Anganwadi Centres, Balvatikas, Government & Private Pre-Schools; In the case of Government & Private Pre-Schools, observation of full school with special focus on Grades 1 & 2.

Ø Observation of activities designed to promote learning and development among children enrolled in Anganwadi Centres, Balvatikas, Government & Private Pre- Schools in different contexts (Rural and Urban).

 

Practice Teaching:

Ø Teaching in Anganwadi Centres, Balvatikas, Government & Private Pre-Schools by assisting the Teacher to deliver a series of individual lessons. Equal time with 3-6 age children and children in Grades 1 & 2; Assisting educators in Anganwadi Centres and Balvatikas, and classroom teachers in Grades 1 & 2 (no independent teaching) – Minimum 6 lessons in different domains of learning and development. i.e., physical development, socio-emotional-ethical development, cognitive development, aesthetic and cultural development, development of foundational capacities in literacy and numeracy, and development of positive learning habits.

Ø ‘Block/Unit Teaching' involving planning for teaching, teaching a logical set of lessons or a complete unit closely observed by educators in preschools and classroom teachers in Grades 1 & 2 in schools.

Ø Taking classes observed by educators in preschools and classroom teacher of Grade 1 & 2 in schools (no teaching without teacher present) with equal time with 3-6 age children and 6-8 age children in Grades 1 & 2; (Minimum five Lessons for children attending Balvatikas/Anganwadi centres and other preschools, and five lessons for children in Grades 1&2)

 

 

3.0 APPROACH TO CURRICULUM TRANSACTION

The approach to transaction of the ITEP curriculum will focus on enabling studentteachers to attain the defined competencies and learning outcomes relating to courses associated with each of the curriculum components that would enable student-teachers to achieve the expected Graduate  ttributes. The curriculum transaction will involve learnercentric pedagogies, and pedagogical practices that would help facilitate well-structured and sequenced acquisition of knowledge and capacities. Practicum that would link theory with practice will constitute an important aspect of the teaching-learning process. Teaching process will include lectures supported by tutorial work; practicum and field-based learning; the use of teaching-learning material, including e-learning resources and other self-study materials; project work, some of which may be team-based; activities designed to promote the development of generic/transferable and subject-specific knowledge and capacities; exposure to different types of schools and other teacher education institutions and/or research facilities, school-based internship, etc.

 

4.0 APPROACH TO ASSESSMENT AND EVALUATION

A variety of assessment methods and tools will be used to assess progress towards the defined learning outcomes, competencies, and the expected Graduate Attributes. Priority will be accorded to formative assessment. Assessment of learning outcomes will cover all domains of learning. The assessment would provide meaningful and constructive feedback to faculty and student-teachers about the teaching- learning process and outcomes. Assessment tasks and tools will be designed to evaluate the capacity to analyze and synthesise new information and concepts rather than simply recall information previously presented. The process of assessment is expected to be carried out in a manner that encourages better student engagement and rigorous study. A range of tools and methods for assessment will be used (e.g., open book tests, portfolios, assignments, projects, presentations, dissertations, peer, and self-assessment) in addition to the standard written test. Written tests will be designed rigorously using a range of tools and processes (e.g.,  constructed response, open ended items, multiple-choice with more than one correct answer). Faculty will provide options for a student to improve performance in the continuous assessment mode.