teacher education

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It explains the quality indicators of teacher education in India

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Slide 1:

QUALITY AND TEACHER EMPOWERMENT IN TEACHER EDUCATION By Dr.K.Nachimuthu (Asst Prof)& G.Vijayakumari (Res.Scholar) Dept of Education Periyar University, Salem-11 Tamilnadu, INDIA dr_knmuthu @ yahoo.com +91 09 84 27 26 987

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INTRODUCTION Education is a very important role in our lives. Everyone has been being educated since the day they were born. There is a rapidly growing demand for a higher education in the world today. It is difficult to receive, the rewards of self-improvement, job insurance, a development of character, and social improvements are what are going to satisfy us.

INSTITUTIONAL ACCOUNTABILITY:

INSTITUTIONAL ACCOUNTABILITY -accountable to trustees/ funding entities, legislatures, accrediting bodies, etc. It also involves (i) Effectively gathering evidence & measuring student learning outcomes; (ii) Evaluating financial performance (iii) Progress toward meeting institutional strategic goals and objectives .

EMPOWERMENT:

EMPOWERMENT -as a process whereby school participants develop the competence to take charge of their own growth & resolve their own problems. Empowered individuals believe they have the skills and knowledge to act on a situation & improve it. Empowered schools are organizations that create opportunities for competence to be developed & displayed.

FIVE GOALS OF QUALITY EDUCATION:

FIVE GOALS OF QUALITY EDUCATION Exceptionality: Schools should maximize the pursuit of the highest potential in individual students. Consistency : schools should provide students with consistent experiences across the system. Fitness-for-purpose : refinement and perfection in specific subject areas & preparing students for specific roles. Value for money : Edn. reflects reasonable correspondence to individual and societal investments Transformative potential : social change is the vision that drives education & its promotes social change.

DIMENSIONS OF TEACHER EMPOWERMENT :

DIMENSIONS OF TEACHER EMPOWERMENT 1. Decision making 2. Teacher impact 3. Teacher status 4. Autonomy 5. Professional growth 6.Teacher self-efficacy .

TEACHER CHARACTERISTICS:

TEACHER CHARACTERISTICS - initial pre service learning - ongoing learning - understanding of reform ideas -commitment to change - effort to implement new methods -knowledge of subject matter - motivation, morale, professional identity - prior notions & experiences of teaching

SCHOOL CHARACTERISTICS :

SCHOOL CHARACTERISTICS Nature of school leadership and school governance Nature of school climate Supportive leadership and supervision Team work among teachers, communities of practice Physical condition of the school, class size Availability of learning materials and other resources for teachers Nature of decision-making at the school level (participatory or top down) Professional identity

COMMUNITY & CULTURAL CHARACTERISTICS:

COMMUNITY & CULTURAL CHARACTERISTICS Community perspectives on the role/purpose of education (why they are sending their children to school) Nature of the local or national job market Socio-economic status of the community Level of community support and involvement in the school Level of community understanding and support of reform initiatives Adjusting with the society Helping tendency to the society

ENABLING POLICIES:

ENABLING POLICIES Widespread understanding and support of policies and reforms Community involvement in determining education policy Provision of adequate resources for schools Adequate teacher conditions of service, feedback, incentives Relevance and clarity of the curriculum Relevance of teaching methods prescribed by policy & also applicability to their curriculum, class size & age groups. Relevance of examinations in examining what policies prescribe Interest in children group

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QUALITY IN HIGHER EDUCATION Quality as endurance Quality as luxury and prestige Quality as conformance to requirements Quality as continuous improvement Quality as value added

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C ONCLUSION An understanding of the 6 dimensions should provide the bases for developing strategies for helping teachers become more empowered in their work lives. Over all view, they constitute a construct vital to the redesign of teachers' work life and the growth and renewal of schools as organizations. Teacher empowerment is like more feet running in the same direction. The teachers like us; we all pull together and feel powerful in the process. For their professional development, teachers received information on how to improve from “experts” in centralized workshops with follow-up seminars in institutions level.

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Thank You By Dr.K.Nachimuthu, Dept. of Education, Periyar University, Salem,TN INDIA +91 09 84 27 26 987 dr_knmuthu @ yahoo.com

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