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Year: 2022 impression



ISBN: 9788175416826(hb)

Price: $50

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About the Book

The destiny of India is being shaped in her classrooms as appears in the introductory lines of the Kothari Commission unequivocally assumes the strategic role played by the teachers in national development. In view of this, the availability of well trained teachers has been the most important concern of the nation. The teacher education programme today needs a complete change with respect to the NCF 2005; NCFTE, 2009; and RTE, 2009. It is the right time to address on various problems of teacher education like inclusive education, inclusion of ICT, striking a balance between theory and practice, duration of teacher education course, public-private partnership, quality sustenance, role of different quality maintenance supervising agencies and evaluation criteria etc. We are to revitalize our teacher education programme in the context of these concerns for the creation of an egalitarian society. In view of these, the book reflects the vision of the teacher educators of India on various problems of teacher education since they are concerned with the system having valuable experiences. The policy makers, research scholars and pre-service & in-service teachers may find the book useful.

About Author

Dr. Sesadeba Pany, having more than 15 years of teaching experience, serves as the Professor and Principal in Krishma Post Graduate College of Education affiliated to Himachal Pradesh University, Shimla. Dr Pany has published many research papers in different national and international reputed journals. His area of interest includes Teacher Education, Educational Philosophy and Educational Research. Sankar Prasad Mohanty is having more than 14 years of teaching experience, presently serves as a faculty in the Department of Education, Ravenshaw University, Cuttack. He has published more than twenty research papers and scholarly articles in different national and international journals; he is the author of the book ‘ICT Literacy of Under Graduates: Parental Education and Occupation bearing upon ICT Literacy’ (Lap Lambert, Germany). His specialization includes Teacher Education; Educational Assessment; Curriculum Development & Evaluation and Educational Research.


Preface                                                                                                                v

Out-of-School Children

The Moot Point/3; Out-of-School Children (OSC): Concept and Nature/3; Demographic Classification of Out-of-School Children/4; Early Mainstreaming Initiatives/5; Mid-day Meal Incentive/9

Government Initiatives

Non-Formal Education/11; Residential and Non-Residential Bridge Courses/12; Other Alternative Schemes/13; Alternative Centres for Children in Madarsas and Maktabs/13; Establishing and Running Human Development Centres (HDCs)/13; Select Case Studies/15; Right to Education Act/19; Problems in Implementation/20; Age-Appropriate Enrolment/21; Problem Areas-in-Specific/21

Inclusive Education and Mainstreaming

Inclusive Education: Government Legislation and Constitutional Provisions/24; Other Initiatives/26; Imminent Concerns/28; Challenges/29; Special Training for Out-of-School Children/29

Education for Integration

Integration/32; Dimensions of Integration/33; Integration Strategies/35; Teachers’ Role/37

Early Pedagogical Interventions and Exciting Activities

Special Provisions for Out-of-School Children/40; Pedagogic Interventions/40; Exciting Activities/46; Learning Alphabets/46; Understanding Colours/48; Understanding the Vocations/49; Understanding the Movement of Time Dial/63

Pedagogical Inputs at Elementary Stage

How do Children Learn?/65; Learner-Centred Pedagogy/66; Critical Pedagogy/67; Participatory Learning/68; Experiential Learning/69; Problem-Solving/69; Investigatory Approach/70; Concept Mapping/70; Social Inquiry Approach/70; Creative Writing/70; Peer Learning/71; Collaborative Learning/72; Cooperative Learning/72

Capacity Building and ICT Integration

Face-to-Face Programmes/73; Manuals and Handbooks for Teachers/76; Teacher Education through Distance Mode/76; Sarva Shiksha Abhiyan (SSA)/78; DEP-SSA Interventions/79; Exploring the Possibilities/81; Challenges/82; ICT Integration/83; Key Government Initiatives in a Nutshell/83; Mission 2007: Every Village, a Knowledge Centre/86; 2009: National Policy on ICT in School Education/86; Conclusion/87

Assessment and Evaluation

Pre-preparation for Assessment/88; Assessment for Learning (AfL)/90; Entry-level Assessment Profile of Out-of-School Children/92; Learning-Support Guidelines/92; Types of Assessment: I. Informal Assessment/93; Format of Anecdotal Records with Examples at Primary Level /95; Guidelines for Writing Anecdotal Records/98; II. Formal Modes of Evaluation of Learning of Out-of-School Children after Special Teaching/114; Relevance of Assessment Information/115; Conclusion/116

Innovative Practices in Teaching

Traditional Practices/117; Emerging Practices/121; IBW Potentials and Teacher Competence/123

Revamping Primary Schooling Initiatives in Action

The Segregation Syndrome/125; Recent Initiatives/130; Conclusion/132

Role of ICT in School Education

Backdrop/133; Challenges Galore/134; Promises and Prospects/136; Modalities/139


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