| What is education described as in terms of interdisciplinary knowledge? | a praxis and a context where theories and practical wisdom are generated continuously | Education as an area of interdisciplinary knowledge is not merely an application of a few core disciplines, but a praxis and a context where theories and practical wisdom are generated continuously. It is important to facilitate development of a discourse in education through more purposive and deliberate focus in creating explanatory terms and vocabulary. And this process has to inform and be informed by teacher education. Since traditionally, it was secondary teacher education institutions that developed into university departments of education, elementary education and early childhood education have been neglected as distinct areas of knowledge with their own distinct concerns, concepts and methodological perspectives. | 112 | definition | 1.000 | Education as an area of interdisciplinary knowledge is not merely an application of a few core disciplines, but a praxis and a context where theories and practical wisdom are generated continuously. | 20 | page=20,block=1 | 0.700 | valid |
| How is learning characterized in relation to individual experiences? | a search for meaning out of personal experiences | Learning is to be viewed as a search for meaning out of personal experiences and knowledge generation as a continuously evolving process of reflective learning. z Teacher education must engage with theory along with field experiences to help trainees to view knowledge not as external to the learner but as something that is actively constructed during learning. | 28 | definition | 1.000 | Learning is to be viewed as a search for meaning out of personal experiences and knowledge generation as a continuously evolving process of reflective learning. | 30 | page=30,block=1 | 0.700 | valid |
| What should teachers re-conceptualize citizenship education in terms of? | human rights and approaches of critical pedagogy | z Teachers need to re-conceptualize citizenship education in terms of human rights and approaches of critical pedagogy; emphasize environment and its protection, living in harmony within oneself and with natural and social environment; promote peace, democratic way of life, constitutional values of equality, justice, liberty, fraternity and secularism, and caring values. z In view of the many-sided objectives of teacher education the evaluation protocol needs to be comprehensive and provide due place for the evaluation of attitudes, values, dispositions, habits and hobbies, in addition to the conceptual and pedagogical aspects through appropriate quantitative as well as qualitative parameters. | 70 | definition | 1.000 | z Teachers need to re-conceptualize citizenship education in terms of human rights and approaches of critical pedagogy; emphasize environment and its protection, living in harmony within oneself and with natural and social environment; promote peace, democratic way of life, constitutional values of equality, justice, liberty, fraternity and secularism, and caring values. | 31 | page=31,block=1 |
| How is teacher education characterized in terms of its approach? | a holistic enterprise involving actions of different kinds and from multiple fronts | The kind of teacher and teacher education we have envisioned calls upon us to look at teacher education as a holistic enterprise involving actions of different kinds and from multiple fronts aimed at the development of the total teacher – knowledge and understanding, repertoire of skills, positive attitudes, habits, values and the capacity to reflect. | 107 | definition | 1.000 | The kind of teacher and teacher education we have envisioned calls upon us to look at teacher education as a holistic enterprise involving actions of different kinds and from multiple fronts aimed at the development of the total teacher – knowledge and understanding, repertoire of skills, positive attitudes, habits, values and the capacity to reflect. | 33 | page=33,block=3 | 0.700 | valid |
| What is the primary focus of the courses on Learner Studies? | the first systematic introduction to the study of childhood, child development and adolescence | Childhood, Child and Adolescent Development and Learning Rationale The courses on Learner Studies are visualized as the first systematic introduction to the study of childhood, child development and adolescence. Beginning teachers need to engage with and understand children of different ages by interacting with them and observing them in diverse social, economic and cultural contexts rather than through an exclusive focus on psychological theories of child development. This would include a close study of adolescence in contemporary India as it poses several new challenges that emerge from the personal as well as social turmoil characteristics of societies in transition. It is equally important for teachers to engage with the social construct of childhood and adolescence, the various socio-cultural and political dimensions associated with its positioning and development in society. | 116 | definition | 1.000 | Childhood, Child and Adolescent Development and Learning Rationale The courses on Learner Studies are visualized as the first systematic introduction to the study of childhood, child development and adolescence. | 38 |
| What aspects are examined by the philosophical and ideological basis of curriculum design? | selection of knowledge; critical examination of curriculum, design and analysis of textbooks, negotiating curriculum | Understanding school curriculum: Philosophical and ideological basis of curriculum design, selection of knowledge; critical examination of curriculum, design and analysis of textbooks, negotiating curriculum; linking school knowledge with community life: examining textbooks to contextualize school knowledge, learning to draw upon resourses other than textbooks, including local oral histories. In-built field-based units of study can provide sustained engagement with content through the close examination of select concepts. Science, for example, can involve laboratory work, library and reference, field surveys, group discussions, seeking expert opinion to investigate into questions that children often ask such as, Why is the sky blue? Why do stars twinkle? | 91 | definition | 1.000 | Understanding school curriculum: Philosophical and ideological basis of curriculum design, selection of knowledge; critical examination of curriculum, design and analysis of textbooks, negotiating curriculum; linking school knowledge with community life: examining textbooks to contextualize school knowledge, learning to draw upon resourses other than textbooks, including local oral histories. |
| What is the philosophical and epistemological basis of a pedagogy course on EVS? | a composite area of study that draws upon the sciences, social sciences and environmental education | a pedagogy course on EVS should include the following: philosophical and epistemological basis of EVS as a composite area of study that draws upon the sciences, social sciences and environmental education; acquainting student teachers with children’s ideas of their physical and social world so that these can later be interpreted for classroom instruction; helping student teachers develop the ability to plan comprehensive units that do not compartmentalize knowledge but view it holistically. Engagement with research relating to different aspects of young children’s learning in languages, mathematics, environmental education, history, geography, followed by reflective discussion, records of observation, analysis can form an important part of developing sound pedagogic understanding of the elementary school teacher. | 105 | definition | 1.000 | a pedagogy course on EVS should include the following: philosophical and epistemological basis of EVS as a composite area of study that draws upon the sciences, social sciences and environmental education; acquainting student teachers with children’s ideas of their physical and social world so that these can later be interpreted for classroom instruction; helping student teachers develop the ability to plan comprehensive units that do not compartmentalize knowledge but view it holistically. |
| What does the proposed process-based teacher education emphasize about knowledge? | Knowledge generated in the shared context of teaching, learning, personal and social experiences through critical enquiry | p Dominant Practice of Teacher Education Proposed Process-Based Teacher Education Focus on psychological aspects of learners without adequate engagement with contexts. Engagement with generalised theories of children and learning. Understanding the social, cultural and political contexts in which learners grow and develop. Engagement with learners in real life situations along with theoretical enquiry. Theory as a “given” to be applied in the classroom. Conceptual knowledge generated, based on experience, observations and theoretical engagement. Knowledge treated as external to the learner and something to be acquired. Knowledge generated in the shared context of teaching, learning, personal and social experiences through critical enquiry. Teacher educators instruct and give structured assignments to be submitted by individual students. | 627 | definition | 1.000 | Knowledge treated as external to the learner and something to be acquired. Knowledge generated in the shared context of teaching, learning, personal and social experiences through critical enquiry. | 62 |
| What is the nature of the knowledge component in teacher education? | multi-disciplinary in nature within the context of education | As regards teaching of theory, we may note that the knowledge component in teacher education is derived from the broader area of the discipline of education as well as foundation disciplines of philosophy, sociology, history, political science and psychology. It needs to be represented so. It is thus multi-disciplinary in nature within the context of education. In other words, conceptual inputs in teacher education need to be articulated in such a manner that they describe and explain educational phenomena – actions, tasks, efforts, processes, concepts, events and so on. In doing so, concepts from various disciplines need to be integrated for arriving at a composite understanding of educational components and realities. The point of significance here is that while formulating knowledge components for teacher | 302 | definition | 1.000 | It is thus multi-disciplinary in nature within the context of education. | 63 | page=63,block=1 | 0.700 | valid |
| What are resource centres viewed as in the context of teacher education? | mechanisms for grounding the education of pre-service students as well as in-service teachers | Likewise, establishing resource centres that enable hands-on engagement with concepts and ‘tools’ of education such as textbooks and other resources is critical to transacting a process-based teacher education programme. These resource centres are viewed as mechanisms for grounding the education of pre-service students as well as in-service teachers within immediate classroom contexts, the wider societal context and learner diversity. The conceptual framework within which these centres can operate is given below: Establishing Teacher Learning Centres (TLCs) TLC: A Structural Space for Hands-on Experience A TLC would be a structural space located within a teacher education institution for providing student teachers with hands-on experience with | 258 | definition | 1.000 | These resource centres are viewed as mechanisms for grounding the education of pre-service students as well as in-service teachers within immediate classroom contexts, the wider societal context and learner diversity. | 65 | page=65,block=4 | 0.700 |