TEACHER TRAINING FOR EARLY CHILDHOOD CARE AND EDUCATION UNDER SARVA SHIKSHAABHIYAN IN KERALA
Author: V.K.Jibin & Dr. C. Naseema
Sarva Shiksha Abhiyan (SSA) is a major national initiative and a step forward towards achieving the goals of Universal Elementary Education (UEE) ECCE as a crucial input in the strategy of human resource development, as a feeder and support programme for primary education and as a support service for working women of the disadvantaged sections of society. Objective of the paper is to study about the training and the impact of training provided by SSA for ECCE of Kerala. Questionnaire on ECCE and General Data Sheet were the tools used and study conducted on a sample of 160 Teachers working in pre-primary institutions selected randomly. The study revealed that District Project Offices are not properly keeping records about the ECCE centres of the districts. State Project office of SSA should instruct District Project Offices to collect detailed information of staff in ECCE centres under each district. 31.25 percent expressed satisfaction in the training programmes provided by the SSA. But only 0.6 percent expressed dissatisfaction in the programmes. 25 percent opined that the training helped them in making classroom practices effective .
KNOWLEDGE INFLATION AND ITS IMPACT ON DIFFERENT LEVELS OF EDUCATION IN WEST BENGAL
Author: Mr. Swapan Kumar Maity & Mr. Jayanta Mete
Education in rural areas, despite being promoted on a large scale by the government, is lagging far behind the expected goal. Due to the rapid change of science and technology and stupendous development in the field of multimedia, computer and internet it is easy to acquire knowledge about different fields. As a result we can find a system of knowledge inflation in the society. The impact of knowledge inflation on our education system is essentionaly important to make plans for harmonious development of society. But a gap has been found in rural and urban areas in regard to inflation of knowledge. Findings of the study leads to conclude that the impacts of knowledge inflation on the literacy programme is significant in connection with continuation of education. The proper measure for utilizing knowledge inflation may help for reaching the unreached in our country. Thus the results of the study have significant impact in taking literacy programme for reaching the unreached children.
Influence of Teacher Empowerment on teachers' Professional Commitment in S.S.C, C.B.S.E and I.C.S.E board of Mumbai
Author: Reema Sharma & DR. Sybil Thomas
Quality of a school education depends upon teachers. Teachers play an important role in the school, and it is through their involvement and commitment that the organisation becomes competitive. A teacher is committed to his/her profession if and only if they are empowered i.e. teachers are given the freedom with respect to all the activities of a school. Thus, Empowerment is sum as a process of growth and development which enables teachers to optimise not only the teaching learning situation but also their own potential. There are mainly three types of educational board in Mumbai city viz S.S.C, C.B.S.E and I.C.S.E. The present study focuses on to study how far teachers are empowered in relation to their professional commitment. The data were collected through a tool whose reliability and validity were ascertained and then administered on a sample of 570 secondary school teachers of Mumbai. Therefore this research paper is a summary of the findings of relationship between teacher empowerment and professional Commitment (PC).
EFFECTIVENESS OF COOPERATIVE LEARNING STRATEGY (CLS) IN TEACHER EDUCATION
Author: Dr.Usha A.Borkar
Cooperative learning applications in teacher education classroom was the focus of this investigation. The purpose of the study was to compare selected cooperative learning strategy (Scripted Cooperative dyads, Think Pair Share, and Group Processing) with traditional learning methods. For 10 weeks, 64 students in educational psychology class participated in one of the two conditions. On three of four measures of achievement, the cooperative group showed significantly stronger performance than the non cooperative group. In addition, students exposed to the cooperative learning strategy reported significantly more favorable attitudes toward classroom instruction.