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ISSN:2277-7881; IMPACT FACTOR :7.816(2022); IC VALUE:5.16; ISI VALUE:2.286
Peer Reviewed and Refereed Journal: VOLUME:11, ISSUE:5(3), May: 2022
Online Copy of Article Publication Available (2022 Issues): www.ijmer.in
Digital Certificate of Publication: http://ijmer.in/pdf/e-Certificate%20of%20Publication-IJMER.pdf
Cover Page
Scopus Review ID: A2B96D3ACF3FEA2A
nd
Article Received: 2 May 2022
DOI: http://ijmer.in.doi./2022/11.05.52 th
Publication Date:10 June 2022
Publisher: Sucharitha Publication, India
PERCEPTION OF TEACHER EDUCATORS ON ELEMENTARY LEVEL PRE-SERVICE TEACHER EDUCATION
CURRICULUM
1 2
Ms Anita Behera and Prof Gouranga Charan Nanda
1 2
Teacher Educator and Vice Chancellor
1 2
DIET, Jajpur, Rajasthan and Netaji Subhas University, Jamshedpur, Jharkhand
India
Abstract
Education seeks to ensure holistic development of person. The quality of a nation a depends on the quality of its citizens and quality of
its citizen depends on the quality of its education system. In this context teacher is considered as the soul of education system. To make
our education system vibrant so also our teachers, a lot of interventions made in the teacher education programme. Curricular reform
has been made in the elementary level teacher education. As there is a close correspondence between the teacher education and school
education, in this context Elementary level teacher education upgraded to participatory curriculum planning involving all stakeholders,
modular organization of curriculum in terms of critically engaging with theory and bringing practice within its perspective and a
professional approach to teacher education processes as the guideline of National Curriculum Framework 2009. Though reformation
has been made in elementary teacher education curriculum, still the research gap indicates that the reformation has not been implemented
properly. To address the research, gap the study was conducted on the teacher educators of elementary level teacher education institutions
to reflect their perception of teacher educators on elementary level pre-service teacher education curriculum. Semi structured perception
scale was used to collect data from the teacher educators of DIET and ETEI. “Chi square” technique and percentage were used to
analyse the data collected from the teachers’ educators. The result indicates that there is difference in the perception of the teacher
educators of DIET and ETEI in the aspects of position of teacher educators as per the yardstick and provision for self-introspection and
reflection in the D.El .Ed pre -service teacher education curriculum where as there is no significant difference between the perception
of teacher educators of DIET and ETEI on the aspect of contextualization of socio cultural context in curriculum , balance between
theory and practice, availability of scope to implement course curriculum , curriculum related to personal life experience, scope for
developing democratic values , correspondence between elementary school curriculum and pre-service teacher education curriculum,
scope for professional development of students in D.El.Ed curriculum, Proper administration of evaluation of the programme and
availability of standard textbook . The D.El.Ed course was contextualized as per the socio-cultural context of NCFTE 2009.Theory
and Practical aspect of the curriculum was balanced . Teachers Educators were not in position as per the yard stick. Though all type of
educational facilities provided for the implementation of the curriculum in the teacher education institutions, still improvement is needed.
The prescribed D.EL.Ed course was not to that extent to the real life experiences. D.El.Ed curriculum provides scope for developing
democratic values but to some extent need to improvised as per the NCFTE 2009.The course provides less scope for self-introspection
and self-reflection and the curriculum need to be changed as per the NCFTE 2009.
Keywords: Perception of Teacher Educators, Elementary Level Teacher Education Curriculum, National Curriculum Framework.
Introduction
Education seeks to ensure holistic development of a person. The quality of a Nation a depends on the quality of its citizens and
quality of its citizen depends on the quality of its education. Education is also recognised as a catalyst for self-development as well
as social progress and all such development can only be possible through a teacher. Teacher is considered as the heart of education
system, as the entire system revolves around the teacher. The greatest responsibility of the teacher is to make good human beings. The
quality of education depends on the quality of teachers and ultimately on the quality of teacher education. There is a close correspondence
between the quality of education and standard of teacher education. The National Council for Teacher Education has defined teacher
education as a programme of education, research and training provided to a person for effective learning from pre-primary to higher
education level. It is related to the development of teacher proficiency and competence which is supposed to enable and empower the
st
potential teacher to meet the demands of the profession and to face the challenges likely to be faced in the 21 century. The National
Curriculum Framework 2005 focuses on diversified demands and expectations on the teachers which need to be addressed by both pre-
service and in -service teacher education programme. The quality and extent of learner’s achievement depends primarily on the teacher
competence, commitment and performance (NCTE 2009). The academic and professional standard of teachers constitute critical
component of the essential learning conditions to achieve the desired educational goals. Teacher education is needed to sharpen the
imagination of the teacher and to remove all barriers that exist in the way to achieve educational goals. Teacher education is now
considered as an integral part of educational system.
65
ISSN:2277-7881; IMPACT FACTOR :7.816(2022); IC VALUE:5.16; ISI VALUE:2.286
Peer Reviewed and Refereed Journal: VOLUME:11, ISSUE:5(3), May: 2022
Online Copy of Article Publication Available (2022 Issues): www.ijmer.in
Digital Certificate of Publication: http://ijmer.in/pdf/e-Certificate%20of%20Publication-IJMER.pdf
Cover Page
Scopus Review ID: A2B96D3ACF3FEA2A
nd
Article Received: 2 May 2022
DOI: http://ijmer.in.doi./2022/11.05.52 th
Publication Date:10 June 2022
Publisher: Sucharitha Publication, India
National Curriculum Framework for Teacher Education visualised following aspects of teacher education programme for the
critical engagement of student teachers.
Emphasizes learning as a self-learning participatory process taking place in social context of learner ‘s as well as wider social
context of the community to nation as a whole.
Emphasises on self- learning capacity of school children and student teacher and evolving proper educative programme for
education.
Views the learner as an active participative person in learning. His/her capabilities or potentials are seen not as fixed but capable
of development through experiences.
Views the teacher as a facilitator, supporting, encouraging learner‘s learning.
Knowledge is not fixed, static or confined in books but is something being constructed through various types of experiences. It
is created through discussion, evaluate, explain, compare and contrasts i.e., through interaction.
Emphasizes that appraisal in such an educative process will be continuous, will be self-appraisal, will be peer appraisal, will be
done by teacher educators, and formal type too.
There has been a paradigm shift in teacher education which can be stated as follows.
Table No .1 Paradigm Shift in Teacher Education
FROM TO
Teacher centric, stable designs Learner centric, flexible process
Teacher direction and decisions Learner Autonomy
Teacher guidance and monitoring Facilitates, support and encourages learning
Passive reception in learning Active participation in learning
Learning within the four walls of the classroom Learning in the wider social context the class room
Knowledge as "given" and fixed Knowledge as it evolves and created
Disciplinary focus Multidisciplinary, educational focus
Linear exposure Multiple and divergent exposure
Appraisal, short, few Multifarious, continuous
Source: NCFTE,2009
In order to study the perception of teacher educators in the changing context of teacher education a review of scholastic literature
was done.
Review of Related Literature
Acharya (2008) conducted a study on development, cost structure and quality of elementary teacher education programme in Orissa
and found that major weightage was given to theory papers i.e 77.78% in CT course where as the practical paper was only 22.22%.
Majority of the institutions (58.69%) arranged up to 40 classes for theory paper. Theory papers were evaluated externally and project
practical were evaluated internally but there is no system of continuous and comprehensive evaluation and also revealed that the student
teachers were not involved in the activities like red cross and NCC. The rank order of activities in terms of participation of the student
st nd rd th th
teachers were ;1 -Picnic,2 -Literary activities ,3 - Sports and games ,4 -Cultural activities ,5 -Community work. It also revealed
that less importance was given to community-based activities.
Bawane(2013)conducted a study on the on-going process of pre-service elementary teacher education programme in Maharastra. The
objectives of the study was to analyse and observe the process of D.Ed programme in terms of their teaching learning process and
practice teaching process in classroom and found that the D.Ed curriculum is distinct from the school realities, also found that there is
gap between theory and practice. So also, there is disparities in the views of teacher educators and there is need for overall improvement
in the curriculum.
Chauhan (2017) conducted a study on Rethinking Curriculum A Comparative Study of Pre-service Elementary Teacher Education
Curriculum in Madyapradesh, Delhi and Chhatisgarh through document analysis and found that the MP syllabi was in greater
consonance with the NCTE model syllabi however the suggested reading list for different papers did not truly reflect the essence of
NCFTE, 2009. The reading list of majorities of the courses were incomplete and had limited references. On the contrary, the Delhi
D.El.Ed had an exhaustive and balanced list at the end combining the work of both national as well as international scholars. In the
Delhi syllabi, there seemed a move from the over-emphasis on theoretical learning into a combination of theory and practice as it had
practicum attached to each paper. The Delhi syllabi stressed more on the sociological and political perspective in its courses whereas
the Chhattisgarh curricula had a strong philosophical bend that was reflected through its courses. An epistemological shift in the nature
66
ISSN:2277-7881; IMPACT FACTOR :7.816(2022); IC VALUE:5.16; ISI VALUE:2.286
Peer Reviewed and Refereed Journal: VOLUME:11, ISSUE:5(3), May: 2022
Online Copy of Article Publication Available (2022 Issues): www.ijmer.in
Digital Certificate of Publication: http://ijmer.in/pdf/e-Certificate%20of%20Publication-IJMER.pdf
Cover Page
Scopus Review ID: A2B96D3ACF3FEA2A
nd
Article Received: 2 May 2022
DOI: http://ijmer.in.doi./2022/11.05.52 th
Publication Date:10 June 2022
Publisher: Sucharitha Publication, India
of knowledge, learner and subject matter was observed in all three syllabi. A move towards a constructivist approach towards learning
and development has been traced through different units of study.
Jena (2015) conducted a study on elementary teacher education programme in the context of national curriculum framework 2005 in
Delhi and found that the concerns of NCF2005 were reflected to a very little extent in the syllabus, since the syllabus is not revised, new
concepts and ideas developed in NCF2005, RTE act 2009.NCFTE 2009 were totally missed in the syllabus. In case of SCERT the
revised syllabus was not implemented in the session 2012-2014, resulting in missing the ideas of NCF2005 on teacher education
programme in the existing syllabus. With reference to interlinking education, society and curriculum was reflected to a little extent in
both the syllabus. Exposure to community was reflected to some extent in the syllabus. Continuous and multifarious evaluation was
reflected very little in the curriculum.
Kaur and Kaur (2016) conducted a study on status of teacher Education and found that the there is a gap between theory and practicing
component of training institution. Students are not well prepared to face the complexities of real life.
Mesele (2019) conducted a study on Comprehensiveness of Learning Outcomes formulated in the Newly Designed Ethiopian Primary
School Teacher Education Courses and found that the three learning outcomes were not given equal attention by course developers. The
cognitive domain was overemphasized, whereas psychomotor and affective domains were found to be de-emphasized in Pedagogical
Content Knowledge, Content Knowledge, general education, bridging, practicum and common courses and six departments. The
learning outcomes formulated in Civic and Ethical education, Art, Music and Health and Physical Education courses did not meet
expectations. Results also revealed that only 22% of the courses were found to be comprehensive in terms of learning objectives. The
course and program developers were not critically concerned about the issue of learning outcome comprehensiveness for different
reasons such as lack of knowledge, experience, professional concern, commitment and shortage of time on the part of course designers
and absence of close professional supervision and less attention given for issue by the Ministry of Education.
Pattanaik (2010) conducted a study on functioning of DIETs in Odisha and reported that ST schools and DIETs have common syllabus
which needs to be upgraded and reviewed through a task force consisting of experts.
Rout and Behera (2012) conducted a study on relevance of elementary pre-service teacher education curriculum for the transaction of
English curricula at elementary level and found that the English curriculum of teacher education is teacher centred and over loaded with
grammar and translation lessons. There is lack of congruence between theory and practicum and the programme puts more emphasis in
theory than the practical.
Rout and Pallai (2014) conducted a study on quality elementary education in the context of RTE act 2009 and found that the students’
performance in English Language as well as science was very poor. The problem has gain was attributed to irrelevant and obsolete pre-
service teacher education at CT and B.Ed. level in the state. The study suggested for revision of course at pre-service teacher education
level.
Yadav (2012) conducted a study on pre-service elementary teacher education curriculum in different states in India to study the status
to study the status in implementation of pre-service elementary teacher education curriculum in terms of structure, in different states in
the country and found that the Pre-Service Teacher Education curriculum was not revised in many states but revised in some states.
Teachers, Teacher Educators and Experts from DIETs, Colleges of Teacher Education (CTEs), (NGOs) were involved in curriculum
renewal process of PSTE curriculum. The optional papers like pre-primary education, multi-grade teaching, education for all, girl ‘s
education, population education, etc. were prescribed in PSTE curriculum by different states/UTs.
The sum up the studies reported in the paper it is observed that there is a strong care for curriculum renewal in the changing
context. In view of this, the perception of teacher educators about the pre -service teacher education curriculum is worth exploring.
Rationale of the Study
Teacher education reform movement is an international trend towards professional development of teachers. The pre-service
teacher preparation programme remains the important determinant of how teachers learn and succeed in dynamic circumstances of real
classroom and school. India has taken steps to modernize or to modify the teacher education curricula to suit the requirements of society
and to develop professionalism of student teachers through pre-service teacher education programme. The concern for quality
improvement of teacher education had been the top priority of educational planners which is reflected in the recommendations of various
educational committees. In order to make teacher education vibrant and also responsive to the emerging demands, it is necessary to
change teacher education programme. In order to make the teachers competent enough to cope with the changing scenario of world,
their training procedure must be renewed, so also the syllabus must be renewed to become relevant in the present context. Studies related
to curriculum of elementary level pre-service teacher education curriculum; Bawane (2013), Rout and Behera (2012), viewed that
there is gap between theory and practice. Chauhan (2017) viewed over emphasis was given on theoretical aspect. Rout and Pallai
(2014), Pattanaik (2010) viewed curriculum was irrelevant and need change. Goel (2010) viewed practical aspects need to be added.
Jena (2015), Acharya (2008), Mesele (2019) revealed that new concepts and ideas of NCF2005, RTE2009.NCFTE2009 was not
reflected in the teacher education curriculum, art appreciation, community exposure activity, continuous and comprehensive evaluation
67
ISSN:2277-7881; IMPACT FACTOR :7.816(2022); IC VALUE:5.16; ISI VALUE:2.286
Peer Reviewed and Refereed Journal: VOLUME:11, ISSUE:5(3), May: 2022
Online Copy of Article Publication Available (2022 Issues): www.ijmer.in
Digital Certificate of Publication: http://ijmer.in/pdf/e-Certificate%20of%20Publication-IJMER.pdf
Cover Page
Scopus Review ID: A2B96D3ACF3FEA2A
nd
Article Received: 2 May 2022
DOI: http://ijmer.in.doi./2022/11.05.52 th
Publication Date:10 June 2022
Publisher: Sucharitha Publication, India
was reflected very little in teacher education curriculum. Acharya (2008) viewed those other curricular activities are not properly
reflected and given importance in the curriculum. Kaur and Kaur (2016) reported that the theory and practice was different and student
has not given any scope in the curriculum to face the complex realities of life. Yadav (2012) revealed that girl’s education, population
education, was not reflected in the teacher education curriculum. Though a lot of research studies conducted on the aspect of teacher
education curriculum but the research gap reflects motivated the researcher to conduct a study on perception of Teacher educators on
the contextualisation of elementary level teacher education curriculum in the perspective of NCFTE 2009.
Statement of the Problem
Since the teacher educators are the professionals in the process of transacting curriculum, organizing internship and conducting
evaluation of prospective teachers, their perception counts to upgrade the existing curriculum. Curriculum renewal in Odisha state is
very much done particularly after National Policy on Education. It is therefore worthwhile to study their perception about the pre -
service teacher education curriculum which they have been following from 2013. The study is entitled as “Perception of Teacher
Educators on Elementary Level Pre-Service Teacher Education Curriculum.”
Objectives of the Study
The research was undertaken to study the following objectives.
i. To find out the perception of teacher educators on elementary level pre-service teacher education curriculum.
Hypothesis of the Study
The research was undertaken to study the following hypothesis.
ii. There exists no significant difference in the perception of teacher educators working in DIET and ETEI about the elementary
level pre-service teacher education curriculum.
Delimitation of the Study
The present study was conducted on teacher educators of three DIETs and three ETEIs of Odisha covering the district Khordha,
Keunjhar, Ganjam and Gajapati.
Research Methodology
Convergent parallel mixed method was used to collect data for this study. The researcher collected data from the teacher
educators of DIET and ETEI by using self-developed semi-structured questionnaire.
Participants
All the teacher educators of three DIETs and three ETEIs were taken as sample of the study. 30 no. of teacher educators of
DIET and 15 no. of teacher educators of ETEI were taken as sample of the study. The detail of participant was given in table no .2
Table No. 2 Detail of Participant of study
REVENUE Districts Teacher Teacher
ZONE Education Educators
Institutions
Central Khordha DIET 1 13
ETEI 1 8
Northern Kendujhar DIET 1 10
ETEI 1 4
Southern Gajapati DIET 1 7
Ganjam ETEI 1 3
Total 4 6 6 45
Collection of Data
The researcher collected data from the teacher educators individually with the help of Semi Structured Questionnaire for
Teacher Educators which consisted of twelve statements having 5-point perception scale i.e Strongly Agree, Agree, Undecided, Disagree
and Strongly Disagree.
68
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