1.2

 

1.1.2

1.1.3

 

1.3.2

 1.3.2. Institution familiarizes students with the Diversities in school system in Indian as well as in an international and comparative perspective.

The students were familiarized with the diversities in the school system prevailing in India. Various discussion and activities were held in our institution which helped the students to get a clear picture about the development and functioning of the school system.

To understand about the development of school systems each student teacher had to visit an institution having more than 50 years of history. The student collected various data related to it from the time of establishment of the school. Every area of the school system was taken into consideration. After the collection of data the student teachers prepared a report on it. The various aspects of report were discussed in general. This helped them to acquaint the knowledge about like its history, geographical aspects, infrastructure, faculty member student enrollment etc. The student teachers visited various schools such as government school, aided school, unaided school etc. This helped them to understand main development occurring in the school system in detail.

  While discussing about the functioning of school, the influence of the type of management on the functioning of schools were also dealt with. The different types of management included government, aided, unaided, minority recognised and non recognised schools. Through this the student teachers acquired knowledge that the school has an essential role in a democratic society.

During this discussion the students teachers also analyzed the different functioning  of the various boards of school education. It included CBSE, ICSE, IB etc. The major functional differences of each board were discussed and the student teachers realized the various pros and cons of each system. Our institution consists of students who have studied in various boards of school system. The student teachers were given an opportunity to express and share their experiences in their school. This helped the student teachers to analyze and realize the various different boards.

Our institution also provided opportunity for the student teachers with the various types of assessment prevailing in the school systems .This helped to understand the various changes that had happened in the field of assessment in the school system. Based on the discussion held the student teachers prepared a report about the major educational boards, its general features, examination pattern etc. Various assessment practices like continuous and comprehensive evaluation and also reforms like open book assessment, internet based assessment, and online assessment etc were also included.

       From all these activities and discussion the students were able to analyse and compare all the aspects of school education. They also got the opportunity to analyse and realise that the curriculum of each board focus on the all round development of the student teachers.

1.3.1

 1.3 Curriculum enrichment

1.3.1:-Curriculum of the institutions provides opportunities for the students to acquire and demonstrate knowledge, skills, and attitudes related to various learning areas.

An educational institution performs a significant function of providing learning experience to lead their students from the darkness of ignorance to the light of knowledge. The key personal in the institutions that play an important role to bring about the transformation are teachers. The teacher is the most important element in any educational programme. It is the teacher who is mainly responsible for implementation of the educational process at any stage.”This shows that it is imperative to invest in the preparation of teachers, so that; the future of a nation is secure.

University of Calicut has started two year B.Ed programme as per the directions of the NCTE Regulations 2014. The students of first batch of two year B.Ed programme complete their program in the year 2017. Academic and professional teachers are the result of the B.Ed programme. The teacher education mission is to empower candidate to become ethical knowledge, prepared individuals who can secondary schools as well as prepare them for further career choice and advancement.

The curriculum prescribed by the University is the same that followed by the college and tremendous changes in acquiring and demonstrating knowledge, skills values and attitudes in students.

Main objectives of the two year B.Ed Programme

·  Develops an understanding of the trends, issues and challenges facing contemporary Indian society

·  Acquaints with prominent theories of learning, retention and transfer of training and strategies to facilitate each one of these.

·  Helps them in understanding the relation between language, mind and society

· Develops interest in facilitating learning and development and enjoys teaching and organizing curricular and co-curricular activities.

· Readiness to accept the progressive changes in the field of education

·  Develops positive attitude to teaching profession and to coming generation

· Harmony within oneself and with natural and social environment

·  Acquires skills in developing and using audiovisual devices and ICT for classroom teaching

·  To acquaint with professionalization of teacher education

·  Be sensitive to the social professional and administrative contexts in which they need to operate

·  To be a professional and humane teacher

1.1.1

 1.1.1 Institution has a regular in house practice of planning and /or reviewing, devising curriculum and adopting it to local context/Situation.

The curriculum for teacher trainees need to be revised in the light of new policies thrust .There should be an emphasis on integration of education and culture, work experience, physical education, yoga and the problems of unity and integration of India. Planning and educational management are emerging areas and curriculum should focus on these areas. Educational technology will influence the methodologies of teaching learning process and also the content and their design. These aspects should be taken into account while framing the curriculum.

              The NCTE Regulation 2014, University of Calicut revised its teacher education programme and was introduced with effect from the academic year 2015-2016. In the process of designing the B. Ed curriculum the Board of Studies in Education (UG) received valuable inputs from teacher educators through a series of intensive deliberations. The contribution of the IQAC of Farook Training College in organizing a workshop for developing the draft curriculum is duly acknowledged. . The draft curriculum was subsequently scrutinized by an expert committee. The Two year B.Ed. programme shall be introduced with effect from academic year 2015-16. The modified curriculum of the two year programme shall be implemented from the academic year 2017-18. The programme is comprised of three broad inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic Studies, and III) Engagement with the Field.

              An academic system with programme designed to be completed progressively within a period covering multiples of half an academic year. It is a pattern of the course in which the whole programme is divided into different parts and each part is intended for a specified period of time, called semesters. The B.Ed. programme includes four semesters. 2. STRUCTURE OF THE PROGRAMME B. Ed. programme is a professional teacher education programme. The programme consists of four semesters of 100 days each. The structure of the course is in tune with the framework suggested by NCTE. The theory courses consist of seven (7) courses under Perspectives in Education, six (6) courses under Curriculum and Pedagogic Studies and one (1) additional Optional Courses .Under the category Engagement with the Field apart from School Internship four (4) EPC courses are introduced for enhancing professional capacities

                Revised curriculum brought a drastic change in the teaching learning process. ICT enabled instruction motivated collaborative learning. The new curriculum stimulated learning using digital platform. It helped the students to overcome the challenges faced during the pandemic COVID 19 situation in their teaching learning process and to progress in their profession.

               College based practical’s helped the students to develop their communicating skills, confidence, practical knowledge etc.  Community based practical’s helped to imbibe sound value and attitudes about the community. School based practical’s provided an in depth understanding about the functioning of the school .school internship programme provided training in their teaching competencies and also to develop various skills such as emotional intelligence, critical thinking, collaboration with others etc.