57. A Relook at the Old Curriculum

[Kerala University English Teacher Educator’s Forum - KUETEF]

During the combined meeting of  the BOS, the Advisory Committee and Core Committee members on 13 February 2013,  a number of observations were made.  Many present attempted a critique of the current practices.

The critique

It is high time we asked ourselves why complaints arise regarding the BEd programme in  the DIET, in PTA meeting  in schools and also in the Media. A common critique of  reforms in Indian Education is that we look back  and  make a few changes  here and there-  a kind of patch  work. Sadly enough many among  the public fail to see  teaching as a profession!

The old  system has failed to provide new professionalism in teacher education. It has to an extent failed in  its ability to convert a  raw teacher into a professional teacher. We need to get over the belief that  teaching is speech making! 

Often,  many  doubt whether the trainees of our  teacher education institutions are capable of managing classes properly. Are they able to ask  proper questions and deal with questions from students properly? Do they know how to  deal with disciplinary problems? Are they properly oriented to  the new theory of ‘knowledge construction’. Do they know how to go about making students learn through the investigatory approach?  Do we conduct workshops for  preparation of teaching aids?

We employ activity-based teaching in our schools, but our trainees show an inability to connect activity with the ‘issue’ being taught. We  claim  that we follow the process approach but have failed to relate it to societal issues. Language Optional trainees often show an inability to help pupils in classrooms   acquire  the skills  of  Listening, Speaking, Reading  and Writing. The MEd students also need to be familiarized with  the ability to teach students at  the International level.

The current  gimmicks  of awarding 20 marks out of 20 for Internal assessment and  100% first class   for trainees who lack ‘quality’  should be  put to an end.

During Practice Teaching what now happens is that the trainee is directed to teach what the Supervising teacher is assigned to teach. Trainees do not get a chance to try their own strategy.

There  is a felt need to recast the  concept of Practice Teaching. We have to  impart proper training in speech delivery- Proper pace/tone and the need for repetition. Trainees should develop the ability to present the concept  to  be taught in two or three ways.

It is worth remembering the fact that in a recent study conducted  all over India, teachers now teaching at the CBSE, State streams, Navodaya Vidyalaya etc. were   given tests to assess teacher effectiveness. And only six  percent is said to have attained a respectable score! 

Do feel free to   comment on the  ensuing discussion…

Dr. C. Praveen

Secretary, KUETEF