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Hi I am trying to help my childs teacher paint over some canvas tag home bags, because she wants to buy them online and they cost $35/each bag.. so thats way too much, I want to make them and surprise her with them. here are the bags we want to create, scroll down when you reach this site

http://www.teachersbagsbooksandbeyond.com/Math_c_371.html

I already found a place that sells the canvas bags at less than $1.00 each, but I need some information on how to decorate these bags, like what paint to use that will last long, where I can find places to ideas, if any of you know please pass on the info thanks so very much in advance for your help. God Bless

I mean the approaches and the curriculums that are used in these counries. I searched from the internet and couldn’t find any resources. If you know any sites that give general information can you send me the links? I am in great need of help. Thanks for the answers..

I am excellent in mathematics. I can help you with your homework if you are in need and pay me something in return…

I am a current year 12 student in australia and am needing to select my tertiary course preferences. I would really like to be a psych high school teacher and it’d be a nice extra to be able to also teach maths. What are the possible pathways I can take to accomplish this??

[[Note: I've been contemplating whether a BA of Psychology, or a BA of Science (major: Psych) would get me anywhere - Help!]]

ABCTE Special Education/Elementary Education Teacher Leah Dow shares a story about taking her special education class to prom.

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Paper presented at the official launch and mini-conference of the Journal of the University College of the Cayman Islands. (JUCCI) Thursday October 16th 2008

Good evening ladies and gentlemen. 

The need to recruit teachers into Initial Teacher Education and Training (ITET) is a worldwide occurrence. However, for the Caribbean region, the challenge is made worse when looked at in light of the fact that trained Caribbean teachers are being recruited to serve in other countries and regions.

Mike Baker, the British Broadcasting Cooperation’s (BBC) education correspondent in his 2002 article entitled United Kingdom ‘poaching’ Jamaican teachers, pointed out that between 2001 and 2002 six hundred teachers (600) left the island to work abroad, mostly in the United States and  the United Kingdom. During that same period, the United Kingdom government issued six thousands (6,000) work permits to teachers from outside the European Community.

The global demands for teachers including those from the Caribbean, offers the region both a challenge and an opportunity. A challenge in that new teachers need to be attracted, recruited, educated and trained and an opportunity, in that, trained teachers who seek economic independence can achieve it by practicing their craft in an economically buoyant community.

While there are many strategies for encouraging the recruitment of persons into ITET, given the social, cultural, political and educational context of each Caribbean state and, in particular the Cayman Islands, it is not easy to discern what will and will not work. Therefore, the contribution of the paper I have written and published in the Journal of the University College of the Cayman Island, is an analysis of relevant recommendations resulting from research, which sought to address the problems of teacher recruitment not only in the Cayman Islands, but also in the Caribbean region.

In that published work, recommendations and results of two studies were analyzed; the 2006 Organisation of American States Sub-Region Consultant Study Report concerned with the challenges of improving the quality of teacher education, recruitment and selection, initial education and training, professional development and evaluation of teachers in countries of the Caribbean. And, the 2001 report of the committee set up to examine the conditions relating to the recruitment of Caymanians into the teaching profession.

What are specific ways of encouraging the recruitment of teachers into ITET in the Cayman Islands? Some thoughts follow. There is the need to:

1. Undertake innovative and strategic approaches to policy development in the area of ITET. Policies are needed that would direct actions and guide innovations, thus boosting people’s trust in the process and product of ITET.

2. Formulate policies to address the nature and kinds of academic qualifications offered and the standards at which local teacher education and training institutions operate.

3. Develop policies on the process of recruitment into ITET and on the promotion of teaching and the identification of appropriate target populations for recruitment.

4. Offer a competitive and internationally recognized bachelor’s programme in education. (this is happening right now at the University College)

5. Develop a clearly articulated alternative paradigm for career structure and its underlying values in the Cayman Islands, coupled with efforts to improve the economic status of teachers.  Morris and Williamson (1989) reveal that in Japan and Taiwan, among other countries, where teaching is thought of as extremely important, teachers are relatively well compensated hence teaching is viewed as a relatively well-paying job, the supply of new teachers is high and there is a low level of attrition. The writers go on to state that additionally those countries place high value on their peoples remaining in a profession or a post for the duration of an entire career.

So my point is, what is required, (in addition to marketing strategies and advertising campaigns), is a paradigm shift or change in the way we think about teaching,  not just for the Cayman Islands but for the Caribbean region.

6. Enable ITET programmes to be framed in a reflective model of teaching which encourages the development of skills and knowledge in content areas, professional studies, and practical teaching, grounded in the real world of the school and classroom.This model of teaching presently guides the teacher education and training department here at the University College of the Cayman Islands.

For more details, please consult  my article entitled “Encouraging the Recruitment of Teachers into Initial Teacher Education and Training (ITET) in the  Cayman Islands published in the  Journal of the University College of the Cayman Islands Volume 2 August 2008, pp.65-78. Copies of the journal are on sale at the main entrance to the auditorium.

Thank you, the floor is now open for questions and discussion.

 

Reference

Baker, M. (2002). UK “poaching” Jamaican teachers. BBC education correspondent, British Broadcasting Corporation (BBC), 15 March 2002. http://news.bbc.co.uk/2/hi/uk_news/education/1871706.stm (accessed 2 October 2007).

McLean, G. (2001). The report of the committee to examine the conditions relating to the recruitment of Caymanians into the teaching profession. Ministry of Education, Human    Resources and Culture. Cayman Islands. 29th June.

Mark, P. (2006). Organization of American State Hemispheric Project Draft Harmonized Policy for Teacher Education (Summary Document) Caribbean Sub-Region Consultant Report (Unpublished).

Morris, P., and J. Williamson. (1998). Teacher education in the Asia-Pacific region: A  comparative analysis. Asia-Pacific Journal of Teacher Education and Development 1: 17–27.

 

 

Curricular Changes in Teacher Education

 

 

India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

            Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

 

 

Definitions of curriculum, from Oliva (1997). 

Curriculum is:

      That which is taught in schools

      A set of subjects.

      Content

      A program of studies.

      A set of materials

      A sequence of courses.

      A set of performance objectives

      A course of study

      Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

      Everything that is planned by school personnel.

      A series of experiences undergone by learners in a school.

      That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

            In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

            “The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages – NCTE

Teacher Education at the Pre-Primary Stage

 Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts. 

 

Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes. 

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it; 

Implications for Pre-service Teacher Education

 Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom. 

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges; 

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context. 

 

 

 

Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment; 

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues. 

Need of Curriculum Changes in Teacher Education

            India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ø      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

Ø      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

Ø      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

Ø      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

Ø      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

Ø      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

Ø      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

References

1.      Saxena N.R., Mishra B.K., Mohanthy R.K. ‘Teacher Education’, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.

2.      http://www.ncte-in.org/

3.      http://www.aponline.gov.in/

4.      http://www.ncert.nic.in/

 

*****

 

University of Iowa students and administrators describe how future teachers are being prepared to teach future generations in the UI College of Education’s teacher education program. … teaching education school university iowa teachers

I have a BFA degree (graduated 1996) but no education classes/credits. I would like to find a school that would guide me to getting a multisubject crediential degree AND help me get student teaching/job placement AND has a creative arts focus. could there be such a heaven? I just moved to Venice CA, so I don’t know the school options here.