ERIC Number: ED545381
Record Type: Non-Journal
Publication Date: 2013-Feb
Abstractor: As Provided
Reference Count: 8
Preferred Teaching Behaviours of Students Teachers--A Post-B.Ed. Study from Kerala
Gafoor, Kunnathodi Abdul; Haskar Babu, U.
Online Submission, Paper submitted for the International Conference on Significance and Development of Value Education in Teacher Education (Perambalur, Kerala, India, Feb 1-2, 2013)
The instrument of pre-service teacher education is to ensure that entrant teachers holistically understand the concept of education. It is premised that after the pre-service preparation, teachers will be competent and committed to their task of developing values in the future citizens by providing younger generation with learning experiences for holistic development of mind-body, intellect and emotions. The most potent resource for teachers to develop values in their students is time and curricular prescriptions at their disposal in schools. Students imbibe values, if their teachers use these resources with required sense of purpose, planning, and commitment in different teaching acts like explaining, questioning, projects and assignments, examination and evaluation, feedback and reinforcement, dealing with student problems and, of course, in their less formal interaction with students. It is in this context that this study explored the preferred teaching behaviors of student-teachers who have almost completed their pre-service secondary teacher education course from University of Calicut, Kerala. The findings suggest that the student teachers are inconsistent in their preferences with respect to different aspects of teaching - like set goals, lesson planning, classroom explanation, questioning, reinforcing the student behaviours, giving projects, scoring the scripts, and student evaluation and self-evaluation. The paper argues that this inconsistent preference among student-teachers, if allowed to persist in their classrooms, will affect their students' ability to form coherent personalities with well-knit goals, actions, and preferences. Hence, the paper suggests teacher education curricula to give more opportunities for reflective practice such that future teachers formulate better-integrated styles of teaching (2 tables and 8 references included).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: India