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Education of Teacher’s in the Global Prospect
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Abstract
The key to any Nations development is quality Education, and this directly depends on the quality of teachers. Quality education is also the requirement to mitigate the consequences of globalization. Teachers are expected to be the role models and their main responsibility is to train young minds and shape the society .To meet this purpose and the shift in the global economy and the evolving nature of employment requires a new teachers education and tranning curriculum. It should be globalised by means of common core curriculum .to raise the quality of teacher education, there is a need to consider the changing Cultural patterns in teacher education and training by Sanitizing teachers curricula to a universal cultural programme. Research must be a major priority in the global teacher education and preparation. It is also equally important to organize prospective teachers experience so that they are able to integrate and use their acquired knowledge in a skillful manner in the classroom.
Keywords: globalization, Research, Practical education, technology, professional development
INTRODUCTION:
In the G8 UNESCO world Forum on Education, Research and Innovation : New partnership for sustainable development (at ICTP, Trieste,1012 May 2007), the main message is that the three critical factors : Education, Research and Innovation need to be operated as inter dependant. In the context of Education in the focus of globalization, it is stated that education is a prerequisite for the supply of highly qualified and trained manpower. Also education is seen not only as a key to social cohesion but also to mitigate the consequences of globalization. The fundamental requirement for global standards of education is the trained graduates by professionally competent teachers. As it looks today, in the Indian context, where there is an explosion of education enterprise, there is a great demand for good committed teachers. This situation is common to all the developing countries. The teaching profession has undergone a sea of change from the Gurukul system to the present McCaulay system of education; however, the perception of the society on Teachers seems did not change. Teaching is now a profession rather than a passion and thus there is a paradigm shift in the perception of teachers. The crux of the issue is : to meet the demand with necessary quality and commitment towards the profession. What ever be the advancement in technology, till now, the teacher is not replaceable. From ages, teachers command good respect from the society. They are expected to be ideal role models and their main responsibility is to train young minds and shape the society. We think twice (or a million times) before we entrust our children, to schools. However, there is considerable change in the recent times. There is erosion in the values, responsibilities, commitments of the teaching profession. This erosion is a result of complex structure of the society, socioeconomic growth, the enterprising nature of education (we can buy seats now) and the pressure of work (in the Institutes of higher learning, the teacher is to show his visible research outputs) and the quantification of deliverables by the teacher and many more factors (direct or indirect). no nation develops beyond the quality of its education system, which is highly dependent on the quality of its teachers.
To them teachers should be given the most appropriate tools during and after their training, including content knowledge and skills as well as teaching methodology to be able to do their work professionally. The question of professionalism of teachers and teaching leaves much to be desired. If the 20th century did not see teachers all over the world and teaching as belonging to a specific prestigious profession, this would need to change in the 21st century. The globalisation concept, if taken into account, would require that teachers and teaching should be recognised like all other professions and should require stringent training and acquisition of knowledge and skills and professional registration under a global council of unified teacher registration body to allow for easy mobility of teachers across national boundaries. It would therefore be worth our while to begin to attend to its effects on teacher education and training so that we are able to deal with the necessity of specific knowledge and skills acquisition to transfer teachers services, like other professionals, from one region to another with ease.
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