AIOU B. Ed Curriculum Development (8603) | Solved Assignment 1.
Q. 3
Analyze the curriculum of teacher education programs in distance education. Identify essential communication skills for teacher that should be a part of curriculum and how?
INTRODUCTION
OUHK's 'distance approach to teacher education wasn't novel development. it had been already widely want to add a standard college approach to a spread of developments countries, especially in Africa (e.g. Brophy & Dudley, 1981, 1982, 1983; Perraton, 1984; Coldevin and Naidu, 1989) - and, for instance , in Australia (Evans & Nation, 1991, 1993) and therefore the Uk (Prescott & Robinson, 1993). Back within the early 1980s, Brophy & Dudley reported that more Sixty teacher training programs are in situ established in additional than 40 countries for various purposes:
Initial teacher training on admission to the teaching profession, or otherwise to teach;
improving teachers who haven't any qualifications but experience;
continuing education for those that are already experienced and trained.
Teacher education schemes in distance education
Perhaps it's especially helpful within the context of this teacher's article education schemes at various levels are currently offered at large Open Universities, like Open University of the uk , Open University of Sri Lanka , Allama Iqbal Open University (Pakistan),
Sukhothai Thammathirat Open University (Thailand) and Universities Terbuka (Indonesia). generally , a teacher's degree education features a sizable amount of clear benefits, for instance :
Enables fewer subject engineers to possess greater access the amount of scholars , including those in remote areas (who assist during a process to combat the tendency of college-trained teachers to moving to urban areas to work);
Students-teachers don't got to get replaced as they progress work while studying;
Can reach an outsized scale economy from, where the system is found educational materials are developed and developed, the value of enrolling additional students is extremely low.
Of course, the image isn't all good. Grade teaching programs they're often characterized by high levels of dropouts, also as mass the products produced weren't always of the very best quality content and education (e.g. Garrison, 1993; Mobida, 1997). And there's no distance education is usually cheaper (Rumble, 1997); for instance , Student body size, face-to-face instruction and every one media considerations are vital affecting actual costs. Finally, there are only a few reviews of comparative results of traditional systems and distance in participants' ability to show - although the findings, for example, Brophy & Dudley (1981, 1983), Mahlck & Temu (1989) and Nielsen & Tatto (1993) suggested that Grade R teachers teach effectively as those involved in traditional programs.
The curriculum of teacher education schemes in distance education
Obviously, the content of the tutorials should be
Accurate, complete and appropriate level of educational demand,however in self improvement should tend to special attention teaching features. Well-designed tutorials are very different in structure and elegance from descriptive texts, like study notes and magazine articles.
for instance ,
They have a transparent statement of goals and objectives, and includes an inventory of other access devices, the course guidelines, future planners, self-assessment tests, clear and consistent use of titles and subtitles, abbreviations, glossaries and symbols for various species, etc. Also, drawing on ideas like Holmberg’s ‘directed teaching discussion ’(1989), are written in a very specific way and also chat style.
In learning about such things, students don't engage within the process of creating information informally, but directed working with developer ideas. Building materials - anything intermediate - trying to supply two-way communication where ‘students work with texts to make their own interpretations ’(Morgan, 1995) and not explore their learning, thus developing a deeper learning approach.
The most obvious way this is often done is by ‘works’. is predicated on a text,
For example,
that attempts to duplicate questions that good teachers can raise during a classroom setting, or ask students to relate their knowledge to their situation and think critically about their actions (Rowntree, 1992); and, where appropriate, a solution is given.
OUHK Productions for BEd (Hons)
The program integrates such activities into study units, students ask to try to to ,
for example:
Remember the teaching (or learning) experience and evaluate it visually information obtained from the study; discuss samples of how teachers behave in certain situations also compare their qualifications and knowledge; evaluate the effectiveness of the concepts integrated into the research units into place classroom habits; review their philosophy or position on a spread of educational issues; create and test add a classroom or school
Printed items of this sort - added where necessary, designed for instance , audio and video cassettes or CD-ROMs - help students to practice, analyze and believe their practice, and make new performance cognitive-based information. Student assignments ‘in the classroom teaching lessons' during this BEd program includes planning, implementation and evaluation of small-scale fishing projects where i students play the role of ‘teachers as researchers’, thus providing them with opportunity for reflection, self-assessment and professional development.
Essential communication skills for teachers in the curriculum
Without a doubt, the foremost influential person within the process of implementing the curriculum is the teacher. With their knowledge, experience and skills, intermediate teachers in any effort to develop the curriculum. It's better teachers support better learning because they need more knowledge of teaching practice and that they have it liable for introducing the curriculum within the classroom. If another group has already established a curriculum, teachers should make an attempt to seek out straight. Therefore, teachers got to be involved in curriculum development. For instance , the teacher's ideas should also be included within the development curriculum. On the opposite hand, the curriculum the event team should consider the teacher as a part of the curriculum - Carl, 2009). Therefore, teacher involvement is important for effective curriculum development. Teachers that initiators are a part of the ultimate phase of the curriculum development process.
Teachers must be involved in curriculum development, an educator must be provided relevant knowledge and communication skills that help them to contribute effectively to curriculum development work. As a result, teachers need training and training forums, aimed toward technological advancement so as to be ready to contribute to the event of the curriculum. On the opposite hand, there's a crucial point in doing good teacher involvement in curriculum development i.e. teachers got to be empowered through the method curriculum development (Carl, 2009). This suggests that teachers have to improve and expand their points, like experience and independence. Therefore, teachers play a key role within the curriculum development; then student results.
A teacher who participates in curriculum planning has many roles and responsibilities.Teachers want to enjoy teaching and watching their students develop interests and skills in their area of interest.The teacher may have it create lesson plans and syllabus within the curriculum provided from the teacher's responsibilities using the curriculum to satisfy the requirements of learners (Carl, 2009). Many studies support the empowerment of teachers for participating in curriculum development. For instance , Fullan (1991) found that the extent of The teacher's involvement as a curriculum development center results in the successful achievement of educational change.
Therefore, the teacher is crucial to think about the success of the curriculum development, including the steps of what you say and check. Handler (2010) also found that there's a requirement for teacher involvement in curriculum development. Teachers can contribute collaboratively and effectively to the curriculum development teams and experts to plan and style warfare, textbooks, and content. Teacher involvement
In the curriculum development it's important to adapt the content of the curriculum to the requirements of the learners within the classroom.
Why is it Important for Teachers to Have Effective Communication Skills?
Teachers enjoy good communication skills in three different areas: when communicating with students, with parents, and with colleagues.
Communicating with Students
Communication skills are most significant for interactions with students, because the act of teaching itself requires them. In your role, you're liable for comprehending and breaking down complex information, conveying this information clearly to your students (both verbally and in written resources), presenting during a manner that sustains their attention, and taking note of and resolving their questions or problems.
You are also required to adapt content for various learning styles, motivate students to find out , build supportive relationships using encouragement and empathy, manage the classroom, and provide feedback – making your classroom a secure and supportive learning environment. All of those things require good communication skills.
The better your communication skills, the more effectively you'll perform these tasks. In turn, your students will make more academic progress. Studies have found that the success of scholars is directly associated with interactive, engaging teaching environments formed by able teachers (see Mashburn et al., 2008). Additionally, the way that you simply communicate together with your students can positively affect their perceptions of faculty , their role within the classroom, themselves and their abilities, and their motivation to succeed (see Dobbs & Arnold, 2009).
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