The National Education Policy-2020 has brought pedagogy to centre stage by introducing it as an academic discipline for the courses in education and as a cross-cutting invention for the teaching fraternity teaching any knowledge area. This policy decision is being seen as an important educational reform to make education inclusive, equitable and qualitative.
The following excerpts in the National Education Policy 2020 (NEP-2020) highlights the centrality of pedagogy in teaching various subjects across the total educational spectrum right from primary to post-graduation and streams of education such as disciplinary education, multi-disciplinary education, skill education, vocational education. To begin with the reform is being implemented in the form of the four-year Integrated Teacher Education Programme (ITEP).
Here are the excepts:
Teacher education is vital in creating a pool of school teachers that will shape the next generation. Teacher preparation is an activity that requires multidisciplinary perspectives and knowledge, formation of dispositions and values, and development of practice under the best mentors. Teachers must be grounded in Indian values, languages, knowledge, ethos, and traditions including tribal traditions, while also being well- versed in the latest advances in education and pedagogy. [NEP 2020 Document, Para 15.1].
Recognizing that the teachers will require training in high-quality content as well as pedagogy, teacher education will gradually be moved by 2030 into multidisciplinary colleges and universities. [NEP 2020 Document, Para 5.22].
The four-year integrated B.Ed. offered by such multidisciplinary HEIs will, by 2030, become the minimal degree qualification for school teachers. The 4-year integrated B.Ed. will be a dual-major holistic bachelor's degree, in Education as well as a specialized subject such as a language, history, music, mathematics, computer science, chemistry, economics, art, physical education, etc. Beyond the teaching of cutting-edge pedagogy, the teacher education will include grounding in sociology, history, science, psychology, early childhood care and education, foundational literacy and numeracy, knowledge of India and its values/ethos/art/traditions, and more. [NEP 2020 Document, Para 15.5]
The excerpts from the documents of other governmental organisations are as follows
·The four-year Integrated Teacher Education Programme (ITEP) envisions the creation of passionate, motivated, qualified, professionally trained, and well-equipped teachers capable of designing and implementing developmentally appropriate learning experiences for students at different stages of school education. The ITEP seeks to ensure that the prospective teachers are given the highest quality education in content, pedagogy, values, and practice. [ National Council for Teacher Education (NCTE)]
Pedagogical practices determine the learning experiences arranged for the learners, thus directly influencing their learning outcomes. Therefore, the use of relevant pedagogy is necessary to achieve the objectives of the curricula successfully. Such pedagogy has to have an increased emphasis on an inclusive approach to communication, discussion, debate, research, and cross-disciplinary and interdisciplinary thinking opportunities. ... When taught and appropriately assessed, the varied disciplines, including humanities, social sciences, science, mathematics, languages, and the arts, help develop the ability to think critically and creatively. The student needs to be able to reflect on and apply approaches they learn in academic disciplines and become effective, critical and creative thinkers in everyday life in an interdisciplinary way [UGC Document: Guidelines for Innovative Pedagogical Approaches & Evaluation Reforms}
According to the UGC, developing a pedagogy that makes education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible and enjoyable. It adds, "As the NEP 2020 strives to develop well-rounded, competent individuals with 21st-century skills, the curricula and pedagogies have to be reoriented and revamped for the same, which includes raising the standard of curricula and using appropriate pedagogies to deliver effectively to the learners."
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