Teacher Education MCQ Quiz in मल्याळम - Objective Question with Answer for Teacher Education - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Jürgen Habermas is a German philosopher and sociologist in the critical theory and pragmatism tradition.

The Critical Theory of Jurgen Habermas

• Habermas, a proponent of critical social theory, raised the epistemological discussion to a new level in his Knowledge and Human Interests by identifying critical knowledge based on principles that differentiated it from the natural sciences or the humanities through its orientation to self-reflection and emancipation.
• Habermas explored concepts of knowledge, identifying three areas analytical, hermeneutic, and critical.
• Habermas differentiates three primary generic cognitive areas in which human interest generates knowledge.
• These areas determine categories relevant to what we interpret as knowledge.
• That is, they are termed knowledge constitutive.
• They determine how to discover knowledge and whether knowledge claims can be warranted.
• These areas define cognitive interests or learning domains and are grounded in different aspects of social existence -- work, interaction, and power.

Knowledge-constitutive Interest Theory

• Knowledge constitutive interests are essentially Habermas’s first attempt to achieve some understanding of the nature of truth.
• The concept of knowledge constitutive interests is complex and was initiated by Habermas’s concern for the limitations imposed upon thought by positivist practice.
• Habermas was concerned with ‘knowledge that can truly orient action’.
• In other words, Habermas wanted a profound and radical integration of theory and practice.
• Suc h knowledge, Habermas argued, is necessarily self-reflective.

Social Theory

•  Habermas develops a two-level social theory that analyses communicative rationality, the rational potential built into everyday speech.
• Habermas contends that communicative competence has developed through the course of evolution. Still, in contemporary society, it is often suppressed or weakened by how major domains of social life, such as the market, the state, and organizations, have been given over to or taken over by strategic instrumental rationality and rationalization on the other.

Theory of Communicative Action

• The theory of communicative action is a critical project which reconstructs a concept of reason which is not grounded in instrumental or objectivistic terms but rather in an emancipatory communicative act.
• These linguistic communication structures can be used to establish a normative understanding of society.
• Habermas’s The Theory of Communicative Action was devoted in part to developing an account of truth in terms that did not imply that there exists an absolute truth of the kind traditionally posited by metaphysics.

An individual who wishes to be a teacher needs to be trained not only initially but also from time to time so that he/she will keep himself abreast. Teacher education, therefore, is perceived as a continuous process which consists of three distinct and closely interrelated consecutive stage. These stages are as follow:

• Pre-service training
• Induction
• In-service training

Induction phase:

• This phase of training is designed to make newly appointed teachers familiar with the practices and activities of the institution where they are appointed.
• Induction training is usually identified with the period of probation.
• It is meant to help a teacher gain a better understanding of classroom realities and become familiar with the tricks of the trade.
• The induction phase usually attempts:
  • to acquaint a new teacher with a school organization and its policy;
  • to acquaint him with general and specific duties and responsibilities;
  • to inform him about equipment, materials, and facilities available in the institution; and
  • to provide him help in the conduct of various recreational and social activities.
• Induction is the preparation required to equip a new member of the staff for the duties and responsibilities of a higher specific initial assignment.
• If done systematically, it can serve several purposes. It can provide a new teacher with the required knowledge, understanding, and skill necessary to begin and help him/her develop the right values towards the school and his new job.
• The new teacher's realization that the school is concerned about his success and welfare can boost his morale.
• Proper induction also benefits a school as it paves the way for proper and full utilization of the teacher's abilities.
• A new teacher who begins his job with the necessary knowledge, understanding, and skills and with a high moral will be able to devote higher full energy to higher duties in hand as he/she does not have to waste his time hunting for information or resorting to trial and error.

One's attitude towards knowledge should be to accept what is proved by empirical evidence.

Knowledge: the fact or condition of knowing something with familiarity gained through experience or association

• Knowledge means the belief which is justified
• The philosophical study of knowledge is known as epistemology
• According to Plato, "Knowledge is justified true belief".
• The information or skill or education which gain through experience or practical understanding
• Knowledge is valid and verifiable and knowledge with insight is called wisdom
• According to Krathwohl (2002), knowledge is four types
  • ​Factual knowledge,
  • Conceptual knowledge
  • Procedural knowledge
  • Metacognitive knowledge

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National Council of Teacher Education (NCTE) is an advisory body of the Indian government which was established in May 1993 by an Act of the Parliament.

• To fulfill the responsibility as assigned by NCTE Act., NCTE has 4 Regional offices which are as follows:
  1. Eastern Regional Committee (ERC) located at Bhubaneswar.
  2. Southern Regional Committee (SRC) located at Bangalore.
  3. Western Regional Committee (WRC) located at Bhopal.
  4. Northern Regional Committee (NRC) located at Jaipur.

Key Points

• NCTE is a policy designed to achieve planned and coordinated development of the teacher education system.
• NCTE mainly designs 'Teacher Education Program' or 'Teacher Training Programme' which emphasizes upon:
  • developing self-confidence in the teacher.
  • developing a proper attitude towards teaching.
  • equipping teachers with innovative pedagogic skills.
  • understanding of major principles of child psychology.
  • enabling the teacher to understand the significance of individual differences.

Education is one of the important factors of development. Education, whether formal, informal and /or non-formal, affects changes in behaviour and practices and brings development. Informal education on development can be defined as a lifelong learning process by which every person acquires knowledge, skills, and attitude from daily experiences at home, at work, at play, and from life itself.

• Formal education is the education received from the educational institutes chronologically graded and hierarchic such as primary, secondary and tertiary education level.

Key Points

• Tertiary education, also referred to as third-level, third-stage or post-secondary education, is the educational level following the completion of secondary education. 
• Tertiary education generally culminates in the receipt of certificates, diplomas, or academic degrees. Thus the teacher should be involved mostly in Tertiary Education.
•  tertiary education focuses on learning endeavours in specialized fields. It includes academic and higher vocational education.

Thus from the above-mentioned points, it is clear that the teacher should be involved in Tertiary Education.

Therefore option 3 is the correct answer.

Reflective teaching is a process of self-assessment and self-evaluation that teachers use to analyse their own teaching practices, identify areas for improvement, and make necessary adjustments to improve their effectiveness in the classroom.

 Reflective teaching has many benefits, including:

Improving teaching practice: Reflective teaching enables teachers to identify areas of strength and areas that need improvement in their teaching practices. It allows them to analyze the effectiveness of their teaching strategies and make necessary adjustments to improve their teaching and help their students achieve better learning outcomes.

Enhancing self-awareness: Reflective teaching helps teachers to become more self-aware of their own beliefs, values, and biases that may impact their teaching practices. By examining their own practices, they can identify their strengths and weaknesses and improve their teaching practice by addressing their biases.

Facilitating professional growth: Reflective teaching enables teachers to engage in ongoing professional development and enhance their teaching skills. It enables them to identify areas for growth and work on specific goals to improve their teaching practice.

Improving student learning outcomes: Reflective teaching helps teachers to better understand their students' learning needs and preferences. Teachers can use this information to adjust their teaching practices and develop more effective instructional strategies that meet the needs of all their students, resulting in improved learning outcomes.

Fostering a culture of continuous improvement: Reflective teaching encourages a culture of continuous improvement in the classroom, school, and wider community. It enables teachers to take ownership of their professional development and create a supportive environment where colleagues can share ideas and collaborate on improving their teaching practices.

Hence 1 and 2  is the correct answer.

National Council of Teacher Education (NCTE) is an advisory body of the Indian government which was established in May 1993 by an Act of the Parliament.

Important PointsThe main objective of NCTE to achieve planned and coordinated development of the teacher because this governing body specially makes policies in the fiend of teacher education.

Key Points

NCTE mainly designs 'Teacher Education Program' or 'Teacher Training Programme' which emphasizes upon:

• developing self-confidence in the teacher.
• developing a proper attitude towards teaching.
• equipping teachers with innovative pedagogic skills.
• understanding of major principles of child psychology.
• achieving planned and coordinated development of the teacher.
• enabling teachers to understand the significance of individual differences.

Hence, it could be concluded that achieving planned and coordinated development of the teacher is the objective behind the Teacher Education Programme designed by NCTE.