Mr.Ashish Singh 

Assistant Professor 

Deptt.of Edu.

M.Ed.II Sem (Unit-II Part-A Vadic education)

DEVELOPMENT OF TEACHER EDUCATION

There was a gradual development in teacher education programmes from the period of the Upanishad around 1400-600 BC to the twenty-first century. When the Upanishad was written, the teacher enjoyed high privileges, but as time passed, the dignity and power of teachers declined. Emergence of globalization, social concerns and privatization has led to the reduction of market value of teachers. In this section we will study the developmental stages of these characteristics under two heads, i.e.:

·   Teacher education in pre-Independent India (2500 BC-AD 1947)

·   Teacher education in post-Independent India (AD 1947-AD 2013)

   Pre-Independent India

                                       Teacher education in India starts with the Vedic Age and ends with the modern period. Adetailed discussion on the nature of teacher and its development in various periods are described below:

Vedic Period

                    In the Vedic period, religion played a prominent role in education. The aim of education then was to attain salvation (Moksha). While receiving education, a person was supposed to engage in karmopasana, i.e., work of worship and, thus, purify the inner senses and gain the absolute (Brahma). The soul forgets the absolute due to ignorance and illiteracy and so thinks itself as one who is neither born nor dies and suffers in miseries.

The literal meaning of ‘Vedas’ is knowledge. Hence, Vedas refer to various forms of knowledge. There were four different types of Vedas, namely, Rig Veda, Yajur Veda, Sama Veda and Atharva Veda. These four Vedas represent different bodies of knowledge. Students of the Vedic period were supposed to internalize these Vedas from teachers, who were called gurus. The knowledge was transferred to students by the gurus mainly through verbal medium and students were supposed to repeat it.

The students internalized different concepts either through mediation or realization. Once this process was completed, students internalized different bodies of knowledge and they reached the stage of realization.

Chief characteristics of Vedic education are:

  Gurukul

  Ideal of guru

  Duties of shishyas (students)

  Relation between guru and shishyas

  Education

  Women education

  Physical education

                                 Teachers of Vedic Age were men of high calibre in terms of knowledge and spiritual progress. Gurus maintained high reputation in the society. They always paid attention in transmitting knowledge to the shishyas in gurukuls (place were classes were conducted). Gurus considered their shishyas as their sons and shishyas treated gurus as their father. Gurus helped in the all-round personality development of their shishyas. Gurus also tried to impart education to women and also imparted training in physical education, and art and craft. Gurus helped in accomplishing the needs of all their students.

                    Teachers occupied a pivotal position in the Vedic system of education. The teacher was a parent surrogate (parent substitute), a facilitator of learning, exemplar and inspirer, confidant, a friend and philosopher, moral educator, reformer, evaluator, character and personality developer, importer of knowledge and wisdom and above

all a guru—a religious and spiritual guide.

The relationship between the teachers and pupil was regarded as filial in character. A teacher was the spiritual father of his pupil. In addition to imparting intellectual knowledge, gurus were also morally responsible for their shishyas. He was to always keep a guard over the conduct of his shishyas. Gurus were expected to instruct their shishyas how to sleep and what food eat and not eat. During the Vedic period, learning was transmitted orally from one generation to another. Great importance was attached to the proper accent and pronunciation in the Vedic recitation and these could be correctly learnt only from the lips of a properly qualified teacher. The spiritual solution depended almost entirely upon the proper guidance of a competent teacher.

Upanishad Period

The period Upanishad is between 1400 BC and 600 BC, from the end of Rig Veda period to the beginning of Buddhism and Jainism. In Upanishad period, after the spread of Vedic culture, the sacrificial rituals dominated and the Brahmin priests had the highest position in society.

                                                Accordingly, different ritual duties came into existence along with theoretical knowledge.Also the priests were divided into different categories like hotri, udgata, adhwarya and brahmanas. As in the Vedic period, education was for attaining the absolute (Moksha). Practical knowledge in subjects such as physical science, handicrafts, arithmetic, astronomy were also imparted. The aim of education was:

  To enable realization or true knowledge and achieve the absolute

  To meditate and think

In accomplishing the aim of education, gurus played a major role. The teachers during this period were held in high esteem and a job of a teacher was considered a high class job. Since gurus enjoyed special status, the selection of guru was rigorous and followed a strict process. These gurus were appointed to enlighten and to wipe off darkness from the society.

During education, students were made to sit at the feet of the guru, and the gurus recited the lesson to the students. Upanishads describe the Para Vidya (physic knowledge) and this knowledge was considered to be above all knowledge since it enables the unity of soul and absolute.

                            The study of the Upanishad helped students to reach self-realization. However, education was limited to the upper castes of the society. As in the Vedic period, women were also permitted to study. The three methods of teaching in Upanishad period were:

ü Sharvan (learning)

ü Manan (mediation)

ü Nidisdhyasan (realization and experience)

                        According to Rig Veda, a teacher was selected and then educated or trained and was expected to have passed the recognized curriculum and fulfilled all the duties of a Brahmachari. Teachers were supposed to seek knowledge for realization

They were highly respected. In due course, the scholarly class came to be known as Brahmans and teaching became a hereditary profession for them.

                                                                  During this period, the relationship between the teacher and disciple became very intimate. The word Upanishads connotes ‘sit close’. Teachers had the freedom to choose their disciple and once the disciples were chosen, it became the moral duty of the teachers to take care of their disciples. Knowledge during this time was orally transmitted and explanation was the most important way of teaching. The disciples were expected to emulate their teachers and this learning was passed from one generation to another.

                                               Good teachers devised innovative methods of teaching to make the lessons interesting and meaningful. Listening to the spoken words, comprehension of meaning, reasoning leading to generalization, confirmation by a friend or a teacher and application were the five steps to realize the meaning of a religious truth practiced in ancient India.

Brahminical Period

                               During Vedic education, students were supposed to perform ‘Upanayan’ at the age of four to nine, thereafter, they were sent to Gurukuls for brahminical education. Brahminical period is notable for learning brahminical education, whose chief characteristics were:

vReligious elements

vCharacter building

vDevelopment of personality

vSelf-reliance

vSelf-control

vBeginning of education at appropriate stage

vAll round development

vSocial ideals

      The students were sent to gurukuls like in Vedic period and students sat with the gurus to gain knowledge. Education was provided to develop character and an all-round development of the students. The responsibility of boarding and lodging of the student was given to the gurus. ‘Individual system of education’ was followed in gurukuls where the students studied different subjects and in addition had to perform duties like grazing cows, fetching wood from forest, and begging for alms. The instruction was mainly oral, through which students learnt ithihas (history) and puranas in addition to Vedas and Vedanga. The motto of education was ‘simple living and high thinking’

 

 

 

Learning Style :advantage/dis-advantage

 M.Ed.-I sem

Unit-4

Learning styles:

                           The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly.

                                                   Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information).

                   The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles.

                            Ellis (1985) described learning style as it helps a person in a consistent way to become conscious of information needed, how to clarify and develop concepts organize and recall information at the time of need.

 What is Learning Style?

  Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning

           Learning style is basically how do learner gather information, skill to explain it, information which is not applicable to separate it, organize the matter and combine the information, they store information to use it in future as per the need.

      Each of us have different learning style and how accordingly we organize our matter is what learning style describes about.

      This learning style come from the learners their specific characteristic, their learning experiences, their culture and the society they live in.

v   

v  Theory of Neil Fleming's VARK model

Neil given V A R K Model of learning style;

Where ,

ü  V= VISUAL LEARNING STYLE

ü  A=AUDITORY LEARNING STYLE

ü  R=READ/WRITE LEARNING STYLE

ü  K=KINESTHETIC LEARNING STYLE

1-V= VISUAL LEARNING STYLE :-

v  Learners who prefer visual learning style they learn best by seeing.
v  They prefer to see the information presented in visual rather than in written form.
v  Graphic displays like charts, diagrams, illustration, handouts and videos are all helpful learning tools for visual learners.
v  They visualize what they are doing or what they want to do.
v  Learns best in interactive formats: Role play, modeling, groups etc.
v  Easily gets distracts when there are no visual aids while explaining.
v   Use multiple visual formats: chart presentation software, video, notes, worksheets, flip charts, diagrams etc.
v  Write goals? Objectives of lessons on board.
v  Open-ended creative questions encouraging multiple interpretation and solutions.
v  Leave white space in handouts for note taking .
v  Invite questions to help them stay alert.
v  Emphasize key points to cue when to take notes.
v  Mind mapping can be indulge to visual learning style children.

 

2- AUDITORY LEARNING STYLE

. A=AUDITORY LEARNING STYLE

ü  Learners learn best when information are spoken.
ü  They do not need careful notes to learn, avoids eye contact to concentrate.
ü  They read aloud when they are learning or they keep music on in background when they study.
ü  This type of learners are good at remembering things they are told.
ü  Lecturers, group discussion, radio, email, speaking are the best way for auditory learners to learn.
ü  Traditional lecture, independent work.
ü  Group discussion: feedback, paraphrasing from peers.
ü  Individual conference/ interviews with instructor.
ü  Allow “thinking time” to process information.
ü  Try to do brainstorming.
ü  Tasks calling for specific answers/ solutions.
ü  Phrasing information several different ways.
ü  Begin new material with “ what is coming” conclude with “what was covered”.
ü  Give time to debrief in order to make connection.

3.R= READ/WRITE LEARNING STYLE

•       Reading and writing learners prefer to take in information displayed as words.
•   Learning materials that are primarily text based are strongly preferred.
•    This type of learner prefers to say the words/sentences and write it as well to learn.  Essay, PowerPoint making, reports, manual they are good at it.
•  They are good at writing down notes during lectures.
•  They prefer area which is quiet to learn and study themselves to prefer distraction.
•  Make chart of a chapter where everything is in written form and less of diagrams and charts.
•   When you make notes for this type learner make sure you make the sentence into bullet points.
•  Give a handout of what you have teach in class after a class to have a revision.
•  Tell them to mark the key words in their notes so that they recollect things easily.

4-K= KINESTHETIC LEARNING STYLE

This type of learner prefers touch as their primarily mode for taking in information, they are connected to reality.

   This learners need more and more practical work.
      They need opportunities for creativity, hands on learning, interaction with concrete materials.
      Learning is best accommodated through movements.
      This type of learners doesn’t like to seat at one place and learn they want to try things to get its knowledge.
      They learn from lot of projects, new concrete personal experiences.
      They believe in doing things and learning, it also includes case study and application based learning.
         Experiential learning activities: labs, modules, educational games.
         Simulation( interact with/apply concepts)
         Interaction via technology: audio, video, computers.
         Demonstrations/ role play/ case studies.
         Internships, different field trips can be organized, more of practical should be included.
         Give frequent stretch breaks( brain breaks).
         Have students transfer information from the text to another medium such as a keyboard.

Advantages OF Learning Styles:-

ü  Identifying Preferences VARK provides an easy way for instructors to identify preferences and then being able to meet those preferences.

ü  Independency Students gain independence in their learning as they decipher their preferences. They are less dependent on educators or other authorities to aid them in learning.
ü  Easy to Use It is very simple to use by anyone as it doesn’t dive into particular details or complex vernacular.
ü  Science of Learning The VARK started a movement of looking at how individuals learn and the varying modalities of these learning preferences. It created a methodology and vernacular, engaging educators in identifying key factors in how their students learn.
ü  Varying Modalities The VARK learning style promotes educators to look at varying ways of engaging students instead of simply looking at only their preference mode of learning. For instance, a teacher that prefers to read/write as their mode of learning will tend to teach with those modalities. But by recognizing other modalities, the educator will provide other means of learning -such as media for visual learners.
ü  Flexibility Students and educators recognize that they do not need to be stuck in one mode of learning. They can switch from one preference to another.
ü  Learner Growth As learning preferences are identified, students and educators then can gradually introduce other modes of learning, stretching the learner to find ways and adapt to these other modalities.

•  

Disadvantages of Learning Style:

• v  Categorizing The VARK can make it too easy to categorize individuals into four areas. This has been stated as being too simplistic and not enough options as individuals are unique.
• v  Restrictive The VARK model has been criticized for being too restrictive. Only about 39% of people who take the VARK test fit best into one single category (Kharb, et. al, 2013). In fact, research has proven that individuals actually fit into a bimodal or trimodal learning style. Yet, individuals desire to force learners into one mode.
• v  Implementation VARK is known for not giving enough direction to educators on how to implement the model through specifics.
• v  Accommodation Educators acknowledge the difficulty in accommodating all of the varying learning modalities embedded in this learning style model.
• v  Time Constraints It is increasingly difficult to be able to address the different modalities for one piece of learning when referring to the time constraints in the classroom. Take a moment to ponder the time requirements to teach the same material by using all of the varying modalities.
• v  Validity There have been many questions on the validity of the measurement of this learning style and the research collected (Pasher et. al. 2009).
• v  Hindering Learning Some critics believe that labeling students may actually hinder their learning instead of aiding them as it directs the student to learning a particular way to the neglect of other modalities.