Exploring the education improvement dimensions from students and teachers’ perspective in D.EI.ED in Delhi institute
Keywords:
education improvement dimensions, students, teachers' perspective, D.EI.ED, Delhi institute, pre-service teacher preparation courses, outstanding applicants, necessary ability, devotion, noble vocation of teaching, teacher education programme, personal qualities, subject matter expertise, pedagogical understanding, competences, attributes, education system, educators of lesser calibre, systematic process, careful identification, innate ability, field of pedagogy, content analysis, open-ended interviews, proposals, competitiveness of the curriculum, work placement chances, development of in-demand skills, faculty, policy revisions, training, competitive environment, enhanced human resource policiesAbstract
A recurring problem for pre-service teacher preparation courses is the delicate challenge of selecting outstanding applicants while protecting against the admission of those who lack the necessary ability and devotion to the noble vocation of teaching. The primary goal of the teacher education programme is to assess individuals who exhibit fundamental personal qualities such as sincerity, honesty, dedication, equity, and objectivity, as well as the necessary subject matter expertise and pedagogical understanding to achieve positive results. A problem occurs when persons who lack the necessary competences and attributes for this monumental profession are admitted to the curriculum. As a result, within the area of the education system, this eventually results in the generation of educators of lesser calibre. As a result, it is essential to develop a systematic process for careful identification of persons with the innate ability to flourish in the field of pedagogy.According to the content analysis of the open-ended interviews, the most often expressed proposals by participants centred on the competitiveness of the curriculum, work placement chances, and the necessity for the development of in-demand skills. Faculty are suggested for a variety of reasons, including policy revisions, training, competitive environment and development, and enhanced human resource policies.References
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