Literaturnachweis - Detailanzeige
| Autor/inn/en | Gafoor, K. Abdul; Remia, K. R. |
|---|---|
| Titel | Impact of Curricular Reforms on Educational Philosophy Courses in M.Ed Programmes |
| Quelle | (2014), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Masters Programs; Educational Philosophy; Education Courses; Content Analysis; Statistical Analysis; Qualitative Research; Course Objectives; Teacher Educator Education; Noncredit Courses; Course Descriptions; Foreign Countries; India |
| Abstract | In the context of Vision of Teacher Education envisaged in National Curriculum Framework for Teacher Education, this study probes "Do M.Ed programmes provide for the prerequisites of educational philosophy for teacher educators?" and "whether the syllabi following credit and non credit pattern vary in their coverage of content of educational philosophy". The study employed both qualitative and quantitative analyses of the content of educational philosophy courses of M.Ed. programmes of 23 universities from across 14 states of India. The study categorized educational philosophy topics under 10 subareas--Meaning/scope; Metaphysics, Epistemology, Axiology; Orthodox philosophies in Indian culture; Heterodox philosophies in Indian culture; Other Indian philosophies; Traditional Western schools; Other Western schools; Indian thinkers; Western thinkers; and Script based study- and further grouped under broad areas namely Basic concepts; Philosophies in Indian culture; Western schools; Educational thinkers; and Scriptures based study. Course objectives on Educational philosophy of many universities are stated in terms of content only, and they avoid specifying the cognitive and affective level at which educational philosophy content is to be learnt. Findings reveal significant differences in content coverage of educational philosophy courses in credit based system and noncredit based system. Together with the deficiency in content coverage in several areas, many a curricula are ambiguous on the level at which the future teacher educators are supposed to imbibe the philosophical reflection. The study calls for more comprehensible and deeper ways of laying down educational philosophy courses with unambiguous concern on the intentions of philosophy in educational practice. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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