An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Feb-Mar,2016, vol-/

Impact Factor: 4.889

ISSN: 2278-8808

Date: 2016-02-13

Special Issue of Tilak college of Education & Savitribai Phule University of Pune

TEACHER EDUCATION AND DISTANCE EDUCATION

Aarti Prashant Gangurde

Page No.: 1 - 5

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A method of study where teachers and students do not meet in a classroom but use the Internet, e-mail, mail, etc., to have classes. It\\\\\\\'s Flexible, convenient ,saves time energy, and money. Teacher education refers to the policies and procedures designed to equip prospective teachers with he knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. 
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STATUS OF INCLUSIVE EDUCATION IN FUTURE TEACHER EDUCATION

Tanuja Sadashi Pingale & Madhuri Isave

Page No.: 6 - 6

Certificate
 The purpose of this research work was to study of challenges faced in inclusive school for adjustment.
For this study survey had been conducted in 20 school from Ambegaon Taluka in Pune District. It
includes both boys and girls. It also includes children from Z.P. Higher Primary Schools. Sample
includes children with usually challenged, hearing impaired & orthopedically challenged. Sample
also includes children from 5th, 6th and 7th class. 120 Students, 60 Class Teacher, 20 Head Masters,
5 Mobile Teachers and 1 Block Education Officer from Ambegaon Taluka comprised sample of the
study. All sample was selected by purposive sampling method as the questionnaire tool used for data
collection was inclusive schools by Ambegaon Taluka. Survey method is adopted for this study.
Qualitative and quantitative methods were used in for data analysis of research. The observation
method was used in procuring qualitative data. It has been analysis through the method of
quantitative and qualitative methods. After analysis of this data some measure findings of this
research is
1) To improve pre-and in-service training, mentorship and team-building.
2) Promote the used of new and alternative methods for teaching.
3) To encourage teachers to organize their work in teams and to apply problem oriented teaching
methods as well as paying respect to diversity and different styles among their pupils


GREAT HOPES MAKES GREAT FUTURE

Sujata Adamuthe

Page No.: 7 - 11

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 The private B.Ed.college(PBC) have problems regarding apointment of principal, teaching & non teaching staff, funds, admissions, maintain relations with schools. Teacher educators in PBC also have lots of problem. Students who are eagour to take admissions in B. Ed. colleges have different types of problems. PBC have also rules & regulations from different body which they should follow compulsory. Problems also have solutions. If all man power in PVB will decide to change & maintain high quality if education in their own are then & then only they can sustain in future.
Key Words: Private B. Ed. college(PBC), teacher educator, problems, challenges,limitations, suggestions
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https://en.wikipedia.org/wiki/Teacher_education http://dictionary.reference.com/browse/education
INTER-DEPENDANT RELATION BETWEEN CO-OPERATIVE LEARNING & SOCIAL SKILLS

Chavan Amol Shivaji

Page No.: 12 - 13

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 In order to acquaint Constructivism every learner can play important role in construction of knowledge. According to assumption and Principle of Knowledge Constructivism education system bears responsibility to provide excellent learning environment in the educational premises. If learner gets such a co-operative learning environment, through this learner can create something new as well as without any burden. Co-operative Learning is a student centered approach, for effective implication of C-OPL Social skills are needful. So both these terms are inter-dependent to each other.
Key words: Inter-dependent, Co-operative Learning, C-OPL, Social skills.
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Johnson, J.W.; Johnson, R.T.; Holubec, E.J.(1994).Co-operative Learning in classroom.ASCD: Alexandria Virginia, USA. Page, No: 58. Yogotsky,L.(1969).Social Development Theory. www.Google.com.Date:02/02/2016.Time: 11.00 am. Edit. Chavan, G. (2010). Teaching-Learning Process. Nasik: Insight Publication, page No:135 Chavan,A.S.(2011). Creation and Effectiveness of CAI program for Developing Social skills to Group discussion. Dissertation of M.Phil. Submitted to SavitribaiPhule University of Pune.(Formally University Of Pune)
CHALLENGES OF INCLUSION AND TEACHER EDUCATION IN FUTURE

Anita M. Belapurkar

Page No.: 14 - 19

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 Inclusion of all children in classrooms is the need of tomorrow. It has great impact on classroom teachers. Teacher Education programs should be framed in order to develop teachers’ knowledge, competencies and skills regarding inclusion of children. Literature analysis tells us about the need of pre-service and in-service teacher education reform, in order to make teachers competent in dealing with all types of students in the classroom. Inclusion has a tremendous impact on general teachers as they are increasingly faced with the challenge of meeting a wide range of students need through inclusive practices. Existing teacher education is not capable of developing competencies required for inclusion. Theoretical portion is included which doesn’t include any practical experience. There is urgent need to equip teachers to work in diverse settings. This is a conceptual paper that focuses on need of training in Inclusion of Children. This review assumes that teacher education for inclusion should prepare teachers to engage with learner diversity arising from age, gender, sexual orientation, ethnic, cultural, linguistic or religious background, socio-economic status, disability or special educational needs. Review of literature tell that Teacher education for inclusion should prepare teachers to engage with learner diversity arising from age, gender, sex, ethnic, cultural, linguistic or religious background, socio-economic status, disability or special educational needs It also suggests a framework for inclusive teacher education in future.
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Ainscow, M. (2007) Teaching for Diversity: the next big challenge. In Connelly, M., He, M. F. and Phillion, J. (eds.) The Handbook of Curriculum and Instruction, Sage Publications Andrews, L. (2002) Preparing general education pre-service teachers for inclusion: Web enhanced case-based instruction, Journal of Special Education Technology Ball, S.J. (2006) Education policy and social class: The selected works of Stephen J Ball. London: Routledge Das K.et al ,Inclusive Education in India: Are the Teachers Prepared?. International Journal of Special Education, Vol 26 No.1, 2013 Florian, L. (2007) Re-imagining special education. In Florian, L. (ed.) The SAGE handbook of special education. London: SAGE publications Forlin C.2012, Future Directions for Inclusive Teacher Education: An International Perspective Gao W.Mager G. Enhancing Pre-service Teachers' Sense of Efficacy and Attitudes toward School Diversity through Preparation: A Case of One US Inclusive Teacher Education; International Journal of Special Education, 2011 - ERIC Kohama A. June 2012, Inclusive Education in India- A Country in Transition, ‘Teacher Education for Inclusion,’ International Literature Review; European Agency of Development in Special Need Education, 2010, ISBN (Print): 978-87-7110-028-0 Terence W.C. Preparing Teachers for the Inclusion Classroom; understanding assistive technology and its role in education, University of North Florida.
NEW PARADIGM IN TEACHER EDUCATION

Madhuri Isave & Anita Jagtap

Page No.: 20 - 25

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 The impact of globalization, international competition, and local social-political demands has
induced rapid changes in nearly every society. As key actors in education, teachers have to face up to
numerous new changes, expectations, and uncertainties in the internal and external environments in
which they discharge their professional duties. One of the serious defects in teacher education in
India is the overemphasis on theory and inadequate attention to the practical aspect of a teacher’s
preparation. The teaching has to be made progressive and the monotonous and stereotyped image of
teacher education should be changed. A comprehensive practical training in all dimensions of teacher
education is essential. major issues in teacher education includes quality concern, lack of
technopedagogic skills, lack of suitable curriculum, working of the teacher education institutions, etc.
The futuristic teacher education programs should emphasize on digital literacy, developing
technopedagogical skills in the students, imparting life skill education, developing in them the
teaching competencies for inclusive classroom and encourage them to take up action research. There
is an immediate need to find ways out to orient student teachers towards the new trends in education
Key words: Teacher education, problems, issues, trends.
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Aggarwal, JC (1996), Essentials of Educational Technology, Vikas Publishing House, New Delhi. Agarwal, J.C. (2008). Essentials of Educational Psychology. Vikas publishing house Pvt Ltd, New Delhi. Mangala, Sheela. (2003). Teacher Education: Trends and Strategies. Radha Publications, New Delhi. Rao, Dagumati. (2004). Teacher education in India. Discovery Publishing House, New Delhi. Periodicals and Journals: Goel, and Goel. (2012). Teacher Education Scenario in India: Current Problems and Concerns. MIER Journal of Educational Studies, Trends and Practices. Vol 2, pp231-242. Kotreshwaraswamy, S. (2013). Teacher Competencies needed for Inclusive Education. Edutracks Vol. 12, pp 19 Rajput, Kuldipsingh. (2012). Challenges in Teacher Education. Edutracks, Vol11(8), pp 11. Electronic source: Jamwar, Balbir. (20120. Teacher Education: Issues and their remedies. International Journal of Educational Planning & Administration, Volume 2, Number 2 (2012), pp. 85-90 http://www.iasir.net Hans, Arvind et al. (2013). Emerging trends in Teacher Education. The Macro Review-A Multidisciplinary Journal of Global Macro Trends, 2(2). http://www.ripublication.com/ijep
USE OF ADVANCED ICT IN FUTURE TEACHER EDUCATION

Anjali B. Salunkhe

Page No.: 26 - 29

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 In recent years, many surveys which have been conducted on education system say that Information and Communication Technologies (ICT) help enhance learning outcomes and improve access to education. ICT literacy is the ability to use digital technology, communication tools and/or networks to define, access, manage, integrate, evaluate, create and communicate information ethically and legally in order to function in a knowledge society. “To succeed, it is not enough to master technical skills: we must also know how to apply them within an information society”, theme behind ICT literacy. Here, I would like to discuss few important things about role of ICT in education
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PROBLEMS, CHALLENGES, LIMITATIONS & SUGGESTIONS FOR FUTURE TEACHER EDUCATION

Almas Khan

Page No.: 30 - 34

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 The intent of the present paper is to enhance the teacher education quality in India by focusing on the emerging problems, challenges, its limitations & suggestion for future teacher education. The education of teachers should concentrate on the learning, development and education of children, young people and adults. Teacher education programs are marked by high academic and professional quality. The paper concludes that teacher education system in India calls for revolutionary changes in future.
Key Words—Teacher education, problems, challenges, scope, suggestions.
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Chobe, S.P. (2006). School Organization. Noida: MayurPaperbex. Desai, Ashok. J. (2012) “PROBLEMS OF TEACHER EDUCATION ININDIA”International Journal for Research in Education (IJRE), Vol.1, Issue: 1, p 54-58 Goel, Chhaya. (2012)”TEACHER EDUCATION SCENARIO IN INDIA: CURRENTPROBLEMS & CONCERNS” MIER Journal of Educational Studies, Trends &Practices,Vol. 2, No. 2 pp. 231-242 Gupta, A.M. (1999). Educational Management. New Delhi: Bharat Prakashan. Publications.University News. Vol. 49, No.09, February 28-March 06. Usha M.D. (2010). Challenges Before Indian Government (Convocation Address). Vashist, S.R. (2003). Professional Education of Teachers. Jaipur: Mangal Deep. NCTE (2009). National Curriculum Framework for Teacher Education:Towards Preparing Professional and Humane Teacher, NCTE, NewDelhi. Sansanwal D.N. (2008). VI Survey of Educational Research, DAVV, 2007-08,www.dauniv.ac.in. Siddiqui M.A., Sharma A.K., & Arora G.L. Eds (2009). Teacher Education:Reflections Towards Policy Formulation, NCTE, New Delhi.
CHALLENGES FACED BY TEACHER EDUCATORS WHILE USING ICT IN TEACHER TRAINING PROGRAMS AND REMEDIES FOR THE FUTURE

Anuja Mune

Page No.: 35 - 38

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 ICT is being used in every field imaginable of daily life such as finding jobs, fighting crimes, shopping

online etc. It’s even greater use is in field of education, to increase its quality and making it easier

and effective. In a modern day world, a teacher should be able to not only use digital technology but

also should be able to incorporate ICT in teaching process to enrich the quality of education. Hence

teacher training programs which aim at training future teachers have implemented ICT as a

compulsory course. In this paper, challenges faced by teacher educators while training future

teachers in field of ICT are reflected upon and their solutions are suggested which will help shape the

future of ICT education in the teacher training programs.

Keywords: ICT, Teacher education, Teacher-educators.

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William Melody et al., Information and Communication Technology: Social Sciences Research and Training: A Report by the ESRC Programme on Information and Communication Technologies, ISBN 0-86226-179-1, 1986. Roger Silverstone et al., "Listening to a long conversation: an ethnographic approach to the study of information and communication technologies in the home", Cultural Studies, 5(2), pages 204- 227, 1991 The Independent ICT in Schools Commission, Information and Communications Technology in UK Schools: An Independent Inquiry, 1997. Impact noted in Jim Kelly, What the Web is Doing for Schools, Financial Times, 2000 Kapur, D., & Ramamurti, R. 2001. India's emerging competitive advantage in services. Academy of Management Executive, 15(2): 20–33. You Qinghe; Chen Wenyuan; Liu Kaiming (Jan. 2014) The online shopping change the retail business model: A survey of the people use online shopping in China. IOSR Journal of Business and Management Volume 15, Issue 5, PP 77-110 (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319- 7668. www.iosrjournals.org Abramovsky, Laura; Griffith, Rachel (2005) : Outsourcing and offshoring of business services: How important is ICT?, IFS Working Papers, Institute for Fiscal Studies (IFS), No. 05/22, http://dx.doi.org/10.1920/wp.ifs.2005.0522 Brady, Mairead, Martin R. Fellenz, and Richard Brookes. (2008) "Researching the role of information and communications technology (ICT) in contemporary marketing practices." Journal of Business & Industrial Marketing 23.2 (2008): 108-114. World Bank. 2003. World Development Report 2003 : Sustainable Development in a Dynamic World- -Transforming Institutions, Growth, and Quality of Life. World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/5985 License: CC BY 3.0 IGO. UN, Report of the World Summit on the Information Society (PDF). Document A-60-687(Report) (UN General Assembly). 16 March 2006. p. 3. Retrieved 12 September 2007.
EMPOWERING TEACHERS – OBSTACLES AND SOLUTIONS

Aparna Morris & Smita Phatak

Page No.: 39 - 43

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 Teacher empowerment is defined as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach”. Empowerment also increases productivity when teachers have more time to collaborate. One option to increase productivity is to provide experiences during the school hours that allow teachers to discuss student performance, curriculum, and instruction with their colleagues, as well as, provide encouragement and support. With regards to professional development, administrators might ask for teacher input as to their needs, but, sadly, the input is not always to truly shape the experiences that follow. Instead, the very fact that teacher input was sought is seen as sufficient, while much of what teachers say is dismissed as unrealistic. Key words – Teacher, empower ent, hierarchy, isolation, outside experts, professional development.
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Blase, J., & Anderson, G. L. (1995). The Micropolitics of Educational Leadership: From Control to Empowerment. New York, NY: Teachers College Press. Bolin, F. S. (1989). Empowering leadership. Teachers College Record, 91, 81-96. Common Core State Standards Initiative. (2012). Common Core State Standards Initiative|Georgia Adopts Common Core State Standards. Retrieved July 30, 2015, from Common Core State Standards Initiative: http://corestandards.org/in-the-states/georgia-adopts-common-corestate-standards/ Desimone, L. (2011). Outcomes: Content-focused Learning improves teacher practice and student results. Journal of Staff Development , 32(4), 63-68. Furtrell, M. H. (1994). Empowering teachers as learners and leaders. In D. R. Walling (Ed.), Teachers as leaders: Perspectives on the professional development of teachers (pp. 119-136). Bloomington, IN: Phi Delta Kappan Educational Foundation. Geringer, J. (2003). Reflections of professional development: Toward high quality teaching. PhiDelta Kappan , 84(5), 373. Goodlad, J. I. 1983. A study of schooling: Some implications for school improvement. Phi Delta Kappan, 64(8), 555. Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press. Kelly, T. E. (1994). Democratic empowerment and secondary teacher education. In J. M. Novak (Ed.), Democratic teacher education: Programs, processes, problems, and prospects (pp. 63-88). Albany: SUNY Press. Lawrence Lightfoot, S. (1983). The good high school: Portraits of character and culture. New York: Basic Books. Blase, J., & Anderson, G. L. (1995). The Micro politics of Educational Leadership: From Control to Empowerment. New York, NY: Teachers College Press.
DEMYSTIFYING DIFFERENTIATION: MAKING IT A HABIT

Asawari Bhave- Gudipudi, & Ms. Priya Singh

Page No.: 44 - 49

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 Fair isn’t everybody getting the same thing, Fair is everyone getting what they need in order to be successful. Diversity in the classroom takes multiple forms. We often think of diversity in demographic or group terms, such as age, class, culture, disabilities, ethnicity, gender, or sexual orientation. Teachers aren’t simply teaching one students with different faces; they are teaching different students, each with distinctive needs and talents, and different levels of motivation, attention, knowledge, and maturity. Students enter classrooms with different abilities, learning styles, multiple intelligences and personalities. Educators are mandated to see that all students meet the standards of nation. With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. A paradigm that is gaining ground in many educational circles is Differentiated Instruction. This instruction proposes rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. Differentiated instruction is any instructional strategy that recognizes and supports individual differences in learning. Differentiated instruction maximizes learning by considering students’ individual and cultural learning styles, recognizing that some students will require adjusted expectations, and offering different ways for students to explore curriculum and demonstrate learning (as well as accepting that these different methods are of equal value). With differentiated instruction, the teacher aims to create learning situations that match students’ current abilities and preferred learning styles while stretching their abilities and encouraging them to try new ways of learning. Through the use of differentiated instruction strategies, educators can meet the needs of all students and help them to meet and exceed the established standards. In this paper the authors give insight into concept of differentiated instruction, strategies for differentiating content, process and product, and in so doing shed light on the rationale supporting differentiated instruction.
Keywords: Differentiated instruction, learning styles &multiple intelligences
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Burkill, B & Eaton, R (2012) Developing Teaching and learning. UK, Cambridge University Press. Fogarty, R., &Pete, B. (2005). How to differentiate learning: curriculum, instruction, assessment. California: Corwin. A sage company. William, B. (2002). Mulitple intelligences: For differentiated learning. California: Corwin. A sage company. Woolfolk, A., Misra, G., &Jha, A. K. (2010). Fundamentals of Educational Psychology. New Delhi: Pearson.
A STUDY OF SECONDARY SCHOOL TEACHERS’ CULTURAL COMPETENCE IN RELATION TO THE SELF-ESTEEM OF THEIR STUDENTS.

Nelli Asha Latha

Page No.: 50 - 54

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http://www.mapsofindia.com/states/ Retrieved December 12, 2013. Watson, C.W., Multiculturalism, Open University Press, Buckingham, (2000),p3 http://www.nameorg.org/resolutions/definition.html Retrieved September 09, 2007. http://www.opb.org/education/minisites/culturalcompetence/teachers.html Retrieved October 08, 2012. http://www.opb.org/education/minisites/culturalcompetence/teachers.html Retrieved September 09, 2012. Charles, T. (et.al.). Multiculturalism, Princeton University Press, New Jersey (1994), p5. http://www.selfesteem2go.com/rosenberg-self-esteem-scale.html Retrieved March 21, 2013. Rosenberg, M. (1960). www.wikipedia.org. Retrieved March 18, 2007, from http://en.wikipedia.org/wiki/Self-esteem#cite_note-Rosenberg. Maslow, A. (1954). Motivation and Personality. New York: Harper. Bennett. C.I., Comprehensive Multicultural Education- Theory and Practice, Fifth Edition, Allyn and Bacon, Boston. p. 222
ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Rahul Baliram Kamble

Page No.: 55 - 59

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 ICT does not automatically add quality. There is however, growing evidence that ICT application to the core business of education can accelerate and improve learning on a number of fronts. It can also provide the means of gathering, connecting and analyzing data about teaching and learning in ways that enable us to more accurately diagnose student need and evaluate programs. To apply ICT in these ways requires changed approaches by educators. This paper looks at the contribution that ICT can make to quality in teaching, learning and evaluation through improvements in cognition, pedagogies, convergence, culture, and data. on four issues that have arisen within and across the subject design initiatives: the tension between teaching about or teaching through ICT; the persistence of pedagogical style; the centrality of confidence and competence; and the curriculum contradictions that arise when ICT is incorporated into established subject cultures. The paper also grapples with the thorny issue of the relationship between teachers’ epistemological and personal theories and the use of ICT in their practice. Finally, the overview highlights the sorts of professional development implications that might accrue from the increased use of ICT in classroom communities. E Learning is rightly praised for a number of advantages it offers. Convenience, low cost, and development of technical skills are often cited, but another advantage it can bring you is that it opens up possibilities to attend schools in faraway places. For example, you may live in a town with just a single community college, a nearby public university, and maybe a private university or two, but through eLearning you can attend any institution on Earth that has a distance learning program, and that means a world of choice for you.
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Collins, A. M. and Loftus, E. F. (1975) A spreading activation theory of semantic processing. Collins, A. M. and Quillian, M. R. (1969) Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behaviour. 8, 244. Department for Education and Employment. (2000) Professional Development: Support for Teaching and Learning. February 2000. DfEE 0008/2000. Information Communication Technology – Dr. Kishor Chavan
EFFECTIVENESS OF REMEDIAL TEACHING PROGRAMME (R.T.P.) ON THE COGNITIVE PROCESSES IN MATHEMATICS FOR STANDARD IX STUDENTS.

Smita S. Kale, & Atul Arun Gaikwad

Page No.: 60 - 65

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 Learning is essential for development of child‘s personality. Teaching processes plays vital
role in development of learning processes. Teaching, learning processes are found from
ancient period but Pedagogy provides systimaticness & scintificness to teatestching
processes. In teaching processes teacher‘s role is important but in future teacher must be like
as a guide and learning processes completed with teacher as well as peer guide learner. Hence
researcher construct a Remedial Teaching Programme (R.T.P.) based on Peer- Learner and
Peer- Guide. Thorndike‘s trial and error theory use in this programme specially Law of
Practice. Researcher arrange this programme in N.M.V.Boy‘s School Pune. This programme
is for six days on 80 Students from IX standard students selected by easily available method
these students divided in to two groups i.e. Control and Experimental equal gropes by random
method, Provide Pre-test R.T.P. and Post –test. Researcher found significant difference
between Pre-test and Post-test with t test. Researcher got findings that Some students cannot
learn in only one time teaching they required frequent teaching for same unit. For Such
learner, Peer guidance is beneficial for proper learning.
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Agarwal, A.(2010), Alienation of the Disabled: Causative Factors, Mechanisms, and Patterns of Reaction Responses. Journal of Indian Education: 35:4: 25-33. Best J.W. and Kahn J.V. (2011), Research in Education. New Delhi, PHI learning, 39 2% 1% 7% 0 0 0 1% 0 10% 21% 13% 15% 8% 19% 10% 10% 88% 78% 80% 85% 92% 81% 89% 90% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Fair Average Excellent SPECIEL ISSUE OF SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES Tilak college of Education & Savitribai Phule University of Pune Page 65 Haider I. S. (1999), V.I.sually Handicapped Children, Study of their Psychological Characteristics and Academic Achievement:Jaipur and Delhi, Rawat Publication. Jean A.S.(2009), International Journal on Advances in Life Sciences, vol 1, 2&3, http://www.iariajournals.org/life_sciences. Kakkar S.B.(1993), Educational Psychology, New Delhi. P.H.I.LearningPublication , Kika, H. &Dimitra, H. (2008), Higher Education ProV.I.sion for Students with disabilities in Cyprus: Higher Education, Vol. 55 (1) 103-119.
CONICAL MODEL OF REFLECTIVE TEACHING WITH AN OVERVIEW OF EXISTING MODELS

Rajashree Bam

Page No.: 66 - 73

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 ―An empowered teacher is a reflective decision maker, who finds joy in learning and in
investigating the teaching learning process—one who views learning as construction and
teaching as a facilitating process to enhance and enrich development.‖---Fosnot (1989)
Introduction: - Students‟ achievement/scores in examinations, is generally treated as a main
measure to gauge teacher performance. This output oriented approach overlooks the
processes that take place in actual classroom condition. Now a days it is realised that mere
marks or high grades are not enough for working on day to day issues either in workplace or
in personal life. Actually learning processes that occur in the classroom, equip the students to
deal effectively with life. Since learning processes are in focus, it is essential to think about
the cognitive and metacognitive abilities of a teacher first.
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Dymonke,S.&Harrison,J(Ed.2008)Reflective teaching & learning:New Delhi:Sage publications Ghaye,T.(2011)Teaching and learning through reflective practice-a practical guide for positive action:London:Routledge Osterman,K.&Kottkamp,R.(2004)Reflective practice for educators-professional development to improve student learning:California:Corwin press Polard,A.(2002)Reflective teaching-Effective and evidence informed professional practice:London:Continuum
PROBLEMS, CHALLENGES, LIMITATIONS AND SUGGESTIONS FOR FUTURE OF TEACHER EDUCATION

Mr. Bhagirath Shamdas Pande

Page No.: 74 - 77

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 Qualitative education process means improvement in teaching learning process. In this process teacher is at the center place it means he is a soul of quality education. Hence there is need to give preferences to his preparation, this basic foundation’s and also his evaluation .Because in new society the responsibilities of teacher is increase rapidly as it before. India is a country which education system at the second no. in the world. So in the same way problems, challenges, limitation also in a vast size in our teacher education system. In present paper problems related to various components of teacher education such as student teacher, teacher educator and institutional level are discussed. Also tried to discuss about the challenges according to future of teacher education such as interest of new generation towards teaching , male-female ratio , use of ICT , job opportunities updating of curricula for new age etc. points are taken in consideration for the paper. Further limitations regarding teacher education of present and future also focused with the points of quality maintaining, proper moderation ,teaching interest , insufficient job opportunities, problems to inculcation of values, transparent evaluation process ,inability to giving real experience. At the next half of paper some suggestions related to above discussed points are given in brief. In the end paper ends with the conclusion of we all need to discus seriously about the future of teacher education and try our best for quality education through teacher education
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ChalamK.S. (2005) Challenges of higher education.Anmol Publications Pvt. Ltd.New Delhi. Sharma Promila (2005) Problems of education. APH Publication Corporation. New Delhi. The CTE National Journal (2014) Volume XII no.1&2.Council for Teacher Education. Bhopal. Yojna (2016) Special Education Edition.Information and Broadcasting Ministry Govt. of India.Navi Mumbai
TEACHER EDUCATION: ISSUES AND THEIR REMEDIES

Bhagyashree Dudhade

Page No.: 78 - 81

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 It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level. Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. The paper throws light on major issues of Teacher Education and remedies to bring quality and improvement in the teacher education. These remedies will be helpful to Centre and State Governments, Policy Makers, educationists, colleges and universities to bring reforms and brighten the future of teacher-education.
Keywords: Teacher Education, Teacher competence, Teacher motivation, Issues, Remedies
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Aggarwal, J.C. (1996). Essentials of Educational Technology. Vikas Publishing House, New Delhi. Rajan, J. (2005.) – Review of Social Sciences, Vol-VI, No.2 Anand, C.L. (2000). – Teacher Education in emerging India. NCERT, New Delhi. Mohanti, J.(1998). Modern Trend in Indian Education: Current Issues and Strategies in the context of NEP. New Delhi Deep and Deep. Mukharjee, K.K. (1972). Some Great Educators of the World. Calcutta, Das Gupta & Co. Pvt. Ltd. Naik J.P. (1975). Equality, Quality and Quantity: The inclusive Triangles of Indian Education: Bombay Allied Publishers.
ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Bhagyashree Tukaram Solanke & K.N. Bhise

Page No.: 82 - 84

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 Information and communication technology has become mandatory in thing in our life. From last twenty years use of ICT has changed a lot. In education field use of ICT is being done very much now a days but the impact of it is very less compare to other field. Education is a very social activity and quality education can be given only if good teachers with the personal contact with the learners are in place. Therefore the use of ICT in education will help more student centered learning for the teacher. Online learning as part of ICT helps in constructivism in higher education and above. In this way ICT in teacher education is becoming very important and this importance will keep on growing in twenty first learning.
Key words: 1. Constructivism, 2. higher education, 3. online learning
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Zuochen Zhang, Dragana Martinovic. ICT in teacher education: Examining needs, expectations and attitudes. Retrieved from http://www.cjlt.ca/index.php/cjlt/article /view/498. Santosh Bhaskar K. Rule of ICT in teacher education in remote area. Retrieve from http://edtechreview.in/trends-insights
TEACHER EDUCATION AND DISTANCE EDUCATION

Bhapkar Dattatraya Sambhaji

Page No.: 85 - 89

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 Teachers play a very important role in the process of building any nation. The teachers are prepared/trained through TEPs at different levels. The TEPs are implemented through regular conventional in class mode as well as through Distance Education mode. The field of Pre Service and in Service Teacher Training is drastically changing on the advent of Modern Communication Technologies. Distance Education mode has been proved to be very significant in Teacher Education. The Distance Education mode utilizes Multimedia Approach involving the use of Print Media, Radio, Video, Interactive Video Conferencing i.e. Two way Audio – video Digital etc. in Teacher Education. The case studies of China, Nigeria, Egypt, India, Brazil, YCMOU Nasik, United Kingdom, South Africa, Chile, Mongolia, Burkina Faso etc. prove the effectiveness of Distance Education mode in Teachers Education.
Key Words- TEP, Conventional Teacher Education, Multimedia, Two way Audio – Video Digital
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Sharma, B.L. & Saxena, R.N. (2011). UGC NET/SLET Education. Meerut : R.Lall Book Depot. Joshi Anant, Salunkhe Kavita, Dharnkar Madhavi (2006). Quality. Assurance in Teacher Education Through Distance Mode. Nasik: Registrar, YCMOU Mishra, B.K, Mohanty, R.K. (2003). Trends & Issues in Indian Education (3rd edi). Meerut : Surya Publishers. Sharma, A.R. (1985). Educational Technology. Agra : Vinod Pustak Mandir. Naik , Chitra et al. (1999). Higher Education : Challenges and visions. Pune : Registrar Pune University Pune.
CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS THROUGH E-GOVERNANCE

Mr. Deepak P. Gund & S. D. Bhilegaonkar

Page No.: 90 - 91

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Aggarwal J. C., (2007), ‘Educational Technology and Management’, Agra, Vinod Pustak Mandir. Best J. W. [2008]. ‘Research in education.’ Tenth Edition, Pearson Education in South Asia
NEED AND ROLE OF SPIRITUAL EDUCATION IN TEACHER EDUCATION IN MODERN TIMES

Smita Phatak & Ms. Gayatri Reddy

Page No.: 92 - 97

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 The world has gone through momentous changes from time to time and these definitely are times of change. The changes are on an unprecedented scale in our social, mental, emotional, economic and spiritual arenas. Our children will have to deal with even far greater realities than we do today. With the onslaught of technology and media; the students today are far more exposed to the harsh realities than ever. On one hand they have more technology and on the other they have less emotional and spiritual understanding, making them successful students and entrepreneurs but losing out on the human aspect in life. Once spiritual education becomes an integral part of teacher education, it will automatically spiral down to the students and into the society as teachers are the makers of men! Yet our education system seems ill-equipped to give them the wherewithal to deal with all these in an effective way which is seen from “greater degrees and lesser jobs, greater sites but lesser social interactions and rising depression and student suicides in India”
Key words- Teacher education, Pre service training , spiritual training to teachers , pre-service education
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De La Cruz, Francis James C. (2005). “A Philosophy for Holistic Education- Following the views of J. Krishnamurti”, Angel publications, LA Martin and Martin ( 1989) “J.Krishnamurthi’s School”, 10th Edition,Sunrise Publications, New York Krishnamurthi (1977) My Talks, KRISHNAMURTHI FOUNDATION INDIA (KFI) Foundation Press, Chennai Sharma, Sunil and
ADMITTING & RECRUITING THE BEST: FUTURE OF TEACHER EDUCATION IN INDIAN AND FINNISH CONTEXT

Mr. Lonkar Chandrakant Sakharam & Smita S. Kale

Page No.: 98 - 101

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 Teacher recruitment process plays vital role in any country’s inclusion of quality teachers in the education system or exclusion from the education system. Every nation has her teacher recruitment process system, it affect or effect the quality education of the nation overall. We all know the statement of Kothari Commission “Quality education depends upon the quality of teachers and quality of teachers depend upon the quality of teacher education.” It suggests that a country needs quality teachers and quality teacher education, training. But without transparent and quality teacher recruitment process, toppers or quality human resource will not join the education system. India cannot fulfill the dream of quality teachers and quality teacher education of Kothari Commission. The researcher aims to present quality and transparent teacher recruitment process of Finnish education system and other side corrupt and dark sides of Indian teacher recruitment process.
Keywords: Teacher Recruitment Process, Indian Teacher recruitment process, Finnish Teacher Education and Recruitment process, Inclusion of quality human resource in education, exclusion of quality human resource from education.
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Corruption in Education System in India: A UNESCO report. Jain, K. ; Shelley (2013) Corruption: Its Silent Penetration into the Indian Education System. Kauppinen, J. (2014) Roles and Responsibilities in Finnish Education
FLIPPED CLASSROOM AND LEARNING

Bapusaheb Ganpat Chaugule

Page No.: 102 - 105

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EMPATHETIC AND SOCIALLY RESPONSIBLE, EXPERIENTIAL LEARNERS AS FUTURE EDUCATORS

Smita Phatak & Mrs. Archana Vadeyar

Page No.: 106 - 116

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 Adopting an experiential learning approach in ‘Teacher education’ through Service learning programs, may help to develop, empathetic, socially responsible and next generation experiential educators. Experiential learning occurs through carefully chosen experiences, supported by reflection, critical analysis and synthesis; where the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative and constructing meaning.Some forms of experiential learning include Internships, Service learning,Cooperative education, Practicum, Undergraduate research experience, Community-based research, Field work, etc. Service learning is an out-of-classroom community service experience, in the course schedule wherein, students participate in an organized service activity, that addresses few community needs and reflects on it. Literature suggests that this can develop positive attitudes towards life, enhance social responsibility, promote community involvement, develop power of thought and understand their strengths and weaknesses in a real world context, thereby inspiring personal growth through the development of global competencies. It is essential to prepare 21st century educators, who are equipped to engage and inspire all future generation learners, to be creative and critical thinkers,which will benefit their individual, national and global futures.Our future educators should be able to use innovative approaches for engagingtheir students as thinkers and problem solvers,to make them successful global citizens and leaders of the next century. Thus, it is sensible to include service activities in future teacher education programs.
Keywords – Empathetic, Socially responsible, Experiential Learners, Future Educators.
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Association for Experiential Education. Retrieved from http://www.aee.org/ Experiential Learning. Retrieved fromwww.niu.edu/facdev Garg. I (2014). Professional Development of Teacher Educational Institutions: Becoming a Learning Organization. NAAC for Quality and Excellence in Higher Education.Retrieved from http://naac.gov.in/docs/QualityEnhancementinTeacherEducation.pdf Gopalan. K. (2012). Some Quality Issues in Teacher Education. NAAC for Quality and Excellence in Higher Education.
FUTURISTIC TEACHER EDUCATION DETERMINES STABILITY OF EDUCATION

Deepika Rani

Page No.: 117 - 120

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 Changes are the natural phenomena everyone has to go through with it. One of the most important concerns all over the World is no doubt “Education.” No matter who we are, or what profession we perform, we have things to say about this important issue. We criticize the existing educational system in the countries we live in, comment on the new systems around the world or suggest new ways of teaching and learning. Quality and excellence in the education sector is one of the major factors of the teacher education in its plan. To achieve the outcomes of enhanced quality and excellence in futuristic teacher education at all the level. The impact of any educational system can only be as powerful and effective as the teachers or the educational leaders who actually perform this profession. The lives of all learners are shaped by the teachers. A teacher can easily become an educational leader; can create positive change in the classroom. So there is real need for change in the futuristic teacher educators. The author would like to throw the light on the concept, need, challenges and based upon the challenges the recommendations which are proposed for betterment of upcoming futuristic teachers.
Keywords: Futuristic Teacher Educators, Challenges, Qualitative changes.
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Martin, R.J. (1994) Multicultural Social reconstruction?s Education: Design for diversity in teacher education. Teacher Education Quarterly 21(3)77-89, EJ 492(4). O„Loughlin, M. (1995) Daring the imagination, unlocking voices of dissent and possibility in teaching. Theory into Practice 24(2)170-116, EJ 512860. ?
ICT FOR EDUCATION

Jawalikar Arunkumar D & Bhadane Krishna P

Page No.: 121 - 126

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The use of Information and Communication Technology in Teacher education is lagging behind expectation and desire. Hence, the advisory ‘Committee On Multimedia In Teacher Training’ The committee argues for a powerful role of teacher training in the process of educational innovation and the implementation of ICT. The teacher training institutes are providing the teachers of the future and the committee assumes that teachers are the key figures in arranging learning processes. The institutes, therefore, have to anticipate new developments and prepare prospective teachers for their future role. The nature and extent to which ICT is being used in education is considered to be a result of synergy between ‘top-down’ and ‘bottom up’ processes. In the latter especially, a contribution of the teacher training institutes can be expected. According to commit, teacher training institutes therefore have to shift their focus from dealing with present education to that of ‘future education 
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Leenders, C (1999). Samenwerken met het onderwijsveld een serieuze zaak. In Velon: Tijdschrift voor lerarenopleiders, nr. 20/2 maart/april,1999. Moonen, J. & Kommers, P. (1995). Implementatie van Communicatie- en Informatietechnologie in het onderwijs. Enschede: OCTO, University of Twente.
ADVANCED PEDAGOGY FOR LOWER ATTAINERS

Dipak Chavan & Swati Kale

Page No.: 127 - 131

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 An effective teacher has a wide-ranging repertoire of different teaching and learning models, strategies and techniques and knows how to create the right conditions for learning. The choice is determined by the nature of the learning objective. Present paper is an attempt to provide guidance on the relationship between pedagogic approaches (teaching models), teaching strategies, techniques and methods of creating the conditions for learning of lower attainer.


Borich, G. (1996) Effective teaching methods. Prentice Hall. ISBN: 002312461X. Clarke, S. (2001) Unlocking formative assessment: practical strategies forenhancing pupils’ learning in the primary classroom. Hodder and Stoughton.ISBN: 0340801263
NEW PARADGIM IN TEACHER EDUCATION AND SCHOOL EDUCATION: A COLLABORATIVE APPROACH

Suresh R. Parmar & Jignesh B. Patel

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 Teacher Education Institution supplies teachers to schools therefore they should collaborate with each other. Every school have different needs their motto, objectives are different Need is not uniform it differs from institution to institution and even from place to place. Need differs from state to state. Common curriculum will not serve the purpose. Seventy five percent of the courses can be made common but twenty five percent should be flexible. In this twenty five percent Teacher Education Institution can collaborate with school and structure the syllabus accordingly. This part should be specifically designed for institutional needs. Schools also differ children come from different socioeconomic background, different culture etc. Therefore teacher should be groomed accordingly. Student teachers should be sent to the school for internship and practice teaching to these schools so that they can gain hands on experience. Data related to probable future vacancies in different subject teachers can be collected in advance. Schools can decide salary and perks in consultation with Teacher Education Institution. By doing this we can overcome most of the problems faced by Teacher Education Institution like getting permission for practice teaching and non-cooperation from school. Schools spend huge amount to conduct interview, to appoint teachers but after collaboration these expenditures can be minimized.
Keywords: Collaboration, objectives, institutional needs, socioeconomic background and expenditure
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Aijaz Ahmed GUJJAR, B. N. (2010). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi.(Unpublished PhD Thesis). International Online Journal of Educational Sciences, 2010, 2 (2), 339-361. Akbar, R.A.(2002). Retrieved February 19, 2015, from http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/Teaching%20Practice-Problems%20and%20Issues%20in%20Pakistan.pdf Aijaz Ahmed GUJJAR, B. N. (2010). Teaching Practice: Problems and Issues in Pakistan. Retrieved from International Online Journal of Educational Sciences, 2010, 2 (2), 339-361: http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/Teaching%20Practice-Problems%20and%20Issues%20in%20Pakistan.pdf
IFFECTIVENESS OF MICRO-TEACHING WITH INNOVATIVE PRACTICESS

Raviraj Furade

Page No.: 138 - 140

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Sahu Ramswaroop (2005) Educational Research, Kanpur, Anupam Prakashan
EFFECTIV ENESS OF PROGRAMME FOR ENRICHING TEACHER’S PEDAGOGICAL CONTENT KNOWLEDGE ON PRACTICE TEACHING OF TEACHER TRAINEES

S. B. Desai

Page No.: 141 - 146

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Education plays a vital role in the development of any nation Education is at the confluence of powerful and rapidly shifting educational, technological and political forces that will shape the structure of educational systems across the globe for the remainder of century. Teacher Education Institute, we have to adopt new innovative practices, methods and approaches to train the forthcoming teachers in the age of globalization and various new challenges. Therefore, we have to develop Innovative Research approach in Teacher Education for the better Education of the teacher trainee.
Keyword – Effectiveness, pedagogical content knowledge, teacher trainees.
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Best J.W & J.V Khan (9ed Ed.)(2003) .Research in education, New Delhi: prentice Hall of India Pvt.Ltd. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Chavan Dipak,Kishor chavan & rajeshree jaybhye(2015) Advanced Pedagogy,Nashik:Insight Publication.
THE POWER OF VISUAL COMMUNICATION TECHNOLOGY AND THE DYNAMICS OF TEACHING

Mahadeo Sadashiv Disale

Page No.: 147 - 151

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 This article presents a wide-ranging analysis of the use of PowerPoint technology in higher education. It addresses four overlapping issues. Has PowerPoint led to more effective learning? What impact has PowerPoint had on the dynamics of classrooms? What are some important aspects of the culture that accompanies PowerPoint? How has PowerPoint affected orality, visuality and literacy? The purpose of our article is to stimulate beneficial conversations about a prevalent educational software technology.
Keywords: The Teaching of Language Skills, PowerPoint- Technology in teaching, education
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Thriving in Academe: A Rationale for Visual Communication,”National Education Association Advocate Online, December 2001. ”Presenting Effective Presentations with Visual Aids,” U.S. Department of Labor, OSHA Office of Training and Education, May 1996. ”Effectiveness of Visual Language Presentations,” MacroVU, Inc., www.macrovu.com. ”DIMP: The Use of Images to Support Instruction and Presentations,” Technical Advisory Service for Images (TASI), 2002–2004. Ronald E. Green: “The Persuasive Properties of Color,”Marketing Communications, October 1989. Morton Walker, The Power of Color, Avery Publishing Group, 1993.
ICT AN D ITS ROLE FOR QUALITY TEACHER EDUCATION

Mukund Pondhe

Page No.: 152 - 156

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 In an era where the world of education and learning is changing rapidly, bringing new realities and challenges to Teacher Education Institutions (TEI’s), through innovations in use of Information and Communication Technologies (ICT) has important implications. Today Teacher Education in India is being overhauled and redesigned to include the changes taking place across the world. New opportunities and possibilities especially those in electronic and other related applications for skill development outside formal learning arrangements stimulate the reform of the existing educational provisions. In this direction, the GOI has initiated several programmes starting with the Computer Assisted Learning and Teaching (CALT) in late 1980’s. Under these, teacher educators were provided initial training in the use of computers. Other schemes include financial support to acquire hardware, setting up of computer labs and other resource supports. All these developments posed new questions on the regulatory capacities of the organizations, infrastructure development, the way teacher educators view learner and learning, available technology and ICTs and provisions of teaching and learning. This paper focuses on the technological revolution i.e. ICT as a solution for the excellence in teacher education including the role of teacher. It also attempts to put forward aims of teacher training in relevance with ICT and a framework for ICTs in teacher education.
Key words: CALT, ICT, PAGE, Pedagogy, Lifelong learning, Collaborative learning
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Majumdar. (Ed.). (2005). Regional Guidelines on Teacher Development for Pedagogy – Technology Integration. Bangkok: UNESCO. Shirley et al. (2000). Teaching with Learning Technology. Edinburgh: Napier University. Rest, P. (Ed.). 2002. Information and Communication Technologies in Teacher Education: A Planning Guide. Paris: UNESCO. Information and communication Technology in Teacher Education: A Planning Guide. (2002). Essential components to support ICTs in Teacher Development, Ed. Chapter. Retrieved on December 14, 2011, from
IN-SERVICE TEACHER EDUCATION HEIGHTENS THE QUALITY OF FUTURISTIC TEACHERS

Durga Shastri

Page No.: 157 - 160

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 Education is the manifestation which already exists in man is stated by swami Vivekanand. All things are within in we only need to polish them with great values. In today‟s world of competition every field requires opportunity and challenges to bring the drastic change in one. Same like we recognize that there are real challenges facing teacher education in India. Quality has to be maintained by our own efforts. In- service is one of the ways to have such changes in us. Continuous learning is essential in order to improve the quality of teachers and educational system. As learning is a lifelong process for everyone especially for the futuristic teachers who are motivating the new generation of the education field. The author would like to throw light on how much in-service programme is essential and made the differences in field of education. It also enhances the view of the readers in sense of knowledge growth, professional growth, and socioeconomic growth of education field.
Key words: In- service, futuristic teachers, knowledge growth, professional growth, and socioeconomic growth
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Improving the Quality of In-Service Teacher Training System „Analysis of the existing etta insett system and assessment of the needs for in-service training of teachers?. IPA Component IV – Human Resources Development 2007-2009.The European Union Programme for Croatia. Europe Aid/130730/D/SER/HR. Pre-Service and In-Service Teacher Training Strategy Document focusing on Published Teacher Training Curricula Institute of Education, University of London May, 2012.
IN SERVICE TEACHER EDUCATION IN FUTURE

Ms. Eesha Bhagwat & K.N Bhise

Page No.: 161 - 166

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 In the words of Professor Humayun Kabir, “Teachers are literally the arbiters of a nation’s destiny.” In every field, professional success mainly depends upon the up-to-date knowledge, skills & qualification of an individual. The individual should work with his fullest devotion & dedication to succeed in that field. The purpose of teacher education is to engender the qualifications judged to be necessary for doing the work the teacher is called upon to undertake. The central phase of teacher’s work is instruction that is stimulating, directing and guiding the learning of students. Teacher is the role model of students. Therefore, it is essential that he/she should have necessary skills required for teaching and learning. The system of education is changing and it is expected from teachers to change their teaching methods or style of teaching. There are many teachers those who had already joined schools and colleges many years ago. Even they need to update their knowledge. In service education gives an opportunity for such teachers to learn new techniques and literate them about changing needs and pattern of education system.
Key words: Teacher Education, In-service training, Development of teacher, Objectives of in service training for teachers, Background of study, Need and Importance of study, problems related to in-service education, Impact of study, suggestions & recommendations
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Agarwal,J.C., (1993). Teacher Education Theory & Practice:Doaba House, Delhi-06 Rao V.K.,(2008).Teacher Education:S.B.Nangia,New Delhi-02 Sharma Shashi Prabha,(2012).Teacher Education Principles, Theories & Practices:Kanishka Publishers,New Delhi-02 Sharma Promila,(2014),Curriculum Research: A P H Publishing Corporation, New Delhi-02
ROLE OF LIBRARIANS IN BOOSTING PEDAGOGY FOR INFORMATION LITERACY

Gadade Mrunalini Dhondiram & Gadade Pradeep Dhondiram

Page No.: 167 - 171

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 It is the time to identify the importance of libraries as site of student learning which warrant resourcing and professional staffing. The updating of library spaces to include many areas for collaborative student work, the availability of variety of technologies for multimedia production, and library staff expertise in such areas as instructional design and multimedia creation can add real value to a curriculum. For the better and effective services librarians have to observe pedagogical discourses related to meeting user needs and teaching important generic skills. Librarians have to play an important role in the development of students to become information literate. For that purpose we can relate pedagogical discourse, library staff’s positive attitude toward information literacy. Librarian should be in many roles like pedagogical mediator, pedagogical collaborators, pedagogical leader and mentor and pedagogical supporter. Librarians as highly accomplished personnel can assist in development process as they work collaboratively with colleagues to improve teaching practices. Librarian can apply their knowledge and skill in mentoring and guiding the teachers. As well as in demonstrating innovative teaching and learning practices.
Keywords:- Pedagogy, curriculum, information literacy, teaching, learning
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Association of College and Research Libraries. 1987. Model statement of objectives for a c a d e m i c bibliographic instruction. College & Research Libraries News, 48 (5): 256.61. Baker, Robert K. 1995. Working with our teaching faculty. College & Research Libraries, 56 ( Sept. 5): 377.79. Barker, Philip. 1998. Michel Foucault. Edinburgh: Edinburgh University Pr. Becher, Tony. 1989. Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Stony Stratford: Society for Research into Higher Education. Burr, V. 1995. An Introduction to Social Constructionism. London: Routledge. Leckie, Gloria J. and Anne Fullerton. 1999. Information literacy in science and engineering undergraduate education: faculty attitudes and pedagogical practices. Maack, Mary Niles. 1997. Toward a new model of the information professions: embracing empowerment. Journal of Education for Library and Information Science 10
AFFECTING ELEMENTS ON FUTURE EDUCATION

Raut Ganesh Popat & Dr. Shobha Kagade

Page No.: 172 - 174

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‘Leadership, School Administration and Financial Management’-Training Module for Head of the Schools, SCERT. 10th Joint Review Mission of Sarva Shiksha Abhiyan, Government of India (2009). ‘Digital Classrooms’ News article, Daily Sakal (4th Feb.2016). Dr. Arun Nigavekar-‘Education Reformation through Social Co-ordination’ Article in daily Sakal (21st Jan.2015). ‘Quality of Government and Private Schools’ News article, daily Loksatta(25th Feb.2015).
ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION AND USE OF ADVANCED PEDAGOGY FOR FUTURE TEACHER EDUCATION

Mr. Kulkarni Chandrakant V.

Page No.: 175 - 179

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A STUDY OF AWARENESS AMONG STUDENT-TEACHERS AND TEACHERS REGARDING ROLE OF ICT FOR TEACHER EDUCATION

Londhe G. D. & Shri. Zavare A.J

Page No.: 180 - 185

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 Education is one of the main keys to economic development and improvements in human welfare. Information and communication technology (ICT) is playing a central role in the development of modern economies and societies. As the world is going through the technological revolution, adoption of new technologies in the education system is the most important. This has profound implications for education, both because ICT can facilitate new forms of learning and it has become important for young people to master ICT in preparation for adult life. The use of ICT has the potential to enhance the real world experiences, the educational institutions should emphasize on the use of ICT for both administrative and academic efficiency. Teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change. For education to reap the full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning. They must also provide leadership in determining how the new technologies can best be used in the context of the culture, needs, and economic conditions within their country. To accomplish these goals, teacher education institutions must work closely and effectively with student-teachers and administrators, national or state educational agencies, teacher unions, business and community organizations, politicians and other important stakeholders in the educational system. Teacher education institutions also need to develop strategies and plans to enhance the teaching-learning process within teacher education programmes and to assure that all future teachers are well prepared to use the new ICT tools for learning.
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Ahmed, S. and Singh, M. (2010) Multimedia in Teacher Education Empowering Accessible, Flexible and innovative learning, Shikshak - Shiksha Shodh Patrika Vol. (04) No (1) pp. 32-33. 2. All India Association of teacher, colleges (1964) the improvement of Teachers Education Washington DC. Blurton, C. (1999) ‘New Directions of ICT-Use in Education’, World Communication and Information Report. UNESCO. Dunmill, M. & Arslanagic, A. (2006) ‘ICT in Arts Education’, LiteratureReview. New Zealand: University of Canterbury Islam, M. S., & Islam, M. N. (2007) ‘Use of ICT in Libraries: An Empirical Study of Selected Libraries in Bangladesh’, Library Philosophy and Practice2007, at http:// tojde.anadolu.edu.tr /tojde21/articles/ islam.htm, accessed 7 January 2009. Kothari. D.S. “Education Commission (1964-1966) Ministry of Equation, new Delhi. 15. National Curriculum Framework 2005. Russon, A. E., Josefowitz, N., & Edmonds, C. V. (1994). Making computer instruction accessible: Familiar analogies for female novices. Computers in Human Behavior, 10(2), pp. 175-187.
CONSTRUCTIVISM IN EDUCATION

Gayatri G. Choukade & Megha M. Uplane

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 “You cannot teach a man anything; You can only help him find it within himself” - Galileo
Constructivism is a theory of knowledge which explains that man constructs knowledge with the help of his previous knowledge, ideas, interactions and experiences. In constructivism learner is active. Cooperative learning takes place and learner with the help of inductive thinking construct new knowledge. And these are the expectations of today’s multicultural world. Constructivism is a hot topic in education. Present paper gives basics of constructivist approach, which includes concept, history, principle, strategies, techniques useful for the constructivist teaching learning approach.
Keywords: Constructivism, Experiential learning, Knowledge construction, Cooperative learning, Inductive thinking, Concept map, Brain storming, Self learning, Discovery learning,


ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Geeta Shinde & Mrs. Jayati Sen

Page No.: 187 - 187

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 The main focus of the study was to prepare an e resource hand guide for the life science teachers practicing in secondary schools in India which will be helpful in technology integrated teaching practices or preparing instructional material. It is a problem encountered by the student –teachers or teachers that although they are well versed to teach in traditional classroom, are knowledgeable about the subject or pedagogy and also have working knowledge of Information and communication tools, they do not have enough knowledge about the pedagogical application of ICT tools in teaching and details about appropriate ICT. So to see whether availability of any such guide book is able to significantly improve the technology integrated teaching practices or able to imbibe confidence in the teachers, a handbook specifically designed for teaching Life Science was prepared. Keywords: e-Resource, hand guide, technology, integrated, Life science, teaching practices , student


USE OF CONCEPT MAPPING STRATEGY AS ADVANCED PEDAGOGY FOR FUTURE TEACHER EDUCATION

Hemlata Y. Marathe

Page No.: 188 - 193

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 Advanced pedagogies are more comprehensive than teaching methods. Teaching methods include only the presentation of contents while Advanced pedagogy includes educational philosophy, teaching objectives, learning principles, desired activities, feedback and motivating tactics. Advanced pedagogy is the way to enhance teaching and learning performance. It is a skillful planning of working system by which objectives can be achieved conveniently. Different innovative teaching methods are used now across the globe. It is the discipline that deals with the theory and practice of education; or the study and practice of \'how best to teach\'. Concept mapping strategy is one such advanced pedagogy for future teacher education as it equips learners for life in its broadest sense, engages learner with valued forms of knowledge, recognizes the importance of prior experience and learning, requires learning to be scaffold. It also needs assessment to be congruent with learning, promotes the active engagement of the learner and fosters both individual and social processes and outcomes. Concept Mapping has proven to be an effective pedagogical tool and a metal earning strategy useful for many subjects (Ritche and Volkl, 2000; Gardgill and Jitendra, 1999; Novak, 1990).
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Mangal, S. K. (2004). Advanced Educational Psychology. Prentice-Hall Of India Pvt. Limited Mintzes, J. J., Wandersee, J. H., & Novak, J. D., eds. (1997). Teaching Science for Understanding: A Human Constructivist View. San Diego, CA: Academic Press. Novak JD &Canas AJ. The theory underlying Concept Maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev )1-2008, Florida Institute for
PROBLEMS CHALLENGES LIMITATIONS AND SUGGESTIONS FOR FUTURE TEACHER EDUCATION

Madhuri Isave

Page No.: 194 - 196

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 As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education, ―The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage. As we see higher education produced many graduates every year but very few students enter in teacher training course .This is the main issue of the today’s teacher training colleges. The reason behind this is the duration of teacher training course. From this year NCTE has made changes in the teacher training course duration and curriculum. Every institution has faced the problem of student enrollment and student engagement in learning. To overcome this problem in future teacher education colleges responsibility will increase and need to focus the production of specific skill work teacher educator for the digital generation and also establish the connection between pre-service and professional training.
Key Words- Teacher Education, Problem, Need
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R EDEFINING THE ROLE OF THE TEACHER FOR FUTURE

Jagruti Mahajani

Page No.: 197 - 199

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 In the fast changing world of the early 21st century the level of education is also changing. As part of the changes, the role of schools and education will also be different both in the educational system and in the society in future. Together with them the role of teachers will also change. In my essay I want to explain how teachers should change their knowledge imparting strategies for the smart future generation.
Key words – Education, knowledge, teacher.
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Sukiya S.P and Meherotra R. P and Meherotra R. N (1991) , Elements of Educational Research, New Delhi, Allied Publisher Ltd. Vedanaygam E. G. (1988) , Teaching technology for college teachers, New Delhi, Sterling Publishers Ltd.
IN-SERVICE TEACHER EDUCATION IN FUTURE

S.R Bhalerao & Prakash Jagtap

Page No.: 200 - 202

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Parasnis N R (1987) Teachers training Nutan publication,pune Sapre N,Patil P (2001)New treinds in education ,Phadke publication,Kohlapur. Walia J.S (2000) Foundation of school administration and organization Paul publication Jalandhar.
THE ROLE OF FUTURE TEACHER EDUCATION IN SECONDARY SCHOOLS

Jayshree Patil

Page No.: 203 - 206

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 In my view, teacher education - rather than teacher training - needs to change in the near future.
Some experts say it is too late to begin the changes, as we need new competencies in teaching right
now. In this paper discussion is about the need, importance, objectives, purpose, challenges with their
recommendation and mainly about the role of future teacher education in secondary schools.
However, if teacher follows its best tradition, and it remains practical, flexible and child- centered,
there is a hope that the next generation of learners will get the support and skills they need in life
during their schooling years from their own teachers. The need of a generation of teachers who aim
to develop learners instead of teaching them, who help their pupils to become independent (learning
to learn), who provide students with motivation and interest for life-long learning and urge them to
become autonomous learners, is essential in the education of the future.
Keywords: competencies, flexible, child- centered, generation, motivation, autonomous-learners
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Goel, D.R. and Chhaya Goel (2007), Innovations in Teacher Education, Quality concerns in Teacher Education, CASE , MSU, Vadodara Kamat, V (2005), ICT initiatives in Teacher Education, University News,Vol.43, no.18, pp103-108 Kumar, Anil (2006), Enhancing Quality of Education: Need for an Integrated Approach, Quality concerns in Teacher Education, CASE , MSU, Vadodara Passi, B. K. , Tyagi, S.K and Gupta, C. (1992), Personalized Teacher Education: lending Flesh to an Idea, a monograph, IOE, DAVV, Indore.
TEACHER EDUCATION VIA DISTANCE EDUCATION- AN EXTENSIVELY OVERLOOK

Jyoti Shamrao Shinde

Page No.: 207 - 210

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 Globalization has provided many challenging opportunities for improving ourselves. Teachers have
an important role to play in making education relevant to the needs of the emerging modem society.
Teachers have an important role to play in making education relevant to the needs of the emerging
modem society. Technological advances in education have been many over the last 50 years. Only
enlightened, competent and emancipated teachers can meet the aspirations of society by providing
quality education to learners. This is being possible, only if teachers are well trained through effective
teacher education programmes. The standard of teacher education programmes determines the
quality of training provided to teachers. Distance Education aims to equip prospective teachers with
the skills and knowledge to effectively integrate their development in future practice. The author
would like to throw light on the Teacher Education through Distance education as a complementary
mode of delivery was initiated as an effort to overcome the challenges of access equity, costeffectiveness,
and quality for higher education.
Key words: Technological advances, Distance Education, cost-effectiveness, quality of education
Introduction:
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Garrels, M. (1997). Dynamic relationships: Five critical elements for teaching at a distance. Faculty Development Papers. Available online at: Indiana Higher Education Telecommunication System (http://www.ihets.org/distance_ed/fdpapers/1997/garrels.htm l). St. Pierre, P. (1998). Distance learning in physical education teacher education. Quest, 50(4), 344- 356. EJ 576 391
EVALUATION OF CAPACITY BUILDING PROGRAM OF INSERVICE TEACHERS FOR INCLUSIVE CLASSROOM

Chavan Kalpana Samirao

Page No.: 211 - 215

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 Academic and Social Survival Skills are a central part of inclusive situation and children must have acquired these skills for cope up with the inclusive classroom. For development of these skills teacher need some powerful tool that he has his relationship with the children Day-to-day, taken-for-granted social interactions lay the foundation for the Child’s development of sense of Academic and Social survival skills for inclusive classroom? For this researcher had taken workshop for capacity building of in-service teacher’s on collaborative teaching learning strategies for inclusive classroom. This study focuses on evaluation of training through feedback form and conclusions direct us nature of future training programs and expectations of in-service teacher’s about future training programs.
Keywords: Capacity building program, Evaluation, Feedback form, Inclusive classroom
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Advani, Lal. And Chadha Anupriya (2003).YOU AND YOUR SPECIAL CHILD,New Delhi: UBS Publishers’Distributors Pvt.Ltd. Sharma,Kaushal. And Mahapatra (2007).EMERGING TRENDS IN INCLUSIVE EDUCATION,Delhi: IVY Publication. Renuka,p. and Bai,Suneetha,G.Inclusion of Exceptional Children in The Mainstream Schools and Teacher Educaion: Global Trends In TEACHER EDUCATION. Michael, Phillip, Academic Survival Skills, Millersville University
ICT LITERACY FOR TEACHER EDUCATION

Kalpana S. Pawar

Page No.: 216 - 218

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 This paper involves ICT literacy among the teachers and manner of use of ICT by them in the teaching and learning process, to establish students motivation of improving the skills of ICT literacy, in order to enable them not only to raise their academic results, but also to provide students the opportunity to be successful in society without lag behind the ever-changing demands of work and life.
Keywords: Information and communication technology, literacy and teacher education
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Ala-Mutka, K. (2011) Mapping Digital Competence: Towards a Conceptual Understanding, Seville: JRC – IPTS. Ana Isabel Rosendo, (1994), “Computers in mathematics education – an experience”, Universidade Coimbra Apaetado, Portugal, pages 1- 6. Anushree Asodiya and et al, (2014), “An Evolutionary Study of Software Matrices for Object Oriented Products”, International Journal of Engineering Sciences and Research Technology, ISSN 2277 – 9695, Pages 781- 785.
ADVANCED TECHNOLOGY FOR FUTURE OF TEACHING AND LEARNING IN MATHEMATICS EDUCATION

Subhash G. Pawar

Page No.: 219 - 223

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 The advance technology can be applied in teaching and learning processes, by teacher in
mathematics education is important role for development of society. Mathematics software helps
person to develop his logical abilities, skill of formulating, thinking and problems solving from
interdisciplinary fields. Use of mathematical software in teaching programme is more beneficial for
promoting mathematical thinking among the students.
Keywords: Advance technology, mathematical software, teaching and learning.
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Abramovich Sergei and et al, (1995), “Teaching Mathematics through Spreadsheet-Oriented Problem Solving”. The Mathematics Educator Vol. 6, Number 2. ISSN-1062-9017, pages 34-39. Ana Isabel Rosendo, (1994), “Computers in mathematics education – an experience”, Universidade Coimbra Apaetado, Portugal, pages 1- 6. Annigeri Satish, (2009), “An Introduction to Scilab”. E-book. Anushree Asodiya and et al, (2014), “An Evolutionary Study of Software Matrices for Object Oriented Products”, International Journal of Engineering Sciences and Research Technology, ISSN 2277 – 9695, Pages 781- 785.
USING ICT IN EMPOWERING THINKING SKILL FOR TEACHER EDUCATION

Kamini Harichandra Athawale

Page No.: 224 - 229

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 Teachers make the difference: The good teacher instructs The excellent teacher invites The superior teacher involves The great teacher inspires. Robin Forgarty Chicago,(1994). Today is the era of Information Communication Technology every sector of life is influence from ICT. So today efficiently in education. Teacher are the pillars of nations. So they should be well equipped with the latest knowledge’s in their subject by undergoing orientation and refresher courses, seminar etc. Management skill, Communication skill, good thinking skill, good qualities to inculcate among the teachers. So, A teacher with technology is the need of hour. The techno-teacher is one who integrates the content with technology in the classroom. The teacher has to use the simple technology to higher technology that is Black-Board to space-Board the Information Communication Technology. Heralds the world of knowledge on the screen hence the learners learning will be enhanced in a split of second meeting the demands of the society at large. The author asserts that "Teacher Education system empowered by ICT- driven infrastructure can have a great opportunity to come up to the center stage and ensure academic excellence, quality instruction and leadership in a knowledge based society". Alvine Toffeler Thinking skill is the most important in teacher education. if we have to sustain quality in education, we must focus on thinking skill in Teacher education. It plays a vital role in developing quality education. Education is the backbone of a nation. ICT based tool are very vital role in Teacher Education, If teacher think creatively with the help of ICT ,They can improve their teaching professesion and concentration to teach their teaching content with new tackticks.ICT based education provides proper guidance for Teacher, How to think about their content knowledge, How to make their teaching method creatively ,How to collaborate their own knowledge with technology and How to communicate each other with the help of various direction ex. students , his colleagues and all over education system. ICT based are available to help learners to think learn to collaborate and to communicate with other superior position.
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Sagar,K. Digital Technology in education. New Delhi. .(2006). Singh L.C. and Dahiya Surender S. Information and Communication Technology to augment Teacher Performance in University News Vol 45(5) Jan2007 Mridula D. Ranade Science Teaching through Computer Assisted Instruction Research Findings and Insights. Paper Presented at SNDT women's University,Pune,India.(2009) ?Saruk, V. Use of Blog in Teaching Learning Process. National seminar in KUVEMPU University, Karnataka. (2010).
ISSUES IN IN-SERVICE TEACHER TRAINING PROGRAM

Kavita Salunke

Page No.: 230 - 233

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 Distance education (D.E.) aims all its activities in teacher education program for the professional development of the student teachers (ST), to benefit their learners (D.E.) enable the STs to practice autonomy in choice, therefore (D.E.) developed modular, granular curriculum, for expansion brought ICT, which enhance the required information to be disseminated to a large number of the students at the same time, and in order to fulfill the needs of the STs In (D.E.) have framed schools based practicum. other practices too. In spite of that after the long experience of lunching Presenter found some quality assurance related issues which should be discussed in bid platform so present had discussed hear the contextual process related, a, theoretical and technological issues in detail. This will be benefited to all open universities.
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Ewell P.T.,(1999): ‘ imitation as art: Borrowed Management Techniques in Higher Education, Chance, 31 (6): 11-15 Husain T., (1994): (Ed.in –chief), ‘International Encyclopedia of Education,. Oxford: Pergmon Press Joshi A., (2004): ‘Teachers Education through Distance: philosophical Foundation’ Nashik: YCMOU. Joshi A., (1997): ‘student Guide for B.ED. , Nashik: YCMOU. Perration H., (1993): ‘Distance Education for Teacher Training’, London: Routledge. Vankaiah V., (2004): ‘Enhancing Quality in Learner Support Service,’ Paper presented in National Seminar on Quality Assurance, YCMOU, Nashik.
E-CONTENT DEVELOPMENT: A BASE OF E-LEARNING

Ketaki Dani & Madhuri Isave

Page No.: 234 - 239

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 E-content is the base of e-learning software’s. Good quality e-content makes e-learning successful. Developing quality e-content is the teacher’s role. Present paper focuses on the concept of e-content development. It explains the nature of e-content. Paper explains the process of e-content development. Present paper elaborates the role of the teacher in the e-content development.Present paper gives information about instructional designs of CAI program .It states principles of e-content development and qualities of good e-content. Conclusion says that the teacher can make a good quality e-contents
Keywords: E-content development, e-learning, instructional material, pedagogical analysis, instructional designs
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Mali P.D. & Vaishampayan S.Y.(2013): Information Communication Technology And Instructional Systems: Nirali Prakashan,Pune. E_content_development/Need of e-content developments in Education _ nachi muthu - Academia.edu.htm E-Content Development _ 5Learn for e-Learning _ Advanced Learning Technologies.htm The 7 Steps of eLearning Course Preparation Process - eLearning Industry.htm
PROBLEMS, CHALLENGES, LIMITATIONS AND SUGGESTIONS FOR TEACHER EDUCATION

Rupali Haribhau Khaire & Smita V. Phatak

Page No.: 240 - 242

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 College of Education, Pune, India
The National Council for Teacher Education has defined teacher education as – A programme of
education, research and training of persons to teach from pre-primary to higher education level.
Teacher education is a programme that is related to the development of teacher proficiency and
competence that would enable and empower the teacher to meet the requirements of the profession
and face the challenges therein. Teacher effectiveness depends on the Professional accountability of
the teachers. An individual teacher‘s performance is monitored by a principal or educational
authorities of varying levels of hierarchy. Teachers in the global world are considered as moral
agents of change and not merely technicians imparting knowledge. The first accountability is the
willingness to accept the responsibility, second, the access and right of community to know what is
going on in school and third the teachers become the judge of students’ improvement in teaching.
Teacher effectiveness can be enhanced and evaluated through performance appraisal for teachers
and teacher educators. Therefore, performance appraisal in the field of education is the need of the
hour.
Key Words: -Teacher Education, Challenges to teacher education, Teachers Performance
The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level. Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. Teacher effectiveness depends on the Professional accountability of the teachers. An individual teacher‘s performance is monitored by a principal or educational authorities of varying levels of hierarchy. Teachers in the global world are considered as moral agents of change and not merely technicians imparting knowledge. The first accountability is the willingness to accept the responsibility, second, the access and right of community to know what is going on in school and third the teachers become the judge of students’ improvement in teaching. Teacher effectiveness can be enhanced and evaluated through performance appraisal for teachers and teacher educators. Therefore, performance appraisal in the field of education is the need of the hour. Key Words: -Teacher Education, Challenges to teacher education, Teachers Performance

Dash, B.N., (2010). A New Approach to Teacher & Education in the Emerging Indian Society. Hyderabad: Neelkamal Publications Pvt Ltd. Bhatt, V. K.,Noorjehan N. Ganihar. (2006). Total Quality Culture in Teacher Education College.Delhi: Mahaveer& Sons Publications
FUTURE OF TEACHER EDUCATION THROUGH DISTANCE EDUCATION

Poonam B. Suryawanshi & Chandan Shingte

Page No.: 243 - 245

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 The distance training methodology focusing more on learning than on teaching, on flexibility, autonomy and collaborative work is, on the whole, very much appreciated by teachers to the extent that it favors the development of new pedagogical approaches in the classroom. However, in situational constraints (rigid time-tables, overcrowded classrooms) do not always leave much room for innovation. Still, to those who felt they were intrinsically motivated and professionally committed, the distance education provided an opportunity to reflect on their own classroom practices, to improve some of them as far as possible, and to engage in a life-long learning process of professional development.
Keywords: Distance Education, Teacher Education, learner autonomy
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Goel Aruna & Goel S.L. (2009). Distance Education: Principles, Potentialities and Perspectives. Holmberg, B., (1989). Theory and Practice of Distance Education. Kaur Ambika Sharanjit (1996). Managing Distance Education Periodicals and Journals Therese DonGiovanni O’Neil (2006) How Distance Education Has Changed Teaching and the Role of the Instructor, E-Leader, Slovakia.
UNDERSTANDING E-LEARNING

Dnyaneshwar K. Khodave

Page No.: 246 - 251

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 E-learning has been around more than 18 years, and yet is still relatively misunderstood. Although it continues to grow in popularity and now accounts for more than 10 per cent of all training, many people are missing its full potential and are failing to understand the benefits it can yield. This Conceptual Research Paper aims to confer various concepts of e-learning, components of e-learning, models of e-learning, characteristics of e-learning and pros and cons of e-learning. Better understanding and delivery of e-learning will provide the tangible results to convince skeptics of the real, direct impact it can have.
Key Words: E-learning, components, models, characteristics, benefits
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Fee, K. (2010). Delivering E-Learning. New Delhi: Kogan Page.
IC T AN EFFECTIVE TOOL TO ENHANCE THE QUALITY OF TEACHER EDUCATION

Kiran V. Nanaware

Page No.: 252 - 256

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 In the 21st century, each and every aspect of our life is influenced by ICT. The advent of ICT has deeply influenced the educational scenario in the world. ICT has changed the way of life and also the way of Teaching –learning process. It plays a very important role in every aspect of education field. Many difficult and complicated things, concepts have been made easy with the help of ICT. New, inventions and discoveries make a difference in our teaching – learning. Teacher can easily plan, teach and Evaluate students through various applications of ICT. There are so many ICT applications useful for Education Field. Teachers can easily get information, they plan for teaching, teaching interactively and evaluate easily. Within this paper, we come to know, how we enhance the quality of Teacher education program through advance applications of ICT.
Key Words : Advanced ICT Applications, Teacher Education , Enhance quality.
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Oliver, R. (2008) The Role of ICT in Higher Education for the 21st Century: ICT as a change Agent for Education. Western Australia: Edith Cowan University, Perth. Singh Sireesh Pal (2009), Application of Information and Communication Technology in Education : A Revolution in Teacher Education, (Ed.) by Saxena J. & et al. New Delhi: APH Publishing Corporation
A C OMPARATIVE STUDY OF REFLECTIVE THINKING BY THE SCHOOL TEACHERS AND DEVELOP A GUIDELINE FOR FUTURE TEACHER EDUCATION

Kirti Dilip Chitte, Bhushan Vasantrao Kardile, & Sanjivani Rajesh Mahale

Page No.: 257 - 262

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 Every Profession requires specific knowledge, skills, and attitude. Teaching is profession. For this
profession teacher should know his students and dimensions in teaching-learning process and social
context of the students. School curriculum is developed in the form of constructivist approach.
Therefore there is a need of reflective teaching learning process to be developed by the school
teacher. The presenters took a feedback from experienced and less experienced teachers about
reflective thinking in their classroom teaching. The presenters developed an open ended
questionnaire, took feedback from the school teachers. The teachers were not aware about reflective
thinking process. There is a need to develop knowledge, skills for reflective thinking in the teachers.
There is a need to develop number of tools reflective thinking even in case of in-service teacher
training. NCTE gave curriculum framework for B. Ed programme in 2014. In Future Teacher
Education Curriculum in the component of School Internship noted that it is important that the
student-teachers consolidate and reflect on their teaching experience during and after the school
internship. In the internship programme along with writing reflective comments, journals during the
internship programme, there shall be space for extended discussions and presentations on different
aspects of the teaching experience. During & after the internship some tools to be developed by the
teacher educators for reflection on internship programme by the student teachers. For the 21st
century teachers insistence on of advance pedagogy of reflective Teaching Learning Process is a
must. The presenter suggested some tools for internship programme of teacher education
curriculum
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Bam, R. Y.(2013) Status of Reflective Thinking among Teachers editor Chavan, K. & Sonawane S. Teacher education Browser Vol 2nd issue-1st June 2013. Joshi, A(2003) Teacher Education Through Distance Mode,YCMOU, Nashik Pollard, a. (2005) Reflective teaching IInd Edition NewYork Continuum
CORREL ATIVE STUDY OF STRESS & STRESS MANAGEMENT OF TRAINEE TEACHER

Pravin Laxman Kothawade & Farooque Ansari

Page No.: 263 - 269

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 In this study an attempt has been made to study the Correlative Study of Stress & Stress Management of Trainee teacher. Standardized stress scale by Zakhir Akhtar & Stress Management Scale by Dr. Vandana Kaushik & Dr. Namrata Arora Charpe has been used for the Present study to measure the stress & Stress Mangement Trainee teacher. The random sample technique has been followed to data collection. The sample includes 200 male & female Trainee Teacher of college of Education. For purpose of analysis and interpretation of data, descriptive and inferential statistical techniques like Mean, S.D., Skewness , kurtosis, correlation & t-test were used. Major findings of the study were i) There is no significant difference in level of stress of Male & female Trainee teacher. ii) Positively but of low level correlation found between stress & stress management Trainee teacher. Key Words: Stress, Stress Management, Trainee Teachers.
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Arun & Chaven ( 2009):- “Stress & Social ideas in adolescent students in Chandigarh”. Indian Journal of Medical Sciences. Canon W. B.(1932) “The Wisdom of the body” New York. NY: W.W. Norton & Company
USES OF ADVANCE ICT IN EDUCATIONAL RESEARCH

Mrs. Amrita Kulthe

Page No.: 270 - 273

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 Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centered learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century. In this paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for Educational Research, along with ICT use in the teaching learning process; quality and accessibility of educational research; learning motivation. Learning environment. Besides, an overview of the ICT and scholastic performance. The purpose of this paper aims to bring together the findings and key points from a review of significant part of the available literature associated with ICTs for Education and ICTs in Educational research. This review set out to identify and evaluate relevant strategies in national and international research and initiatives related to measuring and demonstrating the effective use of ICT for education with regard to the teaching learning process; ICT and quality and accessibility of education; ICT and learning motivation, ICT and learning environment, and ICT to enhance the scholastic performance.
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TEACHER EDUCATION AND LIFE SKILL DEVELOPMENT

Bharati Sahasrabudhe

Page No.: 274 - 277

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In the modern challenging world each student must be aware of future opportunities and challenges. Each and every individual in the society has to face conflict, competition and stress in every walk of life. It is resulting into number of problems such as fear of failure, aggressiveness, inferiority or superiority complexes, loneliness, and other emotions. In order to avoid consequences of such factors it is important to impart life skills in schools and other educational institutions. For that teachers must have knowledge of life skills, to be able to impart them to their students. Our future citizens should be able to adjust and handle various adverse situations in life. National Curriculum Framework (NCF) 2005 has also defined the various objectives of education in this regard, such as students should have ability of thinking and making ethical decision independently. It is essential to encourage students to cope with emotions, then only they can survive in this challenging world with satisfaction and success. Also to understand others well, social responsibility, co-operation, and good interpersonal relations are equally essential for both teachers and students. Therefore undoubtedly ‘ life skills education’ should be necessary part and parcel of teacher education. Present paper highlights the necessity of its inclusion in the curriculum transaction for future teachers to be competent enough.
Key Words—equipping future teachers, life skill education, teacher education 
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PreetVihar.( ).Life skills education and CCE.Central Board of Secondary Education, New Delhi. Electronic Source Dixit, D. K. and Shamim A. M. (2013). Teacher education and life skills development towards global living citizenship. Conflux Journal of Education ,1.Retrieved from : http://www.naspublishers.com
TEACHER EDUCATION THROUGH DISTANCE EDUCATION

Madhuri Ludbe

Page No.: 278 - 284

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The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage. Teacher education is a continuous process and its pre-service and in-service components are complimentary to each other. It is necessary to raise the skills of the existing teachers. There are many teachers many who are untrained and unqualified. Teachers therefore need more opportunities than ever before to go on learning throughout their careers. One of the ways of strengthening the teaching profession is to use distance education or open and distance learning.
Key Words: Instructional systems, Accessibility, Mobility, Interactivity, Measurement, Communication. 
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Mathur S.S.(2011) A Sociological Approach to Indian Education, Agarwal Publications, Agra. Pandy R.S.(2011) Education in Emerging Indian Society, Agarwal Publications, Agra. Sinaravelu G. (2010) Education in the Emerging Indian Society, Neelkamal Publications Pvt. Ltd. Hydrabad
I N-SERVICE TEACHER EDUCATION IN FUTURE

Smita Phatak & Madhubala Barelikar

Page No.: 285 - 289

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 This conceptual paper talks about the importance of in-service education and tries to focus on the different aspects of in-service education in future. It is the education a teacher receives after he has entered the teaching profession and after he had his education in a Teacher’s college. It includes all the programmes-educational social or others, in which the teacher takes vital part. There are formal and informal programmes of in-service education organized from time to time. The different agencies, therefore keep on organizing teacher education programmes for enriching the knowledge of teachers and also for over all proficiency and betterment. .It may be noted that the predictive value of the Teacher Education Course is no longer a matter of concern today. On the other hand, it is being recognized as a continuous process, coextensive with teaching. That is why the Adiseshiah Committee put emphasis on the organisation of in service training courses for existing teachers in schools on a mass scale in addition to pre-service education. But, yet it can be treated as a corrective and pace-setting programme for the stage of general education for which it is designed. The paper enumerates the importance of the in-service education for improving the teachers’competence and professional growth. It also provides details about the different programmes being undertaken as in-service education at different schools and colleges. Major findings and suggestions 1. In-Service teacher education is one the most valuable factors in teachers’ growth in terms of subject matter competency, new methods and techniques and increased professional interest. 2. Administrators and teachers utilize training courses, seminars, workshops and many other programs for in-service education. 3. There is an extensive need for continuous and comprehensive in-service education for teachers in future which is dynamic.
Keywords - In-Service Teacher Education, professional growth, competence
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Dr. G. Chaurasia- New Era in Teacher Education, Sterling Publishing Pvt.,Ltd. Report of the study Group on the Education of Secondary Teachers in India Association of Training College.
MUSIC AS PART OF TEACHER EDUCATION TO ENHANCE LEARNING OF INCLUSIVE C LASSROOMS (A CONCEPTUAL PAPER)

Madhumita Ghosh & Megha Uplane

Page No.: 290 - 296

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D?Agostino, R. B. (1998). Tutorial in biostatistics: Propensity score methods for bias reduction in the comparison of a treatment to a non-randomized control group. Statistics in Medicine,17,2265–2281. http://web.pdx.edu/~nwallace/EPA/Dagostino1998.pdf College Board. (2012). Summary reports: 2012. Retrieved from http:// www.collegeboard.com/student/testing/ap/exgrd_sum/2012.html
FUTURE OF TEACHER EDUCATION

Madhuri Isave

Page No.: 297 - 297

 As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education, ―The teacher is the most important element in any educational program. It is the teacher who is mainly responsible for implementation of the educational process at any stage. As we see higher education produced many graduates every year but very few students enter in teacher training course .This is the main issue of the today’s teacher training colleges. The reason behind this is the duration of teacher training course. From this year NCTE has made changes in the teacher training course duration and curriculum. Every institution has faced the problem of student enrollment and student engagement in learning. To overcome this problem in future teacher education colleges responsibility will increase and need to focus the production of specific skill work teacher educator for the digital generation and also establish the connection between pre-service and professional training.
Key Words- Teacher Education, Problem, Need


ROLE OF TEACHER IN FUTURE PRIMARY EDUCATION

Mayuri Mahajan, Radhika Inamdar

Page No.: 298 - 300

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ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Meena Rasal

Page No.: 301 - 303

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PR OBLEMS AND CHALLENGES OF TEACHER EDUCATION IN INDIA

Kamble Mohan S

Page No.: 307 - 309

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 Although there have been challenges to Teacher education in the past, these most recent calls for reform may provoke a fundamental change in Teacher education. This change may not occur as a direct response to calls for greater transparency and accountability, but rather because of the opportunity to reflect on the purpose of Teacher education, the role of colleges and universities in the new millennium, and emerging scientific research on how people learn. These disparate literatures have not been tied together in a way that would examine the impact of fundamental change from the policy level to the institutional level and to the everyday lives of college and university administrators, faculty and students. Now the time has come to create a second wave of institution building and of excellence in the fields of education, research and capability building. We need Teacher educated people who are skilled and who can drive our economy forward. When India can provide skilled people to the outside world then we can transfer our country from a developing nation to a developed nation very easily and quickly
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Altbach, Philip G. (2006) The Private Teacher Education Revolution: An Introduction. University News. January 2-8, 2006. Vol. 44 No.01. SPECIEL ISSUE OF SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES Tilak college of Education & Savitribai Phule University of Pune Page 309 Anandakrishnan, M. (2006) Privatization of Teacher education: Opportunities and anomalies. ‘Privatization and commercialization of Teacher education’ organized by NIEPA , May 2, 2006., New Delhi Delors, Jacques (1996) Learning the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNSECO Publishing, Paris. MHRD (2006) Annual Report. Ministry of Human Resource Development, Department of Secondary and Teacher education. Government of India. New Delhi. Planning Commission (1999) Approach paper to the Tenth Five-year Plan (2002- 2007). Planning Commission. New Delhi. Stella, Antony (2002) External quality assurance in Indian Teacher education: Case study of the National Assessment and Accreditation Council (NAAC). International Institute for Educational Planning. Paris.
AT TITUDE TOWARDS COMPUTER AND FUTURE OF TEACHER EDUCATION

Geeta Shinde

Page No.: 310 - 313

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 Attitude towards computer is a “meme” includes knowledge elements, feeling elements and tendency to action. Heredity is to environment what programme is to computer hardware, so heredity or environment is a pseudo problem with relation to the meme of computer attitude. We are not survival machine blindly programmed to preserved genes. Computer software and computer hardware are required to make the computer tick. It is hypothesized that astrocytes may exchange information with neurons and play a role in the formation of synapses in the neuron with which they interact. Mirror neurons provides direct and immediate understanding of actions and emotions and are believed to be implicated in social cognition, social learning, skill learning, language, empathy, and theory of mind. Attitude towards computer depends upon genotype and phenotype. Mutation of meme is an emerged problem faced to teacher education institutions. Memetics, memetic engineering & cybernetics Artificial Intelligence are emerged trend related to computer attitude. Well-being education of homo sapiens demands “ deterministic” system of instruction. Mechanistic systems of instruction are deterministic and devised systems. Man-made systems, man machine systems of instruction should be humanistic rather than mechanistic. Turing test concludes that, if each man had a definite set of rules of conduct by which he regulated his life he would be no better than machine. But there are no such rules, so man cannot be machines.
Keywords: Attitude, Computer Attitude, Meme, Mutation of meme, Memetic Engineering, Artificial Intelligence, Cybernetics, Closed System, Open System, Entropy
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Aggarwal, Y.P. (1998): Better Sampling. Ary D., Lucy C. Jacobs, and Asghar Razavivh (1972): Introduction to Research in Education. American Psychological Association (2001): Publication Manual of the American Psychological Association (5th ed.). Baron Robert A. Byrne Donn (2006): Social Psychology. Bell, j. (1999): Doing Yoyr Research Project, A guide for first-time researchers in Education and Social Science. Third Edition, New Delhi. Best, John W. and Kahn, James V. (1992):Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd
DEVELOPING A COMPUTER ASSISTED LEARNING PROGRAM FOR TEACHING GEOGRAPHY & FINDING ITS EFFECTIVENESS - A STUDY

Mr. Suhas Daphal

Page No.: 314 - 319

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 It is essential for the teacher to use various teaching methods & techniques in daily teaching. Computer assisted learning program is necessary to make the teaching –learning process effective. Though Geography is the mother of all sciences procedure & experience is important in Geography.At present the concept of E-class is the new trend of education. So it is demanded that students & teachers must use computer in their daily teaching learning process. So technology made it possible to bring world experiences & experiences of the world in the class. A unit taught with the help of lecture method is comprehended by the students less as compared to the same unit taught by computer assisted learning.
Keywords: COMPUTER ASSISTED LEARNING, GEOGRAPHY, EFFECTIVENESS
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Best, J.W. & Kahn, J. V. (1993). Research in Education. (7th ed.). New Delhi : Prentice Hall of India. Gupta, C.B. & Gupta, V. (1999). An Introduction to statistical methods. (2nd ed.). New Delhi: Vikas Publishers. Halman,R. (2000). Handbook of Modern Teaching Technology. Delhi : Rajat Publication. English magazines: Edutrack. (2005,June ). Impact of visuals on achievement of rural pupils. Hyderabad: Neelkamal Publication
COUNSELING AS AN CORE SUBJECT IN TEACHER EDUCATION

Mr. Vijay Nagnath Kamble

Page No.: 320 - 322

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 Teacher education is very prominent part of teacher\'s life. Teachers not only learn different methods & techniques of teaching but also experiences & skills about the school atmosphere. Teacher education is training for school teachers. Now a day’sschool has different backgrounds. Day by day the school student’slife has been changing with the effect of media, internet, mobile social environment etc. The school teachers are facing different problems related students emotional, mental, personality, poor adjustment, stress tec. Area. So a part from teaching & learning & evaluation there is need of a proper counseling facility service for the students, because each students is unique & different, he/she has unique problems regarding motivation, cop-up, scientific information ,sex education etc. So I recommend that, in the Teacher Education there is a core subject of counseling. In this subject there should be counseling information related to school students. When teacher educators will get knowledge about proper counseling subject then they are able to handle & help the students, which are facing different problems regarding counseling area.
Key Words:-Counseling, Teacher Educators Counseling, School Students Common problems, Counseling as a core subject
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Richard Nelson – Jones, (2009). Basic Counselling Skills; A Helper’s Manual. New Delhi: SAGE Publication. Manju Gupta, (2003). Effective Guidance &Counselling; Modern Methods & Techniques. Jaipur: Mangal Deep Publications.
CHANGING CONTEXT OF TEACHER EDUCATION IN THE GLOBAL SCENARIO

Ashlesha Mungi

Page No.: 323 - 325

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 In the twenty first century, quality has become mantra in each and every field. Not only the teacher but also so many agencies also take part in educating the young. How quickly and immediate the way of dressing, walking, and talking of their favourite stars is the matter of common experience. Television plays an important role in this which has become quite popular. Various other public activities like elections and meetings of political parties also serve as agencies of education. In such cases, teachers are becoming the very important aspects for the teenagers. This paper presents brief review of the education issues and their remedies.
Keywords: education, teacher, century.
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Tikly L, “Globalization and Education in the Post conical World: Towards a Conceptual Framework”. 37(e);(2001) Clinton W. J, “Call for Action for American Education in the 21st Century”, Washington (1996) Welmond M, “Globalization Viewed from the Periphery, Comparative Education Review”, 46(1),(2002
POSITIVE BEHAVIORAL SUPPORT FOR FUTURE INSERVICE TEACHER EDUCATION

Naidu

Page No.: 326 - 333

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 Positive behavioral support (positive behavior support) is a comprehensive, research based proactive approach to behavioral support that endeavors to generate comprehensive change for students with challenging behavior. It involves identifying the purpose of challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior consistently rewarding positive behaviors and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior . Positive Behavior strategies include altering the classroom environment change in scheduling increasing choice making, adapting the curriculum, appreciating positive behaviors and teaching replacement skills. Positive Behavior Support is a broad term that describes a comprehensive, research based, proactive approach to behavioral support aimed at producing comprehensive change for students with challenging behavior. Positive Behavior Support targets to explore why a student exhibits challenging behavior and certain key Positive Behavior Support strategies teachers can implement in their classrooms. Keywords: Positive Behavior, Support, inservice ,Challenging Behavior, teacher education
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Adams, G. L., & Englemann, S. E. (1996). Research on direct instruction: Twenty-five years beyond Distar. Seattle: Educational Achievement Systems. Alberto, P. A., & Troutman, A. C. (1990). Applied behavior analysis for teachers (3rd ed.). Columbus, OH: Merrill. The discipline problem--And ways to deal with it. (1996,October). CEC Today, 3(4), 1-5. Kampwirth, T. J. (1988). Behavior management in the classroom: A self-assessment guide for teachers. Education and Treatment of Children, 11, 286-293. Miltenberger, R. G. (2008). Behavior modification: Principles and procedures (4th ed.). Belmont, CA: Thomson Wadsworth.
THE CYCLE OF 3 C, S (COMMUNICATION, CREATION, COLLABORATION) FOR EFFECTIVE DIGITAL PEDAGOGY IN TEACHER EDUCATION

Sushma Nalawade & Ashok Ganguly

Page No.: 334 - 337

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 The use of internet technology has opened up a world of teacher education and opportunity for teachers and learners, giving them the chance to communicate ,create, collaborate. This has given rise to different kind of digital pedagogy of Teacher Education that goes beyond the boundaries of traditional teaching -learning. In the present world the Internet is an extensive library of knowledge. Tablets and computers are equivalent of books. A mouse is equivalent of pencils. As a future teacher, understanding and internalizing technology through the cycle of 3 C,s (Communication ,Creation ,Collaboration ) will be prove as an organic and natural process for the future teacher. Creation of appropriate digital teaching aids for better and effective communication through internet which will lead learners as well as teachers to collaborate with national and international educational projects is the need of the digital society.
Keywords : 3 C,s - Communication ,Creation ,Collaboration. ,Digital Pedagogy
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Grayson, L. (1982) New Technologies in education in Encyclopedia in Educational Research Free Press : Macmillan, New York. Gupta M. Sen (2006) : Indian Educational Review, National Council of Educational Research and Training, New Delhi.
THE ST UDY OF IN-SERVICE TEACHER TRAINING PROGRAMMES IN MAHARASHTRA AND THE ROLE OF TEACHER TRAINING COLLEGES

Ms. Nirmala S. Sakore

Page No.: 355 - 360

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 Teacher education is of course at the base of all education systems the quality and nature of teacher training determines the nature and success of educational system. However, a realistic approach to in-service teacher training should consider that teachers are ordinary human beings with their virtues, defects duties and rights. The present paper focuses on review of in-service teacher training in Maharashtra and role of different government agencies and the contribution of teacher education colleges for in-service training. This study reveals that teacher training colleges can provide human resources and infrastructural facilities to improve quality of in-service teacher training programme.
Key Words: In-service teacher training, Teacher training colleges.
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Radha Mohan. (2011), ‘Teacher Education’, PHI Learning Private Limited: New Delhi Electronic resources:
ROLE OF TEACHER IN USIN G SCIENCE SONGS AS AN INNOVATIVE METHOD TO TEACH SCIENCE IN SCHOOL EDUCATION IN FUTURE

Nisha K & Chandan Shingte

Page No.: 361 - 364

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 The role of a teacher has changed in present times. There is a shift from a normal traditional teacher to a smart tech savvy teacher. The role of a teacher has to be more of a facilitator, mentor, guide, advisor, and more or less as a friend. The traditional teaching methods or pedagogies have become boring to the present generation of students and hence, a teacher has to present her knowledge in more and more innovative ways. So, the future of teacher education is highly dependent on how the teacher is able to deliver the information differently. Use of songs with music is also one of the innovative methods which can be used in teaching and learning of science. The present paper discusses on how science songs can be used for teaching science in a fun and interesting way.
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A STUDY OF KNOWLEDGE OF WEB BASED LEARNING AMONG B.ED STUDENTS

Mr. Pandurang Pandit

Page No.: 365 - 369

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 In the present study Researcher has attempted to find out knowledge of web based learning among
B.Ed students. In following research researcher mostly focuses on knowledge of web 2.0 tools among
B.Ed students which will help them in making their lesson planning and other practical activities
simple and interesting. For collecting information researcher has prepared a questionnaire which
was administered on 50 B.Ed students of P.E.S’s college of Education having science methodology.
Collected data was analysed by using descriptive statistics. Researcher found that students are having
primary knowledge about ICT tools used in teaching learning process but it is restricted to only
preparing PowerPoint presentation. Web based learning in one such innovative method which will
help B.Ed students to make their lesson planning, lesson execution and practical activities more
realistic and updated with latest knowledge.
Keywords: Knowledge, Web based learning, Web 2.0 tools
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Best J.W. and Kahn J.V.(2006); Research In Education, New Delhi,Prentice hall of India pvt ltd Crane B.E. (2012) ;Using Web 2.0 and social networking tools in K12 classrooms, 50E Huron street Chicago 60611 Neil Schuman, an Imprint of ALA publishing, Mangal.S.K. (2010); Statistics in Psychology and Education, New Delhi-110001 PHI Learning Private Ltd.
TRAINING PROGRAM IN LEARNING DISABILITIES FOR SCHOOL TEACHERS

Smita Phatak & Ms. Pinaze Dubash

Page No.: 370 - 370

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 The Indian education system has seen a rise in numbers of Children With Special Needs (CWSN). Even though there have been a number of conclaves & conferences there is no central government consensus on including Inclusive Education as a major part of the D.Ed, B.Ed & M.Ed course. Though there are several private agencies, NGOs & semi-governmental institutions, that are working on various segments of the Indian educational system, it is imperative to understand that policy in India has always leaned towards inclusion. From the constitution, to the Kothari Commission upto the 2006 National Policy for People with Disabilities recently, the Indian government tends towards writing inclusive policies on education. However, these policies often are not absolutely inclusive. At present, the problem is with implementation. Statistics on disability in India vary widely & its accuracy is always questionable. However, most of the statistics point to three major things 1. gaps in the Indian education system, 2. the marginalization of children with various disabilities, 3. the need of the Government of India to step up efforts to reach the goal of “education for all.” In accordance, the authors researched the existing awareness levels of principals, teachers & trainee teachers regarding Inclusion & Learning Disabilities. Based on this, a training programme was designed. A pre-test & post-test was administered before & after the training programme respectively, the scores were collected & analysed to enable a better insight into the effect of this training program on Learning Disabilities, for regular B.Ed teachers. In the present research paper, the authors analyse & showcase their findings.
Key Words: Education, Inclusion, Learning Disabilities, Teacher Training
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FUTURE OF ZOOLOGY TEACHER EDUCATION IN INDIA

Mr. Peeyush Pahade & Sunita. Jadhav

Page No.: 371 - 373

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Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass. Duffy, T. M., Lowyck, J., &Jonassen, D. H. (Eds.). (1992). Designing environments for constructive learning. NATO ASI series F 105. Heidelberg: Springer-Verlag. Gilles Guiliet, Sabrina Renaud, Ronan Ledevin, Johan Micaux, and Julien Claude(2012)A unifying model for analysis of phenotypic, genotypic and geographical data, Oxford University Press ,Society of systematic biologists, 61(6), 897 – 911. Robert C. Woellner (1955): Teacher Certification, Supply, and Demand: Review of Educational Research, Vol. 25, No. 3, Teacher Personnel (Jun., 1955), pp. 193-203, Published by: American Educational Research Association.
TEACHER EDUCATION IN 2020: CHALLENGES AHEAD

Prasad N Joshi

Page No.: 381 - 384

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 Focus of the present study is discussing challenges ahead for teacher education system in India in 2020 A.D. Beginning of the 21st century and first decade witnessed the quantitative expansion of teacher education facilities across the nation. But there are certain limitations of the present teacher education system. On the background of these limitations reforms in teacher education was initiated in the year 2014. Post initiation of reforms certain challenges are ahead before the teacher education sector in India. They include realization of constitutional goals, growing financial requirements, to retain and enhance student enrolment, , in-service education of the teacher educators, to meet the demand of diverse needs of the schools and students, to prepare a teacher ready to work in globalized environment, to prepare teachers ready to work in Distance mode and e learning environment, to meet the challenges of the changing nature of the Indian Education system, to enhance qualitative nature of the teacher education programs and to address equity issues. The researcher has also attempted to suggest measures to deal with these challenges by focusing on the realization of constitutional goals, and by adopting public- private partnership model for quality enhancement.
Key Words: Diverse needs, Fundamental Duties, Public Private Partnership
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Arora G L, Panda P. , Fifty Years of Teacher Education in India- Post Independence Development, Department of Teacher Education and Extension , NCERT, New Delhi Goel D.R., Goel C. (2012) Teacher Education Scenario in India: Current Problems and Concerns MIER Journal of Educational Studies, Trends and Practices Vol II No 2 Pgs- 231 to 242. http://www.mierjs.in/ojs/index.php/mjestp/article/view/76/53
PROVINCE OF AVANT-GARDE ICT FOR FUTURISTIC TEACHER EDUCATION

Prasad N. Waykule

Page No.: 385 - 387

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 The Roles of ICT in education has vast impact in this globalised World. Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. The 1998 UNESCO World Education Report, Teachers and Teaching in a Changing World, describes the radical implications ICTs have for conventional teaching and learning. It predicts the transformation of the teaching-learning process and the way teachers and learners gain access to knowledge and information. The challenges of ICT in teacher education are mainly related to how teachers try to cope with children’s informal learning, which occurs outside the formal school environment. Teacher education institutions should normally be those first concerned with the pedagogically adapted use of ICT. Integrating ICT into teacher education courses has two aspects. The first concerns teachers in educational programmes who use ICT as a tool in their practical pedagogical activities.
Key words: Roles of ICT, Teacher education
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Castells, M. (1996). Th e Rise of the Network Society. Oxford: Blackwell Pub. Chaib, M. & Karlsson, M. (2001). ICT and the Challenge to Teacher Training- A student perspective. In M. Chaib (Ed.), Perspectives on Human-ComputerInteractions – A multidisciplinary Approach (pp. 141–172). Lund, Sweden:Studentlitteratur
PROBLEMS AND SUGGESTIONS FOR FUTURE TEACHER EDUCATION

Navgire Pratiksha & Zaima Zainab Dalal

Page No.: 388 - 389

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 Future Teacher education is one of the hot topics dealt by many educationalists in today’s world. During the course of teacher education student-teachers as well as the faculty have to face many problems. The Educations system in itself has many loopholes and shortcomings in it. Some of the problems faced are Duration of the Course, Selection of content, Complexicity of the practicals, Duration of Internship, Admission response by the students, Attendance, Etc. A thought has been given to the future of teacher education which must be considered and restructured again in many aspects which will ease the course for the students and the faculty. Key Words: Teacher Education, Problems and Suggestions
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IMPACTS OF ICT IN EDUCATION, THE ROLE OF THE TEACHER AND TEACHER TRAINING

Anil Yadavrao Jawale & Sarika Sandip Tapkir

Page No.: 390 - 396

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 The literature dealing with technology and pedagogy attests to the powerful impact ICT can have on the teaching and learning process. In terms of generic learning, the research indicates that levels of collaboration and communication are enhanced by the use of computers as are knowledge building and thinking skills In various subject areas, there is also evidence that new technologies afford a range of opportunities that can transform teaching and offer improved possibilities for learning. It has also been claimed that using technology well in classrooms can even enable teachers to be more successful in helping students to be more effective citizens. While there may be some questions surrounding the methodology of these studies as well as some ex party extrapolation, it is certainly true to say that incorporating ICT into classroom situations can and does alter the traditional balance between teacher and learner. Whether this effect is ultimately ‘good’ or ‘better’, however defined, still depends on a host of variables, in particular, the way in which ICT interacts with teachers’ epistemological and personal theories and the concomitant challenges it presents to the established subject sub-cultures of schools. The purpose of this paper is to provide some broader understanding of these challenges and thereby provide more theoretical contour to the various subject design initiatives already presented in the symposium.
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Leenders, C (1999). Samenwerken met het onderwijsveld een serieuze zaak. In Velon: Tijdschrift voor lerarenopleiders, nr. 20/2 maart/april,1999. Moonen, J. & Kommers, P. (1995). Implementatie van Communicatie- en Informatietechnologie in het onderwijs. Enschede: OCTO, University of Twente. Collins, A. M. and Loftus, E. F. (1975) A spreading activation theory of semantic processing. Collins, A. M. and Quillian, M. R. (1969) Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behaviour. 8, 244. Department for Education and Employment. (2000) Professional Development: Support for Teaching and Learning. February 2000. DfEE 0008/2000.
ROLE OF ICT IN TEACHER EDUCATION AND SPECIAL EDUCATION

Pushpa B. Atole

Page No.: 397 - 402

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 ICT is of particular value in developing the language experiences of learners with HI. ICT can be a good visual medium, with pictures, signs or texts on screen allowing pupils to extend both their general knowledge and use of language without being dependent on the spoken words. Learners who have a HI often need opportunities to extend their use of descriptive language in order to describe, compare and contrast objects: all skills that underlie effective information handling. Collaborating on an ICT activity can encourage a group of students to extend their use of language and their understanding of concepts as they plan and carry out their work.
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A STUDY OF PROFESSIONAL COMMITMENT IN RELATION TO ATTITUDE TOWARDS TEACHING AMONG PRIMARY SCHOOL TEACHERS

K.M. Bhandarkar & Mr. Rajkumar P. Awasare

Page No.: 403 - 407

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 A teacher’s role is very impartment in nation building. A teacher plays an impartment role in making the all–round development of a student. The teacher education system holds a key responsibility in the making of professionally qualified and committed teachers. Progress of country depends upon the quality of its teachers and for this reason, teaching is the noblest among all profession and the teacher are called the nation builders. It is very well known that developed nations of the world are conducting experiments and formulating new theories and principles for making education more effective. In the present study investigator has revealed the relationship between Professional Commitment and Attitude towards Teaching Primary Schools Teachers. The sample of the study comprised of 50 teachers of primary school drawn from government and Aided private primary schools of Nagpur District of Maharashtra State. The result of the revealed positive and significant relationship between Professional Commitment and Attitude towards Teaching in case of government, private, male and female, and total sample. This shows that if the teachers are committed towards his profession then the effectiveness of teaching will be high and Via-versa. Thus it is very clear that education is a process of bringing about a desirable change in child’s behavior, knowledge, skills, attitudes value and aspiration level. Keywards: Professional Commitment, Attitude towards Teaching Primary School, Teachers
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DYNAMIC TEACHER EDUCATION FOR PROGRESSIVE INDIA

Mrs. Ragini Milind Naik

Page No.: 408 - 413

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 Change is life. Education field cannot be an exception to it. To understand the changes expected in the future, we must consider the changes in society at present in the light of the past and thinking futuristically, ponder over it, prepare for the coming changes.The societal changes that are showing their influence includes changes are- nuclear families and brittle relationships, abundance of resources, abundant information, employment opportunities, changing value systems – notions of respect, listening to/obeying elders, freedom and ethics, piety etc., increasing pace of life and hence stress , exposure to the world- wide base of knowledge, gender equality, women empowerment etc. These societal onsets demand changes in the teacher\'s role in future. Traditional job of transferring information needs to replaced by roles of a knowledge facilitator, a manager, skills developer, a counselor, a mentor, thus influencing every aspect of a student\'s life. To equip a teacher-student for different roles, the training department has to change it structure. Including theories and more practicals on topics like mentoring, counseling, psychology of the respective age-group, technology based teaching-learning, activity based teaching-learning, co-operative learning, flipped classrooms, gender sensitivity should be a part of the training program and a major focus should be on field-training backed by effective mentoring. Key words : teacher education/ training, teacher roles
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Kakkad, G (1995) Shikshan w Adhyapak Shikshan, Pune, Dnyan Vilas Press Bhatia, H.R, (1959) A New Deal in Education, Bombay, Orient Longmans UNESCO, Education Strategy 2014-2021(2014 ) Paris, the United Nations Educational, Scientific and Cultural Organization Mudaliar Commission Report
FUTURE OF TEACHER EDUCATION: FIVE BIG CHANGES AND FIVE ROLES FOR A TEACHER LEADER

Raginkumar P. Patel

Page No.: 414 - 417

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 A teacher is the force that drives the educational system in the United States. In this present paper author pinpoint specific skills that will need to teach in the schools of tomorrow. Main focus conclude that teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning with the developing nature of technology. Teacher should be able to use information and evidence to deliver educational practice and know how to work in both environments and brick-and-mortar schools and look forward with the needs to collaborate with community-based organizations and work in schools that provide all kinds of services for students and their families. Teacher is the key-point who interacts with students and deals with the parents as well as society and play a dynamic role to lead the society. A teacher leader role is one that needs to be embraced if he or she wants to function effectively in the classroom. In this concern paper elaborated on future of teacher education with five big changes and five roles for a teacher leader to sustain leading society and with different role to grow up and develop as teaching professionals in the field of education. Key words: Future, Policymakers, Teaching Channel, Teacher Leaders
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OPPORTUNITIES, THREATS AND SUGGESTIONS: A REVISION FOR BETTER FUTURE OF TEACHER EDUCATION

Pornima Ganesh Kadam

Page No.: 417 - 420

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 A paradigm shift is a revolutionary change from one way of thinking to another; a transformation or metamorphosis, rather than an evolutionary process. The paradigm we use and accept is dependent on us believing what we perceive to be true and accurate Two years B.Ed. M.Ed. courses was also one of the most talked about paradigm shift as rightly said in this quote it is revolutionary change it is in our hand how we use and accept. Now while practicing this paradigm shift we came across many opportunities and threats. We are also finding it difficult in many ways to be true and accurate. Through such conference we are provided with the platform to have revision, discussion on accurate implementation, modifications and solutions for the problems come in the way and also have some resolutions to assure the quality as well as sustainability. Keeping this in view the present article will discuss the background of new curriculum framework of teacher education (Justice Verma Commission report 2013), opportunities, threats and suggestions for better future.
Keywords: Opportunities, Threats, Suggestions, better future.
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EFFECT OF OMKAR CHANTING AND PRANAYAMA ON CONCENTRATION, MEMORY AND LEVEL OF FATIGUE ON B.ED. STUDENTS

Madura Pawar & Sangita Shirode

Page No.: 421 - 424

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 Concentration is the measure of accuracy of work. Receiving power is the measure of understanding. Memory is a measure of ability to reproduce the knowledge that is known. The concentration, memory and the level of fatigue can be measured from the psychology based tests. Omkar recitation& Pranayama are important yogic practices. The vibration due to Omkar meditation & Pranayama increases the efficiency of cells and the organs.
Keywords: Concentration, Omkar recitation, Pranayama
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UNDERSTANDING TEACHER EDUCATION THROUGH OPEN AND DISTANCE EDUCATION

Rajshree Rathod & Bhakti Joshi

Page No.: 429 - 432

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 According to NCTE (1998) teacher is the most important element in any educational program. He plays a central role in implementation of educational process at any stage. The level of achievement of learner is determined by teacher competence. Kothari commission has very rightly said, “The destiny of India is being shaped in its classrooms.” It is school teacher who mediate between a rapidly evolving world and the pupils who are about to enter it. With increasing standards and accountability in education, teacher quality and teacher training will be more important than ever. In facing up to the numerous challenges to teacher education in the era of digital technology and globalization, there has come a dire need for focused efforts which would ensure quality teacher education. It has been recognized that teacher education program should be structured and modified in a way that enables them to respond dynamically to the new problems and challenges in the field of education. This paper discusses about teacher education through distance mode and aims to focus on different aspects of teacher education through open and distance education (ODE).
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Garrels, M. (1997). Dynamic Relationships: Five Critical Elements for Teaching at a Distance.Available online at : Indiana Higher Education Telecommunication System. Kanjilal, Uma. Information Technology and Libraries in Distance Education: Present and Future Prospects for India. Rajput, J. S. (2000). Vision 2020- Education. National Council of Educational Research and Training, New Delhi. Reddy and Manjulika S. (2000). The World of Open Nd Distance Learning. Viva Books Private Limited, New Delhi.
THE ROLE OF ICT (SANSKRIT MOBILE APPLICATION) FOR FUTURE EDUCATION

Rishiraj karve

Page No.: 433 - 435

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This paper states that ICT must be given importance in teacher’s education. Teachers do not only need to encode the information but also to achieve a level of confidence and autonomy in using the material with students. They don’t only need training in ICT skills; they also need training in using ICT in pedagogy. Paper also covers the Sanskrit mobile application with its features, limitations. Teachers must be motivated to use the new technology and they should feel the difference in using it in comparison with the previous methods. It concludes that mobile application will definitely improve the teaching learning process. 
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TRUST AND CREDIBILITY OF TEACHERS: A CHALLENGE

Mrs. Tarini Joshi

Page No.: 436 - 439

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M Prensky (2007). Digital Game Based Learning. McGraw Hill publisher. Retrieved from http://scholar.google.co.in/pdf
TQM PHILOSOPHYFOR FUTURE OF HIGHER EDUCATION

Sandip D. Gadekar

Page No.: 440 - 444

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IN-SERVICE TEACHER EDUCATION IN FUTURE

Mrs. Seema Vivek Damle & Mrs. Trupti Prasad Bhalerao

 


TEACHER EDUCATION: EVOLVING FROM CHALLENGES, HEADING TOWARDS BRIGHT FUTURE

Shanti Amol Pise & Vijay Dhamne

Page No.: 446 - 452

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 teacher is the imparter of knowledge and information to students who are the future citizens of tomorrow. India has the largest and most complex system of education wherein teacher education has been accorded special emphasis in the face of recent social, economic, political and technological advances, particularly the challenges posed by information and communication technology, globalization and the growing rate of knowledge. The NCF requires a teacher to be a facilitator of children’s learning in a manner that helps children to construct knowledge and meaning. Inspite of various efforts being made to upgrade and enhance the quality of teacher training, the teacher education still remains weak gripped with various problems. The two year B.Ed. program has caused turbulence in the field of education which has to be yet soaked in. The most affected stakeholder are the prospective students passionate to be a great teacher or just doing degree for the job purpose. The present study was an attempt to gather an in-depth understanding of the student teachers behaviour with possible reasons that govern such behaviour. It was to examine why they have taken admission for two years B.Ed. Program, what are the challenges in teacher education and how the future of the teacher education would be? The study explores the present situation of teacher education in terms of the student teachers and discusses the future it is heading to.
Key Words: Challenges, Future, Perspectives, Student teachers, Teacher Education
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Venkatiah, N. (2011) Teacher Education. A.P.H. Publishing Corporation: New Delhi Kishan, N. (2011) Global trends in Teacher Education A.P.H. Publishing Corporation: New Delhi George, D. ;Valan, J. ; Agarwal, P. and Gupta, M. (2009) Quality education prospects and challenges Publishing house New Delhi
INCLUSIVE EDUCATION: CHALLENGES AND STRATEGIES TO ADDRESS IT

Shilpa Mathapathi

Page No.: 453 - 454

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 Inclusion or the education of children with disabilities in regular classrooms must be adapted both as
an ideology and as a practical solution to support the education for all age and to bring about equity
in education. Inclusion does not, and should not, mean assimilation. One of the criticisms of the
integration of disabled children in mainstream schools is that they are often excluded within the
integrated setting, either because too much, or too little, attention is paid to their individual needs.
The present paper provides information regarding the concept, policies, challenges and the strategies
that can be taken up to address inclusive education needs.
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Lorraine Wapling, (2011) Evaluation of: Enabling people with disabilities to access mainstream education and employment rights in South Asia, Leonard Cheshire Disability UK Ministry of Human Resource Development, Government of India (2009). Right of children to free and compulsory education (RTE) act, 2009. Retrieved from http://mhrd.gov.in/rte Madan, A., & Sharma, N. (2013). Inclusive Education for Children with Disabilities: Preparing Schools to Meet the Challenge, Electronic Journal for Inclusive Education, 3 (1).
THE CHALLENGES IN TEACHER EDUCATION PROGRAMME

Shital C. Patil

Page No.: 455 - 461

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 Teacher has to be responsive and sensitive to the social context of education, the various disparities
in background of learners as well as in national concerns for achieving the goals of equity, parity,
social justice as also excellence. Teacher education institutions, schools as organizations, and
education systems in general are still very far from meeting the needs of a knowledge-management
society because these are facing number of challenges. Teacher education has to become more
sensitive to the emerging demands from the school system. Teacher education has to support the
efforts for the solution of problems of education of the country. Teachers help in shaping and
reshaping the society and determine the quality of life in the community and the nation. Experiences
of various countries reveal that the most effective way to develop good teachers in a dynamic and
changing environment is to begin with a well-developed pre-service teacher education programme
and continue with career long learning opportunities. Each society, therefore, makes some provision
for pre-service education and continuous professional development of teachers in order to help them
contribute in the growth of society. Teachers are the greatest assets of any education system. They
stand in the interface of the transmission of knowledge, skills and values. They are accepted as the
backbone of education system.
Key Words – Challenges, Pre-service training, Teacher education, Teacher educators
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BLENDED LEARNING APPROACHES FOR FUTURE TEACHER EDUCATION PROGRAMME

Mrs. Shobha Jadhav & Mr. Sunil Kalekar

Page No.: 462 - 467

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 Blended learning is becoming a popular concept in education in those developed countries where access to on line tools is easy and affordable. It is interchangeably used with other terms such as \\\\\\\' technology enhanced education, web based education etc. Basically it is a combination of on line learning resources and traditional pedagogy. This combination is for better educational product. The paper gives an account of concept, need, benefits, advantages and disadvantages of blended learning. The paper focuses the use of blended learning (BL) in future teacher education programme. It illustrates the need of BL in teacher education.
Key terms: BL, Definitions, word usage, Levels, Benefits, teacher education
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Blended Learning Solutions, Encyclopedia of Educational Technology. http://coe.sdsu.edu/eet/Articles/blendedlearning/index.htm Picciano, A.G. & Seaman, J. (2009). K-12 Online Learning. A 2008 Follow-up of the Survey of U.S. School District Administrators. Needham, MA: The Sloan Consortium http://www.sloan-c.org/publications/survey/pdf/k-12_online_learning_2008.pdf Interview conducted with Jed Friedrichson, Chief Administrative Officer of Blendedschool.net, 2009. Video of full interview available at http://blackboard.com/Solutions-by-Market/K-12/Learn-for-K12/Resources.aspx#A2541
TEACHER EDUCATION AND DISTANCE EDUCATION

Prof. Shubhangi L Godse

Page No.: 468 - 472

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 Now a day the educational scenario has considerably been changed and distance education has
emerged as an effective and alternative system of education. “Distance mode education is taking over
the regular face to face mode of teacher education, This mode is user friendly and is likely to help the
disadvantaged group of the society” (Passy, B. K, 1997). Updating knowledge and skills of the
teachers is a part of staff development program in order to keep them intellectually alive and
academically sound. Hence it is imperative that teacher development both in pre-service and inservice
are greatly emphasized for molding future generation. A professional degree in education has
always been considered to the level of being obligatory for all secondary school teachers. Teacher’s
performance in the classroom is the most crucial input in the field of teacher education. Whatever
policies may be laid down in the ultimate analysis, these have to be interpreted and implemented by
the teachers. Teaching teachers with proper objectives and methodologies will be equal to thousands
of students. At present, teacher education is perhaps more important than medical or technical
education in the country because the teachers affect not only present generation but also affect many
future generations to come.
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Dash (2005), “Trends and Issues in Indian Education”, Dominant publishers and Distributers, Delhi. Jangaiah and Sabu,(2011), “Teacher Education” Handbook for Teacher Education, APH New Delhi.
USING DIFFERENT MOBILE APPS IN EDUCATION

Kurhade Shubhangi Suryakant

Page No.: 472 - 477

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 The invention of internet has opened new avenues like apps and connectivity revolution has occurred. Educational apps aid the search for historical geographical and social facts on the palm top. Companies like Yelp have made innovative apps for smart phones. If you choose to study with your Smartphone, you have many options. Apps like Quiz let and Flashcards++ allow you to create your own flashcards and review them on your phone. Many students are the proud owners of these devices. In addition to standard cell phone features of calling and texting, smart phones make it easy to browse the web, play games, check the news, study for a test, and much more all thanks to different applications that can be installed on the phone. Some teachers allow students to stream music while they are doing their class work in an effort to foster productivity (Graham). Thus, smart phones enable primary and secondary students to build better learning experiences.With mobile devices being on hand almost constantly, make sure that younger people have a mixture of applications on their phones and tablet that helps to develop their brain as well as socialize. Smartphone can function as a productivity hub for challenge-based learning–reminders, to-do lists, calendar updates, social messaging, emails, etc
Key words - Mobile apps, Education
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THE PROBLEM OF TEACHER EDUCATION IN CURRENT SCINERIO

Sinku Kumar Singh,Uday. D. Chavan, & Abdul Waheed

Page No.: 478 - 480

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 Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the classroom, school and wider community. The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level. In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of Higher Education .Teachers increasingly face mental health problems because of pressures in their working life. Teachers, lecturers, support staff and heads are now so overworked that it comes as no surprise that so many suffer from stress, depression and other mental-health issues. Teachers have several sources of stress in the workplace. They include increased class sizes, student performance objectives, lack of control over work hours and methods, lack of student motivation, difficulty working with parents, lack of professional recognition, and inadequate salary . Threats are more prevalent in urban high schools, and female teachers receive more than twice as many threats as male teachers. Teachers spend much of their time standing, and may have to bend, stretch and lift to use educational aids and equipment such as blackboards and projectors. This puts them at risk for varicose veins and for injuries, including sprains, strains, pulled muscles, and back injuries. For teachers who spend a lot of time using a computer, the risk of developing carpal tunnel syndrome is also a concern.
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Feiman-Nemser, S. (1983).Learning to teach.In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman. Gage, N. (1963). Paradigms for research on teaching.In N. Gage (Ed.), Handbook of Research on Teaching. Chicago: Rand McNally. Gage, N. (1978). The scientific basis of the art of teaching. New York: Teachers College Press. Gutman, A. (1999). Democratic education (with a new preface and epilogue). Princeton, NJ: Princeton University Press. Kennedy, M. (1996).Research genres in teacher education. In F. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers(pp. 120- 154). San Francisco: Jossey-Bass.
ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Suchita Fatale & Rachana Shinde

Page No.: 481 - 483

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 Information and Communication Technology (ICT) are increasingly becoming crucial part of the education system. ICT has changed the style of functioning of the educational system and its governance. This paper is considering the rapid spread of ICT applications has brought about markedly drastic technological, social and economic transformations. These changes have caused educational institutions, administrators, teachers to rethink their roles, teaching and vision for future. An exploratory case study was designed to obtain pre service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Implementation of the sequential mixed method research design resulted in emerging themes related to participants’ social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. This study could be employed as a useful reference for the odd sign of an ICT curriculum for future Teacher Education programs.
Key Words: Higher Education, ICT Teacher Education, ICT Us
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QUALITY CONCERNS IN TEACHER EDUCATION

Mr. Sunil Kalekar & Yogesh Patil

Page No.: 484 - 488

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There is a criticism from society that the teacher training institutes are preparing teachers of substandard quality and have thereby diluted standards of education in primary and secondary schools. The term quality is a relative term and means different to different people. The present paper tries to explain the meaning of quality in the field of education and especially in teacher education. There are several efforts taken at policy level to enhance quality of teacher education. But these measures are found superficial and ineffective. The paper discusses various parameters of quality in teacher education and suggests means to enhance it. Due to mushrooming growth of teacher training institutes, we are able to bring about the quantitative change but to bring about qualitative change; one must take sincere efforts in these parameters that will help to develop a teacher who will be able to serve to society in real sense.
Key words: Quality, Quality enhancement, parameters, teacher training. 
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Akhtar N. (2000). Higher Education for future. New Delhi: Manak Publications Pvt. Ltd. Antony S. (2001). Quality Assessment in Indian Higher Education: Issues, Impact and Future perspectives. Mumbai: Allied publishers Ltd. Chaudhari U.S.(2009). Higher Education Today and Tomorrow. New Delhi: Gyan Publishing house. Chauhan R.M. (2011). Management of Education. New Delhi: A P H Publishing Corporation
FUTURE OF TEACHER EDUCATION: THE ROLE OF TEACHER EDUCATOR IN ADVANCE PEDAGOGY

Ms. Suwarna Muralidhar Bhagwat & Ms. Supriyatai Kailashrao Ahire

Page No.: 489 - 489

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 Learning process itself comprises of three aspects : the learners ‘learning’, the teachers ‘teaching’ and the ‘learning environment’. In this paper, we look at the advance teaching pedagogy and the role of teacher educators in future teacher education. The focus of the present paper is to know the learning process and teacher educators role in learning advance pedagogy. It discusses the problems and challenges for teacher educators in teaching advance pedagogy. In learning process teacher educator find the way of learners may build up their knowledge. The teacher educators role in future learning process will be as the sculptor, the entertainer, the coach and the manager. As a teacher educator we assume that the failure of ICT integration in schools is due to lack of teacher training in technology supported advance pedagogy. Thus to conclude, the teacher assumes the role of a facilitator and helps learner towards a managed learning environment where the learner utilizes the learning resources to its best possible way to achieve the learning outcomes.
Key Words: Teacher Educators Role in Advance Pedagogy, Problems and Challenges of Teacher Educators in Future Teacher Education.


FUTURE OF TEACHER EDUCATION

Ranpise Suvarna Dnyandeo

Page No.: 490 - 494

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 Advanced Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. The Roles of advanced ICT in education becomes more and more dominant in society, there is a growing concern that education might lag behind. The manner in which teachers align technology with curricular goals is largely dependent on the beliefs and experiences established in teacher education programs. If teachers are to be effective navigators for their students, then they must become comfortable and competent in transforming large networks of mere information into significant problem solving experiences. Advanced ICT can be helpful to transform education from teacher to student orientation, to become more constructive and goal-oriented and prepare students for the information age, break down barriers in schools and enhance real life quality in learning. This paper discusses the roles of ICT, the promises, limitations and key challenges of integration to education systems By answering the following questions: (1) What are the benefits of Advanced ICT in teacher education? (2) What are the limitations and key challenges of Advanced ICT integration to education systems?
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Bansal, H. (2012) Teacher Training Concepts A.P.H.Publishing Corporation,New Delhi. Murty,S.K,(1981)teacher and Education in Indian Society,Prakash Brothers,Ludhiana, Sharma, A.R. (2007)Educational Technology. Vinod Pustak mandir, Agra. Siddiqui, M.H (2010)Technology in Teacher Education. A.P.H.Publishing Corporation,New Delhi
STUDENT TEACHERS ATTITUDE TOWARDS TEACHING PROFESSION

Pawar Swati & Shingte Chandan

Page No.: 495 - 497

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 Education is a continuous & life long process. Education is depend upon demand & expectations of the society. It directly connected with the future of the student & today students are the responsible citizen of tomorrow. Teacher is real model of students so students are very much attached with teacher. This study states that student teachers attitude towards teaching profession. Researcher used survey method for research. The linkert type attitude scale was used for data collection. 30 student teacher were selected by survey method. Percentage is used for data anylisis. This concluded that, student teacher’s have positive attitude towards teaching profession.
Keywords— Attitude towards teaching profession, Student teachers, Teacher education.
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Panda B.N. & Tewari A.D. (2009) Teacher Education, New delhi, APH publishing corporation. Radha Mohan (2011) Teacher Education New Delhi, PHI Learning private Limited
STATUS OF INCLUSIVE EDUCATION IN FUTURE TEACHER EDUCATION

Tanuja Sadashiv Pingale& Dr. Geeta Shinde

Page No.: 498 - 503

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PROFESSIONALISM IN FUTURE TEACHER EDUCATION: STRATEGIES FOR READING AND REFLECTING LANGUAGE TEXT

Dr. Vijay F. Dhamane & Madhuri J. Thipsay

Page No.: 504 - 509

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 The focus of today’s paper is bringing professionalism in teacher education. Any profession should be based on a sound theoretical knowledge and skills certified by examinations. A common code of professional conduct will further help in bringing about professionalism in future teacher education. The concept of ‘Reading and Reflecting’ on text is the common issue that has been dealt with in the current paper since there is a lack of common and standardized strategies to deal with teaching reading and reflecting skills to student-teachers so that they further their knowledge by bringing it into practice for students.
Key words: professionalism, programme, skills, teacher education
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Clara Marc, What is reflection? Looking for clarity in an ambiguous Condy Fanet, Agnes Chigona and Green Lena, 2012, developing the language of thinking within a classroom community of inquiry: pre-service teachers’ experiences, South African Journal of Education, vol. 32: 319-330 Elmianvari Azadoh, Kheirabadi Reza, 2013, Interactive Theoretical model of text processing reflected in reading comprehension: An Experimental study, Journal of language teaching and research, vol. 4, no. 2, pp. 279-290, March 2013 Fendler Lynn, Teacher reflection in a hall of mirrors: Historical influences and political reverberations. 2003. Educational Researcher. Vol. 32 no. 3 16-25
TEACHER EDUCATION AND EDUCATIONAL TECHNOLOGY

Vaishali shinde

Page No.: 538 - 541

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 The present paper focuses on meaning of educational technology, Definition of educational technology, objectives of educational technology, scope of educational technology, functions of educational technology, importance and need of educational technology, teacher and educational technology, identification of the successful teacher, teacher education future prospects.
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Singh, Y.K., Nath R. (2011). Teacher Education. Delhi : A. P. H. Publishing Corporation. Panda, B.N., Tewari A.D. (2009), Teacher Education . New Delhi : A. P .H. Publishing Corporation. Elahi,N.(1997)Teacher Education In India(Inset),New Delhi : A. P. H. Publishing Corporation. Sharma, S. P., (2003). Teacher Education, Principles, Theories and Practices.
THE FUTURE OF ACADEMIC LIBRARIES: CHANGING FORMATS

Varsha Varma

Page No.: 542 - 545

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 This paper is based on the assumption that the future of academic libraries is in the hands of the librarians. The paper further emphasizes the need for change in academic libraries in the context of the emerging knowledge society. Librarians should consider the impact of ICT on, and paradigm shift in academic libraries. It is time for librarians to review the change occurring within higher education and how information will be provided in academic libraries to their vastly changing student population. The integration of technology in higher education has an impact on academic libraries in two ways by changing formats of reading material and the scholarly communication options, and secondly by changing how information is delivered, beyond the classroom experience. Society may be on the verge of a revolutionary phase of mobile device use in higher education generally and in libraries in particular. This paper also emphasizes that more important whether the library is traditional or digital, is the mandate and the context of the library. It also enlists the challenges and opportunities facing the academic libraries. The paper concludes that the future of academic libraries is in the hands of librarians.
Keywords: Academic libraries, Paradigm shift, Future libraries
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Dhawle, G. U., Hase, V. L. and Dahibhate, N. B. (2014) Reference and Information Services in the Digital Era. Asian Journal of Multidisciplinary Studies.Volume 2, Issue 6, June 2014 ISSN: 2321-8819 (Online). Retrieved 10th Feb. 2016 from file:///C:/Documents%20and%20Settings/admin/My%20Documents/Downloads/352-1308-1- Foo, S., Chaudhry, A.S., Majid, S.M., & Logan, E. (2002). Academic Libraries In Transition – Challenges Ahead. Proc. World Library Summit, Keynote address: Academic Library Seminar, National Library Board, Singapore, April 22-26. Raju,J.(2014) Knowledge and skills for digital era academic library.The Journal of Academic Librarianship,
ROLE OF ADVANCED ICT FOR FUTURE TEACHER EDUCATION

Prof. Veena V. Kurhade, & Bharti S.

Page No.: 546 - 553

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 This article discusses the Roles of ICT in education. Information communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient roles in work places, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for change; change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and in accessing information. Therefore, this review article discusses the roles of ICTs, the promises, limitations and key challenges of integration to education systems. The review attempts in answering the following questions: (1) What are the benefits of ICTs in education? (2) What are the existing promises of ICT use in education systems of some developing countries? (3) What are the limitations and key challenges of ICTs integration to education systems? The review concludes that regardless of all the limitations characterizing it, ICT benefits education systems to provide quality education in alignment with constructivism, which is a contemporary paradigm of learning.
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Bandura, A. (1986). Social foundations of thought and action: A Social-Cognitive View. Englewood cliffs, NJ: Prentice-Hall - Brosnan, T. (2001). Teaching Using ICT. University of London: Institute of Education. Carnoy, M. (2002). ICT in Education: Possibilities and Challenges. Downloaded from: http://www.uoc.edu. -Kozma, R.B, (2005).National policies that connect ICT-based education reform to economic and social development. An interdisciplinary journal of humans in ICT environment 1(2) 117-156 Richards, C. (2003a) ‘Teacher Education Foundation Courses and Frameworks for Effective
CURRICULUM TRANSACTION IN TEACHER EDUCATION: A CRITICAL STUDY

Vidyanand Khandagale

Page No.: 554 - 557

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 Curriculum transaction is the process of planning and organizing the curriculum in a particular subject area for different levels of education. Specifically curriculum transaction or implementation not only refers to the teaching of the contents of various theory subjects out also to the practical work to be done in each area of study as prescribed. Teacher education is the backbone of education system as it produce teaching professional to teach at various level of School education. Curriculum transaction is the most important process of an education system and if it is educated well at teacher’s level it will produce quality teaching professionals. In the present study researcher had made an attempt to survey the curriculum transaction by implementing questionnaire for the implementation of curriculum transaction by teacher educator and had cross verified using interviews and check list and the findings were contradictory to the survey findings.
Key words: Curriculum transaction, Teacher education, Critical Study
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Best, J. W. and Kahn J. V. (2010). Research in Education, New Delhi, Prentice Hall of India Pvt. Ltd. Bhatia (1987). Evaluation of new B.Ed. curriculum in the colleges of Education, of Bombay University. In M.B. Buch (Ed.), (1991). Fourth survey of Research in Education 1983-88 (Vol. 2, p. 923). New Delhi, India : NCERT. Bhosale (1992). A Critical study of the New curriculum of Teacher education developed by all the Universities in the state of Maharashtra & its implications. In NCERT (2000), Fifth survey of Education Research 1988-92 (Vol.2 p. 1438). New Delhi, Inida : NCERT. Indira Gandhi National Open University (1992). School of Education, ES- 304, Planning & management of Higher Education, New Delhi. Kakkad, G. M. (19873). Secondary Teacher Education curricula An Analytical Study & Development Teacher Education Programme. In M. B. Buch (Ed.). (1991) Fourth survey of Research in Education 1983-88 (Vol. 2, P. 947). New Delhi, India : NCERT.
IN-SERVICE TEACHER EDUCATION IN FUTURE WITH SPECIAL REFERENCE TO INDIA

Vinay D. Dhondge

Page No.: 558 - 562

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 India has a large number of teachers and needs many more. All processes of teacher recruitment, training, motivation, incetives, retention and feedback therefore have to be planned on a large scale. Further the ultimate gole of in-service teacher development should be to ensure that optimal learning takes place in the classrooms. In 1952, Mudliyar Commission recommended Government of India to give the inservice training under special scheme. Government established 54 Extension Service Centres all over India. But now a days these centres are not looked after properly by state governments. In Maharashtra, only two centres have full time co-ordinators while others are looked after regular teaching staff in respective B. Ed. Colleges. This situation should be changed because of challenges in 21st century. Government should take proper steps to restart such centres at every district which should cater the different needs of teachers in schools. This paper throws light on challenges before the secondary teachers and it also emphasizes need of in-service teachers training in future.
Key Words: Colleges of Teacher Education (CTEs), Institutes for Advanced Learning in Education (IASEs), National Council of Educational Research and Training (NCERT), Regional Institutes of Education (REIs), State Councils of Educational Research and Training (SCERTs).
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GIS Applications retrived from https://en.wikipedia.org/wiki/GIS_applications as on 02/02/2016 MHRD, GOI,retrived from http://mhrd.gov.in/teacher-education-overview as on 03/02/2016 NCERT, In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce (higher secondary stage) retrived from http:// www.ncert.nic.in/ programmes /teacher_edu /pdfs/commerce.pdf as on 03/02/2016.
FUTURE OF TEACHER EDUCATION BY DISTANCE MODE

Vinod B. Bhalerao & Ashok k. Hoke

Page No.: 563 - 566

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 No nation develops beyond the quality of its education system, which is highly dependent on the quality of its teachers .The education of teachers should concentrate on the learning, development and education of children, young people and adults. The rapid development of technologies makes the diverse educational mode come true. Teacher education programmes are marked by high academic and professional quality. An increasing number of universities have opened up distance education in many countries at present. At the same time, hundreds of millions of people will benefit from the emergence of brand-new educational mode. From this perspective, We stand on the side of the view that the positive development from distance learning outweighs its negative effect.
Key Words: Teacher development, Open and Distance Learning (ODL).
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Saima Ghosh ,JoyshreeNath , Shalabh Agarwal , AsokeNath (2012) Open and distance learning (ODL) education system: past, present and future – a systematic study of an alternative education system Volume 3, No. 4, April 2012 Journal of Global Research in Computer Science P. 53-57 Bates A.W. (1995): Technology, Open Learning and Distance Education, London: Routledg Bradley J and Yates C (Eds.) (2000): Basic Education at a Distance, World Review of Distance Education and Learning, London: Routledge Falmer
PRE PRIMARY (EARLY CHILDHOOD) TEACHER EDUCATION: A NEED OF AN HOUR

Vishakha Hendre & Archana Chaudhari

Page No.: 567 - 569

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J.C. Aggarwal, S. Gupta (2007).Early childhood care and education: principles & practices. New Delhi: Shipra Publications M. Sengupta. Early childhood care and education.PHI publication
THE ROLE OF PUBLIC AND PRIVATE PARTNERSHIP: CONTRADICTORY SITUATIONS AND BRAND INEQUITY IN TEACHER EDUCATION

Vishakha Waghji Bhalerao

Page No.: 570 - 572

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Frontiers, of Education Symposium, Inauguration of Robert. J.Birgeneau as the ninth Chancellor of UC Berkeley (April 2005) e-Berkeley Symposiu, "From Information Overload to Information Rich: Teaching and Critical Thinking in the Point - and Click Age," UCBerkeley (April 2005) UC Berkeley Accreditation Educational Effectiveness Report (2003) http://education.berkeley.edu/accreditation/ UC Berkeley Strategic Academic Plan (2002) http://opa.vcbf.berkeley.edu/StratPlan/AcademicStrategicPlan.pdf The Kothari Commission Report "Reinventing Undergraduate Education : A Bluep
INSERVICE TEACHER EDUCATION IN FUTURE

Zainab H Pardawala & SONPETHKAR C. D

Page No.: 573 - 576

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 Secondary Education (classes IX and X) is a crucial stage for children as it prepares them for higher education and also for the world of work. It is very essential to provide good quality education available, accessible and affordable to all our children in the age group of 14-16 years. To achieve this, there is a need to strengthen the secondary school education by providing opportunities to teachers for improving their professional capabilities/capacities. In majority of the schools, untrained teachers are handling secondary classes. Even the trained teachers are facing lot of challenges to handle classes at secondary stage of school education especially in science and mathematics.
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SOCIAL NETWORKING: USEFUL TOOL FOR FUTURE TEACHER EDUCATION

Suresh Gopichand Isave

Page No.: 577 - 582

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This paper focous on Social networking sites where they are playing important role in social life of youth. Whatsapp messenger makes the social networking more popular in all ages. Indian is standing 3rd in the world in use of internet. In the Near Future the number of users of internet and social networking will grow faster. Social networking is a boon of web2.0 technology. As the title indicates it is a group of people, where one kind of positive and unite bond exists. It doesn’t exist on any land, but on web site. Such sites are called social networking sites e.g.- Facebook, Twitter, Whatsapp, My Space, Google+, Flicker, Panoramio, Authorstream, slideshare, Youtube etc. Facebook is the most popular social networking site in the world. Mark Zuckerberg started the site in 2004.Social Networking provides various facilities to its user. Making groups, Organising events, sharing links, sharing photos-videos, sharing documents, creating Survey, using Apps etc.


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BHAVISHYA KALAT SHIKSHANAT GRANTHALAYATIL AADHUNIK TANTRADNYNACHI BHUMIKA

Mrs. Smita Shantim Abnave

Page No.: 557 - 561

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SHIKSHAK PRASHIKSHAN ANI TAYTIL SAMASYA

Dhaygude Anita Kumar

Page No.: 562 - 569

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SAKASHMTA ADHARIT SHIKSHAN

Archana D. Adsule

Page No.: 570 - 577

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B. ED. MAHAVIDYALAYAMADHE VIDHYRTHYACHYA SAMAVESHNASATHI KELYA JANARAYA PRAYATNANCHA ABHYAS

Prakash Bachhav

Page No.: 582 - 586

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BHAVISHYATIL SHIKSHAK-SHIKSHNAKADUN APEKSHA

Aavchar Seema Raghu

Page No.: 578 - 581

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BHAVISHATIL SEVANTRGAN SHIKSHAK PRASHIKSHAN

Archana B. Dangat

Page No.: 597 - 599

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SCHOOL INSPECTION (HINDI SKIT-FOR SEWAK DAY)

Bhujbal

Page No.: 587 - 596

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FUTURE OF PRE PRIMARY, PRIMARY AND SECONDARY TEACHER EDUCATION

Sagar Kakde

Page No.: 604 - 606

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JEEVANKAUSHALYATIL SWA JANEEV YANCHE MULYAMAPAN

Kishori Ubhe & sangeeta Shirode

Page No.: 600 - 603

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MADHYAMIK SHISHAKANCHYA B.ED MAHAVIDHYALAYAKADUN ASANARYA APEKSHANCHA ABHYAS

B.D.Mashere

Page No.: 807 - 809

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SHALEYA VISHYACHY ADHYPANATUN MULYA SHIKSHAN

Dr. V. P. Shikhare

Page No.: 610 - 615

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SHIKSHAK PRASHIKSHANATIL AVHANE VA UPAY

Jostna Mohan Kambale

Page No.: 616 - 618

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SHIKSHAK SHIKSHAN SAMASYA

Kamathe A G

Page No.: 619 - 621

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BHAVISHYAKALIN SHISHAK-SHIKSHAN PRAGAT MAHITI SAMPRESHAN TANTRADNANACHI SHISHAK-SHIKSHANATIL BHUMIKA

Shri Karale Vijaykumar Sopan

Page No.: 622 - 625

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21 SHATKATIL SHIKSHKACHI BHUMIKA

Jadhav K K

Page No.: 626 - 627

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BHAVISHYA KALATIL PRATHAMIK SHIKSHANACHE SWARUP

Komal Balasaheb Mhetre & Dr. Chandan Shinagte

Page No.: 628 - 629

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IEYTA 4 CHYA VIDYRTHYCHA ENGLISH SAMBHASHAN KAUSHALYCHYA VIKASANASATHI EK PRAYOG

Sharmila Shubhas Lad

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VIDHYARTHANMADHYE CHIKISTAR VICHARANCHI RUJAVANUK KARNE KALACHI GARAJ

Ujjwala D. Lonkar

Page No.: 631 - 635

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BHAVISHYTIL SHIKSHAK PRASHIKSHANAT PRAGAT MAHITI SAMPRASHAN TANTRADNANCHI BHUMIKA

Madhav Nikam, Sanyogita Bias, Sonali Waykhinde, Chandrhas Sonpethkar, Swati Pawar

Page No.: 636 - 640

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ADHUNIK SWARUPATIL ADHYAPAK SHIKSHANAPUDHIL SAMSYA

Dnyaneshwar Magar & Ankush Aaundhakar

Page No.: 641 - 642

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ADHYPAK PRASHIKSHAN KARYKRAM (SEVAPURVA KI UNNATI

Dr. Sharmila B. Pardhe

Page No.: 643 - 646

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EYATTA 4 THICHYA VIDHYARTHYANCHYA ENGRAJI SAMBHASHAN KAUSHLYACHA VIKAS KARATA YENARYA SAMSYANCHA ABHYAS VA SAMBHASHAN KAUSHALYA VRUDHINGAT HONESATHI KELELA PRAYOG

Lad Sharmila Subhsh

Page No.: 647 - 652

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BHAVISHATIL SEVANTRGAN SHIKSHAK SHIKSHANAT SHIKSHANSHASTRA MAHAVIDYALAYACHI BHOOMIKA

Dr. Murade B. S.

Page No.: 653 - 658

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SEVAKALIN ADHYPAK SHIKSHA EVAM AAYAM

Dr. Amarnath Kumawat

Page No.: 663 - 666

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SAVITRIBAI PHULE PUNE VIDHYAPITH B. ED, PRATHAM ABHYASKRAM ANI SHASWAT VIKAS

Poonam Balasaheb Ghule, Apeksha Ashok Dhoke & suhas Pandurang Shinde

Page No.: 659 - 672

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SCHOOL INSPECTION (HINDI SKIT-FOR SEWAK DAY)

Pradeep Shelake

Page No.: 667 - 675

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ADHYANADHYPANATIL EK NAVPRAWAH- PARBODH UPAPATTI (METACOGNITIVE THEORY)

Prajakata Medhekar

Page No.: 676 - 672

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Byrnes, J., (1996), Cognitive Development & Learning in instructional contexts. Bosten : Allyn & Bacon. Flavell, J., (1979), Metacognition & Cognitive monitoring : A new area of cognitive development inquiry, American Psychologist 34, 906-9011. Sindhwani, A., Sharma, M., (2013), Metacognitive Learning Skills, Educationia Contab, ISSN : 2320-009 x Volume 2, No.4, April 2013. Vijayakumari, S., D’souza, M., (2013), Metacognitive Learning Approach to Enhance Mathematics Achivement. International Journal of Education Psychological Research (IJEPR), ISSN : 2279-0179, Vol.2, Issue 2, PP.111-119.
BHAVISHYAKALAT SHIKSHANAMADHIL AVHANE EK ABHYAS

Bhujbal Varsharani Vijaykumar

Page No.: 683 - 686

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BHAVISHYA KALATIL SHIKSHAKANCHE SHIKSHAN

Jadhav Ramakant Shrihari

Page No.: 687 - 689

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BHAVISHYATIL SHIKSHAK PRASHIKSHANAT DURUSTA SHIKSHANACHE YOGDAN

Raut Karunadevi Bhaskarrao

Page No.: 690 - 692

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SHIKSHAK SHIKSHANAT ICT CHE MAHATVA

Kale S. R.

Page No.: 693 - 695

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6,1

HINDI SAHITYA KE VISHESH SANDABHRA ME B. ED. HINDI PATHYAKRAM KA ADHYAYAN

Sandip Dnyandev Mule

Page No.: 696 - 699

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PRAUDH SHIKSHAN : SHETKARYANCHYA AARMAHATYA EK AAVHAN

Deokar Sanjay Baban

Page No.: 700 - 706

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BHAVI SHIKSHAN ANI SHIKSHAK SHIKSHNACHE BHAVITAVYA

Niranjan Dashrathrav Sathe & S.D.Bhilegaonkar

Page No.: 707 - 710

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BHAVISHYA KALIN SHIKSHAK - SHIKNATIL AAVHANE

Shaikh Fahima Akil

Page No.: 711 - 715

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SHIKSHAK SHIKSHNACHE SEVANTARGAT SHIKSHNAT MAHATVA

Shinde V.D.

Page No.: 716 - 718

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UCHHA PRATHAMIK STARAVARIL BHASHA ADHYAPANAMADHYE SANGHIK ADHYAPANACHI PRINAMKARKATA EK ABHYAS

Shobha Sangram Patil

Page No.: 719 - 722

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SHIKSHAK SHIKSHNATIL BOKALALELA BHRASHTACHAR ANI SHIKSHKANCHI HOT ASALELI PILVANUK

Khillare Sudhir Yashvanta

Page No.: 723 - 725

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SHIKSHAK SHIKSHNATIL SAMSYA ANI AVHANE

Shinde Suhas Pnadurang & Papal Amar Ravindra

Page No.: 726 - 732

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BHUGOL VISHAYATIL ASHAY SAMVRUDDHISATHI DIGITAL TANTRASNEHI UPKRAM RABVINE V PARINAMKARIKATA ABHYASANE

Suresh Ukanda Shingane

Page No.: 733 - 737

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MAHAVIDHYALAYIN SHIKSHAK ANI SHIKSHAKANCHI AVHANE

Rajkumar Santram Surwase

Page No.: 738 - 739

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SEVANTRGAT PRASHIKSHAN - DNYANACHE PRAVESHDWAR

Swati Sadanad Dhoke

Page No.: 740 - 741

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PURVA PRATHAMIK SHIKSHNACHI SANKLPANA, SADYASTITI ANI SHIKSHAK SHIKSHNACHI EK AVSHYAKATA EK DRUSHTIKSHEP

Deviprasad Taware

Page No.: 742 - 744

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SHIKSHAK SHIKSHAN : DURUSTH SHIKSHAN

Undale Mrunal Swapnil & Ramchandra Baburav Vhanbatte

Page No.: 745 - 750

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SHIKSHAK PRASHIKSHAN KARYAKRAMAANTRAGAT SAMAJ SAMVET SASHVAT VIKAS

Vaishali Dayanand Shendkar & Vijay Dhamane

Page No.: 751 - 756

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BHAVISHYAKALIN SHIKSHAK - SHIKSHNATIL SAMASYA, AVHANE V UPAY

Mehetre Swati, Bhambare Aruna & Kurhade Sunil

Page No.: 757 - 761

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BHAVISHYAKALIN SHIKSHAK SHIKSHAN

Wabale Archana Vilasrao

Page No.: 762 - 766

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BHAVISHYAKALIN MAHAVIDHYALAYIN SHIKSHAK

Waghmode Ganpati Ramhari

Page No.: 768 - 769

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UCCHA MADHYAMIK STARAVAR BHUGOL VISHAYACHYA ADHYAPANASATHI SANGANAK SAHAYYIT ANUDESHAN KAYRAKRAM NIMRITI V TYACHYA PARINAMKARKTECHA ABHYAS

Yashawant Ba Dumbare & Nandini Patil

Page No.: 770 - 772

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SHIKSHAK SHIKSHNATIL SAMSYA ANI AVHANE

Sharad Hari Vishwasrao

Page No.: 773 - 776

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CHALLENGES AND MEASURES FOR FUTURE TEACHER EDUCATION

Mrs. Vaishali Sameer Kulkarni

Page No.: 557 - 562

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Government of India has been focusing its attention on quality and excellence in higher education and Teacher Education. The teacher and student are the most important pillars in any education system. Most of the educational institutions perform variety of functions for providing enriched real experiences to students. Teacher should be facilitator, guide, philosopher and friend for students. This paper is based on challenges and measures for future teacher education. When we discuss about the nature of teacher education it is a continuous process and is based on comprehensive concept. It is ever evolving and dynamic. The challenges in Teacher Education are as follows:  Constructivist Approach in Education  Number of  practice lessons to be conducted  Internship programme  Action Research  Population Education  Community Living  Technological Support  Creativity for all round development  Functioning  Of Teacher-Education Institutions   Inculcating life skills  Maintaining Quality in Teacher Education  Time Frame  Skill Development Programme The above challenges are discussed in detail in this paper. This paper also gives some remedies to overcome these problems. They are as follows.  Constructivist approach should be followed in teacher education.  The curriculum of this programme should be revised from time to time as per the changing needs of society.  Life skills, core elements and values should be inculcated among students.  The quality of teacher education should be maintained.  There should be control of regulatory bodies on the selection of teacher, students and provisions of good infrastructure etc. and strict action should be taken if anyone fails to come up to expected level. Abstract 
SPECIEL ISSUE OF SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 
Tilak college of Education & Savitribai Phule University of Pune Page 558  
 The habit of self-learning should be developed so that pupil’s dependency on teacher can be reduced. Principle of learning by doing should be followed in this programme.  Teacher should train about stress management technique to students and reduce pressure of students. Because for students there is lot of work to do during this programme.  Teacher should develop the critical thinking of the students and various activities should be conducted to develop it.  Teacher should make students think critically and make right decisions and also maintain good relations with others.  Students should be made aware to know constitutional goals.  Teachers should encourage student’s capacity to construct knowledge.  Teacher should focus on the principle of Individual Differences and   Multiculturalism in the classroom.  More use of technology is expected in classroom teaching learning process.  The importance of cultural heritage should be inculcated among students.  Scientific temper should be developed and its application for the solution of Problems of life should be encouraged.  


APPLYING ‘JIT’ CONCEPT IN EDUCATION FOR FUTURE OF TEACHER EDUCATION

Kaluram Nathu Bhise

Page No.: 563 - 567

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 JIT is the learning and teaching approach in our education. The principle of JIT is to eliminate
sources of manufacturing waste by getting right quantity of raw materials and producing the right
quantity of products in the right place at the right time. This concept can be also applied in teacher
education. Just -in- Time Teaching (JITT) is teaching and learning approach that combines the best
features of traditional in class instruction with the communication and resource potential available
via the Web. Uses of JITT in education. Following are some use of JITT. A) Effect of JITT on
Students’ Success: B) Just-in- Time Learning (JITL).
Key Words— Just in-Time(JIT), Just -in- Time Teaching (JITT), Uses of JITT in education, )
Just-in- Time Learning (JITL):
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Books:. Arulsamy, S.,& Sivakumar, P., (2009).Application of ICT in Education: New Delhi: Neelkamal Publication. Periodicals and Journals Kathleen A. Marrs, & Gregor Novak (2004). Just in Time Teaching in Biology: Creating an Active Learner Classroom Using Internet”, Cell Biology Education-A Journal of Life Science Education, Vol.3.
STUDENT-TEACHER’S ATTITUDE TOWARDS INFORMATION & COMMUNICATION TECHNOLOGY

Chandan A. Shingte & Chandrahas Sonpethkar

Page No.: 568 - 572

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The importance of information of communication technology in empowering teacher education, has
been highlighted in several studies. This study examined student teacher’s attitude towards
information & communication technology. Respondents were fifty student teachers. Attitude scale is
used to collect data from respondents. The data collected through attitude scale were analysed using
percentage . Findings revealed that majority of student teachers have positive attitude towards the use
of information communication technology.
Key words: Attitude towards ICT, Student teachers, Teacher education 
,18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Books: Arulsamy S.,& Sivkumar P. (2009),Application of ICT in Education, New Delhi, Neelkamal Publications. Singh Y.K., (2008), Instructional Technology in Education, (2008), New Delhi, APH publishing House. Journals: Abraham,jessy & Sharma, Babita. (2010). Relevance of ICT components in Pre-service Teacher Education Curriculum. Edutracks, October, 2010. Vol-10,No.-2 Debashish Bhowmick, (2014), ICT in Educationin India. Edutracks, October 2014. Vol-14, No-2 Websites: Bhaskar Santosh (2013), Role of ICT in Teacher Education in Remote Areas retrieved from http://edtechreview.in/trends-insights/813 Mikre Fisseha (2011), The Roles of ICT in Education retrieved from www.ju.edu.et/rjrs/sites/default/files Miranda Guilhermina Lobato & Rolo Ana (2002), The role of ICT in Teacher Education., retrieved from www.leeds.ac.uk/educol/documents/0002194.htm Misra Srikant (208), Role of ICT in Enhancing the Educational Productivity. retrieved from www.academia.edu/211024/Role_of_ICT Yusuf M. O. & Balogun M. R. (2011), Student teachers’ Competence & Attitude towards ICT- A case study in a Nigerian university, 18-36 retrieved from www.unilorin.edu.ng/publications/yusufmo/publications
NEW TREND IN ENGLISH LANGUAGE TEACHING – COMMUNICATIVE LANGUAGE TEACHING

Suvarna G. Shikare

Page No.: 573 - 577

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Language is the greatest gift of nature to the human being. Actually it is a well defined system of oral
and written communication. This paper is related to the new trend in English language teaching i.e.
communicative language teaching. This approach emphasizes communicative competence of the
language. Communicative language teaching pays systematic attention to functional as well as
structural aspect of language. CLT focuses on process rather than product.
Key words: Communicative language teaching, student, teacher, language 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

H. Douglas Brown (1987), Principles of language learning and teaching, Englewood, clitts, New Jersey, Prentice Hall. Mitchell, Rosamond (1994), The communicative approach to language teaching, in Swarbick, Ann. Teaching Modern Languages, New York : Routledge. Whong Melinda (2011), Language Teaching Linguistic Theory in Practice Edinburgh, Edinburgh University Press.
MAKING LEARNING OF CHEMISTRY MORE MEANINGFUL: INSIGHTS FROM CHEMICAL EDUCATION

Abhijit Chavan

Page No.: 578 - 581

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One of the most neglected areas In the Indian chemistry syllabi is the role of laboratory activities/courses in understanding chemistry principles. Even at undergraduate level where substantial time, efforts and money is spent on the laboratory courses, the objectives of laboratory courses in chemistry are seldom stated or discussed, particularly in the regular university chemistry curricula. In this paper author like suggest, some set of experiments which can be introduce in the chemistry UG curriculum at appropriate stages. While performing these experiments student will have an opportunity to correlate theory with practical. All these experiments are expected to perform using microscale experiments that are using Barrel pipets, cavity plate and very common chemicals.


Keyword: Microscale experiments, laboratory activities, chemistry curriculum, Chemical  

Education 
18,10,11,20,12,7,6,21,16,14,9,5,1,8,22,13,17,15,19

Domin, D. S., J. Chem. Educ., 1999, 76, 543–547. Hofstein, A. and Lunetta, V. N., Sci. Educ.,2004, 88, 28–54. Mc Donnell, C., Connor, C. O. and Seery,M. K., Chem. Educ. Res. Pract., 2007, 8,130–139.