Author: Dr. Rimmi Datta & Prof. (Dr.) Jayanta Mete
DOI Link: https://doi.org/10.70798/Bijmrd/04010001
Abstract: This paper discusses how values education can be incorporated in pre-service teacher education programs in the Indian universities and colleges in the light of high demand of morally competent teachers in Indian diversified and dynamic educational environment. Since the learning environment is getting increasingly complex, it is necessary to develop teachers that do not only have sound academic knowledge but who also exhibit ethical, moral, and cultural competence in their instructional practice.The study analyses the integration of moral, ethical and cultural values in the design of the curriculum, pedagogical practices and the assessment techniques and procedures with specific reference to the disconnection between theoretical learning and practical teaching skills among pre-service teachers. The design of the study is based on the qualitative approach, which aims to use interviews and focus group discussions with faculty, student teachers and practicing educators to reflect their experiences and views on values education. The study was carried out in a sample of 50 teacher education institutions spread across different states, making it varied in regard to the type of institutions (urban, rural, government, and private) and the area of specialization, such as elementary, secondary, and special education programs.The major results indicate that there is a great deal of difference in the application of values education within various institutions and regions. Most of the programs understand the role of values in their mission statements, but the systematic use of the values in everyday teaching is still uneven. Some of the challenges recognized are insufficient faculty readiness, inadequate integration of the traditional Indian philosophical teachings into the modern pedagogical theories, and inadequate reflective habits among pre-service teachers. Also, a clear lack of standardized evaluation processes to help assess how students have developed moral and ethical values is evident.The paper has determined that achievement of success factors in values education includes incorporation of explicit curriculum elements which involve values, fostering of implicit learning conditions, and experiential learning opportunities. The study indicatively brings out the necessity of continuous professional growth among the educators to make sure that values education continues to be an integral aspect in teacher training. The results provide suggestions of change in the curriculum, training of faculty and the establishment of effective quality assurance processes that would make Indian teacher education institutions more open to values education in order to equip future teachers to negotiate cultural and ethical challenges in a globalized society.
Keywords: Values Education, Moral Development, Indian Educational Institutions, Pre-Service Teachers, Curriculum Integration
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