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TULSĪ PRAJŇA express freely thçir views about issues such as(i) Why did they decide to enter this profession? (ii) What are their expectations from the teacher-education programme? (iii) How do they view their future in society?
Such sessions may also serve as Pre-Evaluation Exercises for teachereducators with respect to the teacher-education programmes. Data gathered in this informal manner may well be supplemented with and validated against (if possible) simple teacher-made Guidance Tools to assess the entrants' interests. attitudes, personality traits, etc. A discussion of data obtained in this manner, with students-teacher will help them in gaining insight into their own ȘELF, It may be a good idea also to have a similar Post Evaluation of our Teacher-Education Programmes. (6) Supplementing this Initial Self-Understanding With Some Curricular
Topics:
(i) Psychology of the Teacher:
Preliminary Self-Awareness awakened through the above mentioned informal processes may be flowered further by logially nourishing it with more scientifically imparted knowledge about Psychology of the Teacher in terms of his professional behaviour-dynamics and his job-responsibilities. Image of an Ideal Teacher Today may also be visualized with some ideas about his desirable Personality Traits, the Magnitude of his job, his Self-oriented and Psychologically-oriented Roles - in addition to the routine instructional roles, Present-day Challenges, the Integrative as well as Non-Integrative aspects of his professional work etc. The Teaching Approach of this topic, viz. Psychology of the Teacher, should aim at the development of Self-analysis, Self-understanding and Insight into the Teaching Profession. (iii) Philosophy of Education
Values related to the job of a teacher will naturally come up in this course. Again, the picture of an “Ideal Guru" in terms of his professional soundness, personal qualities and character-traits can be logically visualized in context of “Idealism of the Indian Philosophy approach. In tutorials and small-group sessions, students' reactions to this ideal may be freely elicited. They may be further encouraged to examine this ideal image in today's context; suggestions may be invited regarding the teachers' initiatives (possible) to ameliorate the situation. Trainees may be expected to receive systematic guidance towards Selfanalysis and Self-understanding in such thought-provoking sessions. (iii) Psychology of Teaching & Learning:
Through the analysis of teaching-learning behaviour in abroad manner at this
January-March 1993
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