GCERT GANDHINAGAR WILL BE HELD EXAM FOR STD 1 TO 8 STATE RESOURCE GROUP PEDAGOGY 2020-21
GCERT GANDHINAGAR WILL BE HELDS EXAM FOR STD 1 TO 8 TEACHERS FOR SRG PEDAGOGY
GCERT GANDHINAGAR WILL BE HELDS EXAM FOR STD 1 TO 8
IN the year 2014-15, the National Centre for School Leadership, NUEPA, had crystallized its strategy for reaching out to the states. For the first time, in all the Phase I and Phase II states ⃰, a State Resource Group (SRG) was formalized. The Centre went ahead with capacity building of the state resource group on the Curriculum and the Handbook on School Leadership Development, developed at the Centre. This directory consists of the details of each member of State Resource Group (SRG) across the 22 states and union territories. The State Resource Group (SRG) here refers to a group of professionals from diverse backgrounds with a wide range of experience in school education or teacher education or educational administration, management and leadership, who may be working in government, semi-government and non-governmental organisations or autonomous bodies. The members in this group were from DIETs, CTEs, IASEs, SCERTsSIEMATs, School Heads (both current and retired), BEOs, DEOs, CRPs and BRPs, CRCs and BRCs, faculty from university departments of education, independent professionals and/or NGOs. According to the NCSL Programme Design, the role of SRGs is
- To organize capacity building programmes for school heads both at elementary and secondary levels.
- To conduct cluster based review and feedback workshops in the field and study the process of school improvement.
- To support school heads in the process of transformation of schoolsthrough formation of Professional Learning Communities (PLC).
Since, NCSL has constituted this group across 22 states in India, a need was realized to maintain a data base of the SRG members which consists of their designations, postal addresses, mobile numbers and e-mail ids, wherever possible. The directory would facilitate better communication between NCSLNUEPA at the centre, the State Education Departments and the grassroot institutions. It is also envisaged that this directory would aid in developing a professional learning community among the SRG which is one of the main objectives of Centre under the Networking and Institutional building strand of the programme design.
GCERT GANDHINAGAR WILL BE HELD EXAM FOR STD 1 TO 8 STATE RECOURCE GROUP PEDAGOGY 2020-21 GOOGLE FORM LINK
:Education is a vibrant dynamic process. In this, there is interaction between the teacher and the learner and the entire interaction is oriented towards a goal. Teachers and learners continue to benefit from and influence each other’s personality on the basis of pedagogy and this influence is clearly oriented towards a particular direction.
The entire learning cycle is dynamic with changing times. In which direction is it moving? Who’s affected? Pedagogy aims at this direction.
The systematic study of the process of teaching is called Pedagogy. In this, the style of teaching or policies are studied. When the teacher is teaching, he takes care that the learner should understand more and more.
Education is a vibrant dynamic process. In this, there is interaction between the teacher and the learner and the entire interaction is oriented towards a goal. Teachers and learners are benefited and influenced by each other’s personality on the basis of pedagogy and this influence is clearly oriented towards a particular direction. The entire learning cycle is dynamic with changing times. In which direction is it moving? Who’s affected?
Pedagogy aims at this direction.
Education philosophy education psychology
Every teacher has a sincere desire that his teaching be effective. For this, the teacher has to learn many things and put them into practice, such as – where to start the text, how to do it, how to keep the students interested in it, how to make the acquired knowledge useful for the children, etc. Scholars have presented several principles for teachers by considering these essential things, the main of which are the following:
(1) Theory of learning by action
Children are naturally functional. It is contrary to their nature to sit idle. They get great pleasure in using their hands, feet and other senses. The child learns through the act of doing it himself. The knowledge or experience gained in this way remains a permanent part of his personality. Therefore, the teacher’s teaching should be in such a way that the child gets more and more opportunities to ‘learn by doing’.
(2) Theory of affiliation with life
It is a natural interest of children to get knowledge of things related to their life. Therefore, the facts related to life should be included in the text, ie the facts taken from the real circumstances of real life. If the teacher wants to teach only imaginary or unrelated facts related to life, then the interest of the students will be lost.
(3) Theory of purpose for
Unless the children are not fully aware of the purpose or purpose of the lesson, they cannot give full attention to it. Even knowing the purpose of the lesson does not work. If the purpose of the lesson is to inspire the interest of the children, then their full attention is focused on learning that lesson.
(4) Principle of election
Man’s lifetime is very short and the span of knowledge is infinite. Therefore, in the course material, the most useful items should be selected from the vast knowledge of the world.
(5) Principle of Partition
The entire text cannot be presented simultaneously to the child. It should be divided into appropriate segments, inventions or units. The discoveries are such that there are stairs. As the hair passes over them, it progresses.
(6) Theory of repetition
A child can accumulate any text or knowledge in a concrete way in his mind only when it is repeated repeatedly.
(1) move from known to unknown
If new knowledge is imparted with regard to the child’s prior knowledge, the child gets interest and inspiration in learning it. Man generally learns in this sequence. Therefore, the teacher should present his text in this order.
(2) move from simple to difficult
The text should be presented in such a way that knowledge of its simple parts is made first and gradually difficult parts are presented.
(3) Move from macro to micro
While teaching subtle and abstract ideas, they should start with the surrounding gross objects and gross ideas. The education of the child should always be from physical objects and facts; Not words, definitions and rules.
(4) Move from special to general
First put the special things of a theory, then generalize them. This sequence should be adopted while teaching mathematics, science, grammar, verses and rhetoric. This is also used in the arrival system.
(6) Move from experience to logic
Through the senses, the child knows how such a thing is, but he does not know why it is like this. He also knows these reasons through repeated inspection and testing. That is, he moves from experience to logic. On the basis of the perceived facts of the child, one should try to develop their reasoning slowly through inspection and examination.
(7) Move from the absolute to the numerator.
The object or fact that is understandable to the child should be kept in front of him. After that its various parts