Developing a Teacher Training Model Based on Holistic Approach for Teaching English

Abstract

The philosophy of Holistic Education is founded on the postulate that all the domains of personality are integrated and need to be fostered and nurtured together. It is an alternative form of education which aims at bringing about wholesome development of personality and giving balanced or due weightage to all its dimensions including cognitive, emotional, social, moral, psycho-motor and spiritual. The present study is an attempt to develop a Teacher Training Model based on Holistic Approach for Teaching English. newlineA Theoretical Paradigm for Holistic Education and a Teacher Training Model were developed Using Content Analysis and Data Analysis Flow Model of Miles and Huberman (1984). The Paradigm includes (a) Essential Principles of Holistic Education and (b) Dimensions and sub-dimensions of Holistic Development. The Teacher Training Model is aligned with the teaching models proposed by Bruce Joyce and Marsha Weil (1980) having seven elements: (1) Goals and Assumptions (2) Syntax (3) Social system (4) Support system (5) Principle of Reaction (6) Evaluation and Feedback and (7) Applications and Effect. The Paradigm and Holistic Teacher Training Model were validated by experts in Holistic Education and teacher education. Teaching-Learning Material was prepared keeping in view the evolved Holistic Teacher Training Model. The model was tried out on forty-two B.Ed. pupil teachers using Single group (Controlled phase-Experimental phase, pre-post tests) experimental design and was finalized thereafter. Thus, the present study followed a Mixed Methods Research Approach and employed a fully integrated mixed design . newlineThe data was collected through three kinds of tools: (i) Validation tools- for paradigm and model validation, (ii) Holistic Assessment tools- for assessing holistic development of pupil teachers, and (iii) Researcher s preparations tools- for preparing and executing the lessons. newlineQuantitative data was analysed using paired sample t-test and effect size and typological analysis was used for qualitative data analysis. Results of both Qualitative and Quantitative data analysis show positive effect of this model on the Holistic Development of pupil teachers. Thus, this model helped in the development of the cognitive, emotional, social, moral, psycho-motor, spiritual and professional dimensions of pupil teachers. newline newline