Critical analysis of secondary teacher Education curriculum in jharkhand

Abstract

the needs of the students at different age levels. It gives the students an increasing awareness of newlinethe environment around them so that they may tit in more efficiently in the mileu Of community newlinelife. It thus secures more integrated group relations. Munrae says that quotcurriculum embodies all newlinethe experiences which are utilized by a school to attain the aims of education? The curriculum newlinefrom this point of view, may include the syllabus which is the detailed statement of subject newlinematerial, the programme which determines the way in which material taught is to be interand#915;Çö newlinerelated and ordered and to some extent the methodology which determines the Way in which newlinematerial is accurately presented in the classroom. The Secondary Education Commission has newlinealso pointed out clearly the nature and conception of the desired curriculum: quotIt must be clearly newlineunderstood that, according to the best educational thought, curriculum does not mean Only the newlineacademic subjects traditionally taught in the school but it includes the totality of experiences newlinethat a child receives at school. In this sense, the whole life of the school becomes the newlinecurriculum which can touch the life of the Students at all points and help in the development of newlinea balanced personality. newlineCurriculum is, therefore, something which is related to the life and the needs Of the newlinepupils of different age levels. It includes both what they should learn and how they should leam newlineit. It includes all the experiences that child undergoes the guidance of school authorities. It is newlinethe result of the interaction between and among many people; many influences affect its quality newlineand many material conditions affect its functioning. newline newline