In the backward country, there have been various efforts at the national level to improve the quality of pre-service elementary teacher training. Efforts have been made in this direction since the then unconstitutional National Teacher Training Council in 1978 passed the textbook of teacher training. Twenty-one years after the last changes were made to the curriculum today, it needs to be re-examined in terms of context, approach and functionality.
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The theoretical knowledge gained on this subject as well as other subjects is improving and enriching so fast that the subjects of the syllabus are now rapidly getting old and in some respects these subjects have become obsolete and have no use in practice, expanding the horizons of knowledge day by day.
The curriculum needs to be constantly restructured to keep pace with the times. In today's age of information technology, some concrete experiments and fundamental initiatives have taken place in the field of education and in order for them to be widely known, it is necessary to disseminate information about their results to the people. Since these experiments are very useful for improving existing methods, their inclusion in the curriculum will help teachers make their professional duties meaningful.
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Even at the school level, the curriculum needs to be constantly and periodically improved. Given the interrelationships between school and teacher-training institutions, teacher training needs to be tailored to the needs of the school. In addition, the effects of changes in the curriculum have to be accepted from a theoretical as well as a practical perspective.
MADHYMIK AND UCHCHTAR MADHYAMIK SHALAO NA. SAMAY BABAT LATEST GR
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