Nature, Problem and Importance of Research At M.ED Level Programme Mishra Rinku1,*, Chaudhary Preeti2 1Research Scholar, Department of Education, Faculty of Education and Psychology, Centre of Advanced Study in Education (CASE), Maharaja Sayajirao University of Baroda, Vadodara, Gujarat-390002, India 2Assistant Professor, Department of Education, Faculty of Education and Psychology, Centre of Advanced Study in Education (CASE), Maharaja Sayajirao University of Baroda, Vadodara, Gujarat-390002, India *Corresponding author: Rinku Mishra, Research Scholar, Department of Education, Faculty of Education and Psychology, Centre of Advanced Study in Education (CASE), Maharaja Sayajirao University of Baroda, Vadodara, Gujarat-390002, India. E-mail: rinku_mishra_com@yahoo.com
Online published on 1 May, 2018. Abstract Teacher education is the key to produce quality teachers. Teacher quality in turn depends on the quality of teacher educators. How teacher educator quality can be ensured when M. Ed, the entry qualification of teacher educators remains on the periphery of educational reform. It is a known fact that teacher education reform lags a decade behind school education reform. The study indicates stale syllabi in the universities as well as accrediting agencies provide guidelines in the form of framework document. Take, for example, the focus of the RTE Act on inclusive education to meet the diversity educational needs as multicultural, multilingual, level of physical and intellectual function of students, especially children and young people with disabilities, and remote small habitations in the context of increasing urbanization is not reflected in the school practice. It is not reflected as an integral part of the theory and practice courses neither in the B. Ed nor in M. Ed courses. Similarly, digital communication technology has not yet been integrated in the curriculum and its transaction in teacher education. Constructivist approach and critical pedagogy are still knocking at the door of teacher education for entry. The analysis of M. Ed Curricula is an eye opener. It brings into focus the urgent need to carry out further study on the content of different courses both core and elective courses as well as practicum with clear goal of investigating the extent to which it reflects the demands of the quality on effective schools for all with the recognition of the right of every child to learn. Inclusive education is the key to realize this goal. Teacher Education for inclusive education needs to be constructed through rejuvenation of the M. Ed curriculum that prepares teachers of teachers. This the way ahead for teacher education, especially for reconstruction of M. Ed to develop professionalism in teachers. Top Keywords Teacher education, RTE Act, M. Ed courses. Top |