A Critical Evaluation of the Revised B.Ed. (English) Curriculum of Telangana State
Kuncham Venkanna
Research Scholar, EFL-University, Hyderabad
Keywords: Critical evaluation, B.Ed. (English), Curriculum, perceptions, teacher-trainees & teacher- educators
Abstract
One of the most prolific areas of research in teacher education is investigating the pre-service teacher education curriculum, finding its impact, and relevance on the school education curriculum. And this article attempts to apprise and evaluate the curriculum and its various components such as objectives, course book and materials, methodology, need for training and assessment procedures. The article, therefore, lists out implications of NCF (2005) and NCFTE (2010), current pedagogical processes and alternative models of Teacher Education in India. Further, types and models of curriculum evaluation, a review of related studies, and the criteria of the study are presented. It also tries to find out, if any, loopholes within the new B.Ed. (English) curriculum for its effective implementation. Later, based on the item-wise analysis, the interpretations of the study are analyzed and discussed. Finally, findings and implications are presented at the end.
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