Indian Institute of Teacher Education (IITE), established in 2010 is a brainchild of the then CM of Gujarat Shri Narendra Modi. He wanted to establish an institute which would produce world class teachers and export
Shri Narendra Modi is one of the few such visionaries who thought that 21st century education would not just consist of a degree but an all inclusive setup, and hence the idea of innovative, residential, integrated degrees was brought in to existence. To lend a material shape to the best educational philosophies from across the world, a team of experts led by legendary Indian academician and philosopher Shri Kireetbhai Joshi and other scholars of national and international stature came together to design the curriculum of IITE.
Understanding children’s thought-processing and comprehension process and learning how to listen to children attentively and empathetically તમામ all of these things are pre-requisites for the formation of a student-friendly teacher. This task helps the teacher to understand that study is not a linear process but has many divisions and is inherently a process. And becomes possible in a variety of circumstances (including everyday events). This understanding and perspective cannot be cultivated by the mere study of comprehensive theories concerning the study.
ફાઇલ સેવ માટે લિંક નીચે આપી છે .
જૂના પ્રશ્નપેપર ડાઉનલોડ PDF
Every child needs to be made aware that a healthy and disease free life is very important. There is an urgent need to create awareness about the development of useful habits for health and healthy living. It has been suggested that a holistic, systematic and scientific approach to health-related education and health awareness should be included in the curriculum of teacher-training. This content should cover the following: nutrition, personal and environmental health, family and school health, disease prevention, and control (including HIV / AIDS), mental health, accident prevention, health awareness, use of healthcare, physical Fitness and sports.
Theoretical course work: 2 to 3 principles of the curriculum are based on the basic concepts and research of psychology, philosophy and sociology to keep the student teacher engaged in theoretical concepts and fame work. This course focuses on the principles of child development and adolescent development, the process and context of socialization, social and emotional development, self-identification, cognitive and learning process, language learning and -, childhood structure and school-health and physical health . And each theoretical course should have internally incorporated field-work based units that cover projects and assignments such as interaction and observations with children and adolescents; Their concepts and knowledge about natural and social phenomena; Testing of school health related events and related social structure
The aim is to give children from different ages and from different environments real experience and enable them to bridge the gap between theory and field work. The student should provide the teacher with opportunities to spend time and interact with the children he or she has just started to learn, and to organize creative activities for them so that they can connect and develop relationships. While working with development related theories and constructive work they can put their own experiences with the children for discussion in the classroom which will be a motivator for the exchange of ideas, test the aptitude of the theory and they will be expressing new ideas.
Special experimental work courses can also be designed using individual and group field based assignments to be presented in workshops and seminars.
Children and adolescents of different ages can observe and interact with them from different social, economic, linguistic and regional perspectives in and out of school.
Observe the thought process and study process of children of all ages, including adolescents. O Can check their thoughts, questions, observation sequence of natural and social phenomena
So that the process of development can be valued as a continuous process.
Contemporary Studies
Basic reasoning
Instead of over-emphasizing the individual psychological characteristics of the student, it is now necessary to focus on his social, cultural, economic and political circumstances. There is a need to study aspects of contemporary Indian society through concepts from various disciplines such as sociology, history, political science and economics. The course under this heading offers an opportunity to study potentially issues and problems related to India's multiple features જેવા such as India's diversity, identity issues, gender, unity, poverty and diversity. This course helps the teacher to make education contextual and develop a deep understanding of its relationship and purpose with society and human beings. The classroom as a small form of society
Understanding is important as it lays the foundation for opportunities for interaction, discussion and review of different perspectives on a given issue.
Awareness of human rights and children's rights gives the teacher a particularly active perspective and a sense that he is a defender of these rights. Institutional environment that extends to society, nation and globally, starting from provision (e.g. reserve, right to education). Teachers should be aware of the rights of children, the role of the National Committee for the Protection of Child Rights and the implications for gender equality and its social transformation. The critical understanding of environmental education is also associated with the understanding of rights as it supports the role of education in sustaining a democratic social system.
One or two courses that acquaint the student with the concepts of social sciences and important issues about the society of contemporary India. A teacher's analysis of issues (concepts) taken from the disciplines of social sciences such as human civilization and democracy, nation-state, constitutional values and provisions, culture and class-division in culture etc.
