Team Teaching

lkaf?kd v/;kiu

(Team Teaching)

oxkZe/;s dks.krkgh fo"k; f'kdforkuk vk'k; o fo|kF;kZapk fopkj dsyk tkrks ;kps dkj.k vk'k; ,d tjh vlyk rjh fo|kF;kZae/;s O;Drh fHkUurk tk.kors- R;keqGs fo|kF;kZauk ,[kknk fof'k"V vk'k; f'kdforakuk dks.kdks.kR;k i/nrhus rks vk'k; fo|kF;kZai;Zar iksgpfoyk rj R;kps ifj.kkedkjd v/;;u gksow 'kdsy ;kpk fopkj djkok fo|kF;kZar O;fDrfHkUurk vlrs] rlsp f'k{kdke/;s O;fDrfHkUurk fnlwu ;srs- fo|kF;kZayk R;kP;k vkoMhuqlkj] ik=rsuqlkj o xrhuqlkj f'kdrk ;kos ;klkBh fujfujkG;k v/;kiu i/nrhpk mi;ksx dsyk tkrks- R;kpizek.ks fo|kF;kZapk ;k O;fDrfHkUurslkscr oSf'k"V;klkscr f'k{kdkae/khy O;fDrfHkUurk o O;fDroSf'k"V;s ;kpkgh fopkj djko;kl gok dkj.k izR;sd f'k{kdke/;s dkgh fo'ks"k dkS'kY;s vlrkr rj dkghph m.khok vlrs rj dkgh dkS'kY; ifjiDork >kys vlrs rj dkghph nqcyZrk vlrs] dkghauk O;k[;ku pkaxys nsrk ;srs rj dq.kkyk fo|kF;kZaP;k O;fDrxr vMp.kh y{kkr ?ksowu ekxZn'kZu dj.ks vf/kd pkaxys tew 'kdrs- vkt ra=KkukP;k ;qxkr fo|kF;kZuk ra=Kku voxr >kys vkgs- rj dkgh f'k{kd gs f'kd.;kl r;kj ulrkr- dkghauk ra=Kkukpk mi;ksx djrk ;srs rj dkghuak rs vMp.khps okVrs-

      v/;kiu ifjek.kdkjd dj.;klkBh fnolssafnol ra=Kkukpk mi;ksx dsyk tkrks mnkgj.k n;ko;kps >kY;kl foKku ;k fo"k;kl dkgh fØ;k ra=KkukP;k }kjs tyn o eanxrhus nk[kfork ;srkr R;kosGh ,dkis{kk tkLr f'k{kd ,d= ;sowu ra=Kkukoj vk/kkfjr e`nwlkfgR; r;kj djsy rj ,d f'k{kd R;kpk okij d:u v/;kiu djhy] nksu f'k{kd ,d= ;sowu v/;kiu djrhy rj R;kpas v/;kiu uDdhp ifjek.kdkj

d gksbZy v'kkizdkjs tj v/;kiukps la;kstu dj.;kr vkys rj fo|kF;kZuk ;ksX; Kku feGsy] ;kpk fopkj iz.kkyhe/kwu lkaf?kd v/;kiukP;k dYiuspk mn; >kyk-

      loZizFke 1955 e/;s gkjoMZ fo|kihB ;sFks lkaf?kd v/;kiukpk fopkj ekaMyk xsyk- 1960 i;Zar fczVue/;s ;k ra=kpk okij lq: >kyk- ;sFkwup iq<s 'kkGk egkfo|ky;s ;k ra=kpk mi;ksx eksB;k izek.kkr d: ykxys ;kps Js; ts- beseu            ¼J. Ereeman½ f'kdkxks fo|kfiBkps QWlhj psl ¼fasic chase½ ;kauk tkrks-

lkaf?kd v/;kiukP;k O;k[;k %&

      lkaf?kd v/;kiu ra=kpk vFkZ y{kkr ?ks.;klkBh dkgh lkaf?kd v/;kiukP;k O;k[;k ikg.ks mi;qDr Bjssy- lkaf?kd v/;kiukP;k O;k[;srwu lkaaf?kd v/;kiukps Lo:i y{kkr ;sbZy-

      ^^fof'k"V fo"k;kP;k dks.kR;kgh izdkjP;k v/;kiuklkBh nksu fdaok vf/kd f'k{kdkauh ikBkps fu;kstu v/;kiu o ewY;ekiu ;k ckcr gsrwrk o lkrR;kus dsysyh tckcnkjhph Hkkxhnkjh Eg.kts lkaf?kd v/;kiu gks;-**

      ,ulk;DyksfiMh;k vkWQ ,T;wds'ku [kaM-

Team teaching is an arrangement where by two or more teacher with assistant's plan, instruct and evaluate co-operatively two or more class groups in order to take advantage or their respective special compenticies as teacher's.

J.L. Prumy

^lkaf?kd v/;kiu Eg.kts ,d v'kh vuqns'kkRed ifjfLFkrh gks; dh] T;kr ijLijiwjd v/;kiu dkS'kY; vlysys nksu fdaok vf/kd f'k{kd yofpd ;kstuk vkf.k lkewfgd ra=kpk okij d:u fo|+kF;kZaP;k ,dkp xVklkBh vuqns'kkps fu;kstu o dk;Zokgh djrkr-*

      ojhy O;k[;kapk fopkj dsyk vlrk] f'k{kd v/;kiu djko;kP;k vk'k;kckcr ra=kph] ekxZn'kZdkph fuoM djhr vlrks dh fuoM fo|kF;kZaP;k xjtk] 'kkGsrhy miyC/k vlsysys lk/ku&lqfo/kk ;koj voyacwu vlrs- ;k ra=k}kjs f'k{kdkP;k vaxh vlysY;k ;ksX; v'kk {kerkapk okij d:u fo|kF;kZauk vf/kdkf/kd le`/n v/;;u vuqHko nsrk ;srs-

lkaf?kd v/;kiukph oSf'k"V;s %&

( Characteristics of Team Teaching )

      lkaf?kd v/;kiukph dkgh oSf'k"V;s vkgsr Eg.kwu rs ra= v/;kiuklkBh R;kpk okij dsyk tkrks-

1-    nksu fdaok nksukis{kk vf/kd rK f'k{kd v/;kiu izfØ;sr lgHkkxh vlrkr-

2-    ^lgdk;Z* gs rRo egRokps ekuys tkrs-

3-    fu;kstukiklwu rs ewY;ekiu izfØ;si;Zar loZ f'k{kd lgdk;Z;qDr lgHkkxh vlrkr-

4-    v/;kiu vk'k;] 'kkGsph xjt] miyC/k rK] miyC/k osG gs loZ ?kVd y{kkr ?ksÅu ;k ra=kph dk;Zokgh dsyh tkrs-

5-    ;k ra=keqGs v/;kiukph ifjek.kdkjdrk ok<ork ;srs-

6-    ;k ra=kr yofpdrk vlrs-

7-    ;k ra=kr nksu f'k{kd lgHkkxh vlrkr R;kizek.ks brjgh lkekftd rK lgHkkxh gksÅ 'kdrs mnk- MkWDVj] odhy] lektdk;ZdrkZ] c¡d deZpkjh b-

8-    lgHkkxh f'k{kdkaP;k {kerk o vfHk:phpk okij ;k ra=kr djrk ;srs-

9-    f'k{kdkauk vkiY;k {kerk o vk'k; Kkukph o`/nh dj.;kl oko feGrks-

10-   ;k ra=kph ifj.kkedkjdrk lgHkkxh f'k{kdkoj voyacwu vlrs-

lkaf?kd v/;kiukph mn~nh"V;s %&

( Objective of Team Teaching )

      lkaf?kd v/;kiukph mn~nh"V;s [kkyhyizek.ks lkaxrk ;srhy- gh mn~nh"V;s y{kkr ?ksowu f'k{kdkauh v/;kiu djkos-

§  ra= f'k{kdkaP;k {kerk] vfHk:ph] vk'k; le`/nhpk fo|kF;kZauk mi;ksx d:u ns.ks-

§  oxZ v/;;u v/;kiu izHkkoh dj.;klkBh-

§  la?k Hkkousps egRo iVowu ns.ks-

§  miyC/k lkfgR; o ekuo lalk/kukpk mi;ksx dj.;klkBh-

lkaf?kd v/;kiukph rRRos %& ( Principles of Team Teaching)

1-    lkaf?kd v/;kiukph dkgh rRRos lkafxryh vkgs rh iq<hy izek.ks vkgsr- ;k rRokapk okij vxnh rarksrar dj.;kph vko';drk ukgh R;kr yofpdrk vlrs- 'kkGsps Lo:i] vk'k;kph ekx.kh fo|kF;kaZapk Lrj ;k lokZapk fopkj d:u ;k ra=kpk okij djrk ;sÅ 'kdrks-

v osGsps fu;kstu %

vk'k;] fo|kFkhZ o miyC/k lk/ku lkeqxzh y{kkr ?ksowu osGsps fu;kstu dj.ks- vuko';d fBdk.kh ;k ra=kpk mi;ksx d: u;s-

v vuqns'kukpk Lrj %

v/;kiukiwohZ fo|kF;kZapk Lrj Eg.ktsp Kkuxzg.kkph ikrGh orZuk}kjs riklwu R;k ikrGhuqlkj vuqns'kkpk Lrj Bjfo.ks-

v v/;kiukph mn~nh"V;s %

;k ra=kpk okij djrkuk dks.krh mn~nh"V;s Bjfoys vkgs gs y{kkr ?ks.ks vko';d vkgs-

v oxZ jpuk  %

lkaf?kd v/;kiu djrkuk vk'k; o fo|kFkhZ la[;k y{kkr ?ks.ks vko';d vkgs R;kpizek.ks lkaf?kd v/;kiuklkBh fdrh f'k{kd lgHkkxh gks.kkj vkgs ;kpk fopkj d:u mn~nh"V;fugk; oxZ jpuk dj.ks vko';d vkgs- ikjaikfjd oxZ jpuk lq/nk cnykoh ykxsy-

v f'k{kdkaP;k tckcnkjhps okVi %

fo|kF;kZauk T;k vk'k;kps v/;kiu djk;ps vkgs o th mn~nh"V;s Bjfoys vkgs rh mn~nh"V;s lk/; dj.;klkBh ftrds f'k{kd g;k ra=kr lkfey >kys vkgs R;kauk R;kaP;k dk;kZP;k tckcnkjhps okVi gks.ks vko';d vkgs-

v v/;kiu iks"kd okrkoj.k fufeZrh %

lkaf?kd v/;kiukps ;'k g;k ra=kr lgHkkxh gks.kkÚ;k ?kVkdkaoj voyacwu vkgs] R;keqGs R;k loZ ?kVdkauk egRo ns.ks vko';d vkgs- mnk- oxZ jpuk] rkaf=d miyC/krk bR;knh-

lkaf?kd v/;kiukps izdkj

1-    ,d v/;kid ,d lgk¸;d %& ( One Teach One Assist )

            tsOgk ,dkis{kk tkLr Eg.kts nksu O;Drh v/;kiu dk;kZr lgHkkxh vlrkr rsOgk ,d f'k{kd vk'k; fo|kF;kZauk f'kdfor vlrkr rj R;kpk nqljk lgdkjh fo|kF;kZaps fujh{k.k d:u R;kauk vk'k; f'kd.;kl enr djrkr o v/;kiu dj.kkÚ;k lgdkjh f'k{kdkl enr djr vlrks- ;kpk mi;ksx yodj fu;kstu d:u fo|kF;kZaP;k cq/nheRrsuqlkj vilkjh xjtkauk lgk¸; djrk ;srs-

2-   vkyVwuikyVwu v/;kiu %& ¼Alternative Teaching½

            oxkZrhy loZ fo|kFkhZ lkj[;kp {kersps o cq/nheRrsps ulrkr R;keqGs lokZuk ,dkp i/nrhus v/;;u vuqHko ns.ks 'kD; ulrs R;kosGsl vkyVwuikyVwu v/;kiu (Alternative Teaching) dj.ks lks;hps tkrs- ;k i/nrhr nksu xV fo|kF;kZaP;k oSf'k"V;kuqlkj foHkkftr dsY;k tkrkr ,dk xVkl R;kP;k oSf'k"V;kuqlkj f'k{kd v/;;u vuqHko nsrks] rj R;krhyp nqljk tj ^iwoZ v/;kiu] iqujZv/;kiu] vk'k; le`/nh] fof'k"V izdYikoj fopkj djhr vlrks gs loZ vkyVwuikyVwu dsys tkrs-*

3-   lekarj v/;kiu %& ¼Parallel Teaching½

            oxZ jpuk djrkuk nsku lekarj xVke/;s foHkkxys tkrs nksugh f'k{kd ,dkp vk'k;koj fu;kstu djrkr o lakf?kd i/nrhus fo|kF;kZauk leku vk'k; ,dftulh ulysY;k fo|kF;kZauk f'kdfor vlrkr- R;keqGs fo|kF;kZaP;k xVkyk y{kkr ?ksowu v/;;u vuqHko fnys vlrs g;k i/nrhe/;s fo|kF;kZaP;k O;fDrxr vkarjfØ;koj Hkj vlrks g;kr f'k{kd fo|kF;kZaoj fu;a=.k djhr vlrks o O;fDrxr izxrhyk oko nsrks-

            ;k f'kok;gh cÚ;kp lkaf?kd v/;kiukP;k i/nrh lkaxrk ;srhy-

1-    'kk[kh;%& ¼A Team of Teachers from a Single Subject and Institution½

;k lakf?kd v/;kiukP;k izdkjkr ,dkp 'kkGsrhy] ,dkp laLFksrhy o ,dkp fo"k;krhy f'k{kd ,d= ;sÅu v/;kiu djhr vlrkr ,dk 'kkGsr R;k fo"k;kps ,d fdaok ,dkis{kk tkLr f'k{kd vlrhy rj 'kk[kh; izdkjkpk okij d:u v/;kiu djrk ;sbZy-

2-   vkarj'kk[kh;%& ¼A Team of Teachers from various Subject of Single Institution½

            vkarj'kk[kh; izdkjkuqlkj lkaf?kd v/;kiukps fu;kstu djrkuk ,dkp laLFksrhy osxosxG;k fo"k;krhy f'k{kd ,d= ;sÅu v/;kiu djrkr- mnk- foKku fo"k; f'kdforkauk fp=dyk f'k{kd o foKku f'k{kd ;sowu ,[kkn;k vkd`rhlkBh v/;kiu djrk ;srs- ra=KkukP;k ;qxkr rkaf=d lgdk;kZP;k enrhus One teach One Assist ;k i/nrhpk okij djrk ;srks-

3-   vkarjlaLFkkRed %& ¼A Team of Teachers from a Single Subject of various Institution½

            fofo/k laLFkkrhy rTK T;kosGh ,d= ;sÅu v/;kiu djrkr] R;kosGh rks lkaf?kd v/;kiukpk vkarjlaLFkkRed izdkj Bjrks- ;k izdkjps lkaf?kd v/;kiu izR;sd LrjklkBh o izR;sd ?kVdklkBh okijrk ;s.;klkj[ks vkgs-

            fo"k; vk'k;] miyC/k rTK] osG ;kapk fopkj d:u ojhyiSdh mn~nh"V;s lk/; dj.;klkBh dks.kR;kgh izdkjP;k lkaf?kd v/;kiu i/nrhpk mi;ksx djrk ;sbZy-

lkaf?kd v/;kiukph dk;Zokgh %&(Execution of Team Teaching)

      lkaf?kd v/;kiukph dk;Zokgh djrkuk [kkyhy ik;Ú;kapk mi;ksx dj.;kr ;srks-

1-    lkaf?kd v/;kiukps fu;kstu ¼Planning of Team Teaching½

mijksDr ik;jhr lkaf?kd v/;kiuklkBh ykx.kkjs loZ fu;kstu dj.;kr ;srs rs iq<hyizek.ks %

1-    v/;kiukph mn~nh"V;s Bjfo.ks-

2-    v/;kiukuq:i mn~nh"V;kaph ekaM.kh dj.ks-

3-    v/;kiuklkBh fo"k; vk'k;kph fuoM dj.ks-

4-    v/;kiukph :ijs"kk Bjfo.ks-

5-    lgHkkxh f'k{kdkauk fo"k; vk'k;kuqlkj] {kersuqlkj dk;kZps okVi dj.ks-

6-    vk'k; ewY;ekiu lk/ku Bjfo.ks-

7-    v/;;u v/;kiukl iks"kd okrkoj.k fuekZ.k dj.ks-

2-   la?kVu %& ¼Organization½

            lkaf?kd v/;kiukps la?kVu djhr vlrkuk lkaf?kd v/;kiukph mn~nh"V;s fopkjkr ?ksryh tkrkr- R;kuqlkj fo|kZF;kZaP;k xjtk o vMp.kh fopkjkr ?ksrY;k tkrkr o lkaf?kd v/;kiukph dk;Zokgh dsyh tkrs- dk;Zokgh djrkuk [kkyhy ik;Ú;k y{kkr ?ksrY;k tkrkr-

1-    vk'k;kuqlkj okrkoj.kkph fufeZrh dsyh tkrs-

2-    vk'k; o fo|kF;kZaps oSf'k"V;s y{kkr ?ksowu laizs"k.k ra=kph fuoM dsyh tkrs-

3-    lkaf?kd v/;kiukP;k izdkjkuqlkj f'k{kd dk;Zokgh dj.ks-

4-    fo|kF;kZauk fnysY;k dk;Zokghps fujh{k.k o izR;{k ekxZn'kZu dj.ks-

5-    fo|kF;kZauk izksRlkgu nsowu dk;Z d:u ?ks.ks-

3-   ewY;ekiu %& ¼Evaluation½

            lkaf?kd v/;kiukrhy gh ,d egRokph ik;jh vkgs- mn~nh"V;s y{kkr ?ksowu ewY;ekiu dj.ks egRokps vkgs- Bjkfod mn~nh"V;s fdrir lk/; >kyh ;kpk iMrkGk dj.;klkBh iq<hy ik;Ú;kapk mi;ksx dsyk tkrks-

1-    mn~nh"V;kP;k iqrZrslkBh fu.kZ; ?ksryk tkrks-

2-    mn~nh"V; lk/; u >kY;kl fu;kstu] la?kVu] ewY;ekiu lk/kukr cny lqpfoYkk tkrs-

3-    ewY;ekiuklkBh xq.kkRed o la[;kRed lk/kuk}kjs izR;sd mn~nh"V;kaph rikl.kh dsyh tkrs-

lkaf?kd v/;kiukps Qk;ns %& ¼Advantages of Team Teaching½

1-    fofo/k rTK f'k{kdkaps@O;fDrps ekxZn'kZu miyC/k d:u ns.ks-

2-    fo|kF;kZP;k oSf'k"V;kuqlkj v/;;u dj.;kph la/kh ns.ks

3-    v/;kiukph xq.koRrk ok<fork ;s.kkjh i/nrh vkgs-

4-    vk'k; lkaf?kd i/nrhus ekaMY;keqGs fo|kFkhZ o f'k{kdkapk osG okprks-

5-    f'k{kdkaph O;olkf;d o`/nh dj.kkjh i/nrh vkgs-

6-    ekuoh laca/kkph tkssikluk dj.kkjh ,d pkaxyh i/nrh vkgs-

7-    fo|kFkhZ&fo|kFkhZ] fo|kFkhZ&f'k{kdke/;s vkarjfØ;k dj.kkjh i/nrh vkgs-

8-    ;k i/nrheqGs f'k{kd] fo|kFkhZ ;kaP;krhy cyLFkkus o m.khok 'kks/k.;kl enr gksrs-

9-    'kkGsr 'kS{kf.kd okrkoj.kkph fufeZrh djrk ;srs-

10-   miyC/k lk/ku lkeqxzhpk iqjsiwj okij dj.kkjh ,d egRoiw.kZ i/nr vkgs- -

lkaf?kd v/;kiukP;k e;kZnk %& ¼Limitation of Team Teaching½

1-    lkaf?kd v/;kiukr ekufo; lalk/kukpk viO;; gksrks-

2-    lkaf?kd v/;kiu i/nrh gh [kfpZd vkgs-

3-    lkaf?kd v/;kiukl o R;kP;k fu;kstukl tkLr osG ykxrks-

4-    lkaf?kd v/;kiukl lgdk;kZP;k fLod`rhpk vHkko vlrks-

5-    lkaf?kd v/;kiukeqGs fnysY;k tckcnkÚ;k f'k{kdkauk iw.kZ djrk ;sr ukgh-

6-    ,dp vk'k; ekaM.;kckcr f'k{kdkar erfHkUurk vl.;kph 'kD;rk vlrs-

7-    brj v/;kiu i/nrh o g;k v/;kiu i/nrheqGs vilkr la?k"kZ fuekZ.k gks.;kph 'kD;rk vlrs-

: ICT ENABLED TEACHER AND TEACHING

Teacher Education in India

            Teacher education in India has followed a tradition of face-to-face interaction supplemented with lot of practical input by way of practicum. Minor changes – inclusions in and deletions from the curriculum have however been made from time to time. In the past couple of years, even the component of ICT by way of Computer Aided Learning and computer literacy has made its foray in the present B.Ed. curriculum of almost all Indian universities.

            E-Learning in teacher education has two facets to itself. One is of teaching the teachers about technology and training them in its use and the other is of training them through this technology.

The Shifting Role of Teacher Educators

            There is a need for the teacher educators to shift their role to improve the quality of the process of teacher education for preparing dynamic teachers through a frontline teacher education system. From seeing teacher educators as bearers of knowledge to be communicated to seeing themselves as stimulators of knowledge to be constructed and developed by pupils through the learning experience; from believers that pupils, though different, should be homogeneous to believers that pupils will remain different; from executors of teaching procedures recommended by others to designers and or adapters of such procedures, and from being isolated individuals in their classrooms to being co-workers collaborating in the improvement of teaching and learning. Teacher educators’ role will be shifted from teacher to knowledge workers, consultants and counselor. The time may come when students may come to teachers very rarely, which may create a downfall of face-to-face interaction had also been minimized in the in-service teacher education programmes offered by IGNOU. Teacher educators should internalize their changing role and to make themselves ready for this change. Even in accepting the changing role of the teacher educators, there is a need to be cautious to adopt according to the changing world, hence teacher educator have to empower themselves to do justice with the future students and to try hard to increase the quality of their teaching learning.

A classroom of the future
            A learner’s potential is flexible. It’s about a person’s knowledge, skills, attitudes, self image and abilities, as well as the opportunities they are given to practice, explore, develop and demonstrate these.
- We all have the ability to shine in some way, given the right opportunities, experiences and support.

- All parties involved in the life of young people need to be involved in and understand the learning process, to break through the glass ceiling of achievement, to significantly raise standards.

- Inspired people learn. If students see the point, understand what they are doing, get to make decisions about their learning and experience success, they will love their learning and become self-motivated.

- Our community has many limiting beliefs about what we can achieve. We need people to recognize these for what they are and take action to replace them with empowering beliefs.

- The teacher uses technology, such as a classroom management system, to take attendance automatically. Using tablet PCs in place of printed textbooks to conduct lessons and quizzes, he conducts a lively session. A task is assigned to the students to work on a worldwide research project on blood disorders.

- The students reach home. The Home Intelligence System living room is voice activated and AV devices are controlled by speech. The students proceed to work on their assignments at home, collaborating with their classmates through seamless video conferencing.