Curriculum, Pedagogy and Evaluation

Curriculum, Pedagogy, and, Evaluation S.K. Mangal Uma Mangal

PREFACE

The primary or elementary stage of school education occupies a quite important place in the development and welfare of the children. Its significance is enhanced when it is planned and carried over to the vast population of the growing children of the largest democratic country in the world for whom it stands as the first and last stage of their education. It is why the task of providing primary or elementary education in our country should be viewed: as the most challenging task for a primary school teacher. The teachers, therefore, need to be provided with essential knowledge and skills at the stage

of their pre-service teacher education for meeting this challenge in a proper

way. The first essential in this regard is to get them acquainted with the concept,

significance and process of developing the curriculum at the primary stage by eying over national concerns and children’s needs in a proper way. The next thing is concerned with the task of proper transaction of a well-developed curriculum. For this purpose, a teacher should be provided essential knowledge and skills regarding the use of basics, approaches, and practices of pedagogy After that, he must be helped to gain proficiency in the task of proper evaluation and assessment of the student’s learning achievements and performances along with the proper recording of the evaluation results. Besides this, a teacher must also be helping in gaining proficiency with regard to performing action research for improving his own practices and contributing towards the welfare and progress of his students and institution. With the purpose of equipping the would-be teachers with such essentials, the Delhi Government has introduced the subject “Curriculum, Pedagogy and Evaluation” as a compulsory paper in its teacher preparation course for the elementary stage. The present text has been written for meeting the requirements of this course. A few mentionable attractions of the book are as below.

• It has been strictly written according to the needs of the contents and topics provided in the syllabus.

• The style as well as language adopted for the presentation is simple and easy to grasp by the average reader.

• A Prior knowledge about the contents of each chapter has been provided in the shape of a chapter outline well before the very beginning of the chapter.

•The study questions have been given at the end of each chapter for helping the students in the task of proper comprehension, revision, and self-evaluation.

• Up-to-date references and suggestions for further study in the matter related to each and every chapter have been given at the end of the text to serve the desired needs of students as well as teacher educators.

Hoped that the text in its present form would be able to serve the interests of those for whom it is being written. We express our gratitude to all those who, in one way or the other, have helped us in this venture, Our special thanks are due to those writers and publishers whose work has been utilized by us in the presentation of this text. The references given side by side and at the end of the text would certainly help those students and teacher educators who intend to go deep into the subject.

Any suggestions for bringing improvement to the text will be highly appreciated and thankfully acknowledged.

With good wishes to its readers.

Independence Day August 15, 2015

S.K. Mangal Uma Mangal