Dialogue with Teacher Educators : Teaching Contents, Modes and its Nature

Contents: Preface. I. The Issues: Researched. 1. An Object Lesson on Colonial India: The Language Policy. 2. Caste and Education. 3. Educational Backwardness and the Indian Muslims: A Critique of Causal Relationship. 4. Educating the Girl Child: A Lesson for Teacher Education. 5. Quality Assurance in Educational Research: A Quest for Possibility. 6. Tech-Savvy Teachers: Enter 21st Century. 7. Education as an Institutionalized Network. II. Technology in Indian Classrooms. 8. Technology in India Classroom-Introduction. 9. Countrywide Classrooms-A Teaching Alternative: Stepping into Knowledge Society. 10. The International Scenario: The ETV- The World Experience. 11. The Indian Initiative. 12. The Media Centres-EMRCs and the AVRCs: Activating Support Systems. 13. Packaging Knowledge-Quality in Quantity: Developing Insights. 14. The ETV in Higher Education: Reviews Within and Without. 15. Looking Ahead: From a Vision to a Mission. III. The Nature of Teaching. 16. The Nature of Teaching-Introduction. 17. Towards a Philosophy of Teaching. 18. Conditions for Teaching. 19. Conditions of Teaching: Goal-Setting. 20. Teaching: An Analysis. Bibliography. Index.

“The present book is different from all others on the subject in as much as it deals with the description of the content of teaching, presents a brief history of the developments in teaching modes and lastly describes the activity called \'Teaching\' itself. None of the part is on the all too familiar lines. For instance, when the book deals with the content of teaching in Part 1; it tries to correct and update the content of the present day teaching of a problem For instance, it questions the common assumption that if Macaulay had not come or written his Minutes the teaching of English language would not have become either compulsory or popular. The book argues that it is not so. The underlying principles a popular language follows are: (a) \'the language of the ruler is the language of the ruled too\' and (b) "that language is more acceptable to people, which gives them their bread and butter". It is a realty which needs no Macaulay to get identified with. Part 2 of the book deals with the developments in educational technology and a reality which poses a challenge to teacher education; and Part 3 deals with the Nature of Teaching-a terse subject.
The book may be useful for the teacher educators and policy makers.” (jacket)