New paradigm for teacher education and various models & Practices in teacher professional Kumar Rajesh Assistant Prof. in Teaching of English, Bharat college of Education Babain, Kurukshetra, Haryana, India-136156 Online published on 20 June, 2013. Abstract Education changes, in particular those changes associated with the rhetoric of the global information society, require staff development activities. In order for changes to be affected in the classroom, additional technical and pedagogical support is necessary. Professional Development programmes should include all ‘staff‘ that are to contribute to the implementation of the intended changes – school principals, teachers, and technical and administrative support personnel. In this section the focus will be on teachers. Apart from the students themselves, teachers and school leadership are the main agents of change at the school level. Information and communication technologies have brought new possibilities to the education sector, but at the same time, they have placed more demands on teachers. They now have to learn how to cope with computers in their classrooms, how to compete with students in accessing the enormous body of information – particularly via the internet and how to use the hardware and software to enhance the teaching/learning process. Bhatta (2008) would contend that unless teachers are fully comfortable with new approaches to teaching inherent in ICT integration, providing students with computers and educational content alone will have limited impact on the teaching and learning process. It is also essential that teachers understand that ICT-based education only changes their role, rather than minimizing or eliminating their role altogether. Top Keywords ICT, Models, Paradigm, Professional, Web-based program. Top |