Mahatma Gandhi College Of Education (Coeducation),established in the year 2005, by Sri Laxmi Narayan Charitable Society For Education, Research and Development. Education Society is catering the educational needs of the society through teacher education. It is approved by NCTE and affiliated to University of Rajasthan. At present it has intake capacity of two units (100) seats in B.Ed. and 50 seats in D.El.Ed. (BSTC) Course.
The institution follows all the norms and decision of regulatory bodies NCTE, SCERT and Rajasthan University, Jaipur and Govt. of Rajasthan for the required physical infrastructure, recruitment of the faculty, admission procedure, fee structure and curriculum to enact.
The building of the institution is a modern and lively example of good architecture. The campus is spread over a land area ………sq.mts.with attachments of ……..sq.mts built-up constructed area in the overall campus. The institution has an excellent infrastructure including, spacious class rooms, stocked library, multipurpose hall, modern well equipped laboratories, conference room, auditorium, comfortable staff room, common room for girls, indoor- outdoor games facilities, canteen provision, safe drinking water, first aid facilities, uninterrupted power back up, internet, fax, photocopy, Wi-Fi etc.
The institution has its prime ambition to get acknowledge as a premier institution with a difference. The difference is being created by providing conductive environment to teaching learning research and innovation to teacher and pupil teachers for their maximum potential actualization with novel, ICT and value imbibed academic practices.
The Mahatma Gandhi College Of Education is providing all facilities to the pupil teachers. It gives emphasis on practical and multi-dimensional education. The teaching is imparted both in English as well as in Hindi. As a part of professional training, pupil teachers are associated with school itself so that they face practical situation and get more and more food for thought and action.
With the expansion of technology and science in all fields it is the cry of the hour to technically equip our present as well as tomorrow’s teachers so that the educational field becomes balanced, updated and strengthened to face and accept any new changes and progress.
To meet this demand the professional course of teacher preparation for the elementary and secondary level lays stress on all aspects of teacher’s education. To prepare competent teachers of India, proficiency in some major components of education is needed i.e. Theoretical Orientation, School experience, Practical work and Research in Education.
School experience & exposure to the life of school means the teaching practice for a specified period that helps the pupil teacher to get acquaint with the social-cultural life of the school. With this the pupil teacher gets to know their efficiency in teaching skills. Improvement can be done with the supervision by the teacher educators.
Practical work is of prime importance which includes different sessional & project work that leads to the brushing up of the creativity & drawing out of the hidden talents from each individual.
The institution wants to prepare personnel through systematic study and research which will contribute to the development of educational literature and lead to the growth of education as a discipline. The students can explain the nature of issues and problems faced by the state system of education and some innovative remedies to solve them.
Our future teachers can understand the light of recent global developments, the new thrust in education, the ways and means to inculcate intellectual, emotional and performance skill among secondary level teachers, the “Global citizens of tomorrow”.
Approaches to the professional development of teachers must be dependent on context and culture. Since there are a variety of approaches, an overview of the many stages in which teachers receive teacher education may prove powerful and helpful and learning is an ongoing process and should not be thought of as one “injection” of training. Teachers need to update their knowledge and skills. Individuals as a teacher must develop in stage and mature over time.
Our teacher training programme is designed with a vision based on comprehensive recognizing areas of teaching competencies, commitment and performance essentially relevant for the new millennium. Our programme is based on –
Academic Inputs Theoretical Based Orientation –
We want to make good teachers. This daunting task requires the acquisition of new resources expertise and careful planning. In approaching this task it is necessary to a good orientation programme to enrich technological exposure including confirmation of the objective, pupil based methods and techniques. Lecturers, guest facilities, tutorials, demonstration workshops, seminars amongst teacher and taught to generate informal live interaction. Apart from providing excellent opportunities for attitudinal changes in the students to acquire communicative skills and nurture the concept of self concept for education. We provide the opportunity for the teachers to reconstruct their curricular competencies in the light of feedback provided by the students.
School Based Activities
To observe and to follow the school based activities are the part and parcel of training programme. The pupil teachers are exposed to work with school atleast for 24 hours. No doubt theory and practice have to go on a day to day basis, pupil teachers have to gain insight into the relational learning problems. Pupil teachers are not supposed to follow the ready procedures of practice training. They have to solve problems and how to deal with their students. Teacher educators are engaged to guide them step by step. At this stage pupil teachers personally observe the programmes of good school. Finally these experiences help them in their field forthcoming.