Man-Power Planning for Teacher Education: A Paradigm Shift from Behaviourism to Constructivism

Abstract

Education is the key that unlocks the door to modernisation while the teacher is the centre between knowledge and learning. Teacher education is the pivotal point of all educational disciplines as it delivers education to train the prospective teachers. Quality of education depends on quality of teachers on which quality of community, society and nation depend. The concern of the teacher is to make a society by providing quality education from womb to the tomb. For the development of teacher education manpower planning can be viewed as systematic processes of educating people to achieve a specific societal goal. It requires skill development, experience, attitude, aptitude, innovation, technological knowledge, rational decision making, motivating power, values and ethics and quality of teacher educational institution and their accreditation. For this, appropriate educational planning, investment in education and quality training should be implemented for both pre-service and inservice teachers. Its importance is reflected in the growing recognition, affiliation, training provides and enhances the skills, knowledge, for economic and social development. Manpower development is not only an attempt to enrich the quality of human knowledge through training but the process of preparing individual to perform definite tasks and employment roles that help to change their economic environment, who may leads as a human resource. Moreover planning process should be flexible, dynamic and modifiable for a better balanced society. In respect of today’s changing society, man-power planning needs a global look to improve the traditional one. Now a days we are shifted from Behaviourism to Constructivism, is relatively a new paradigm in education system as well as teaching and learning where focus is developing the quality man-power (both teacher and student) by acquiring knowledge and learned from experience of their own, where teachers’ role is only facilitate them. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding and knowledge of the world through experiencing things. Then students in the constructivist classroom ideally become ‘expert learners’. The intent of this paper is to understand how prospective teachers’ will balanced their position with the changing perception of globalization and paradigm shift in teacher education.