CONSTRUCTION OF A TOOL TO MEASURE INSTRUCTIONAL ROLE PERCEPTION OF TEACHER EDUCATORS

Abstract

The quality and standards of an education system are largely depends on the quality, characteristics and commitment of teacher educators to their profession. Teacher education needs to be adequately strengthened and upgrade to accommodate the changing role of the teacher educators and so that teacher educators can effectively address contemporary issues regarding education. Current study was taken up to find out the status of teacher educators professional development activities, teacher training programmes, research activities and self-reflective practices at the secondary level for professional development. This study investigates of Education College teachers’ instructional perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a surveyat colleges where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived instructional role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.  The instructional role perception of teacher educator’sscale has been constructed and standardized by investigator and research supervisor. eight dimensionsthis scale. This scale consists of 72 statements. The simple random sample technique was used for this study. The sample consists of 72teacher educator’s randomly selected from the Chennai, Chengalpet, Thiruvallur and Kanchipuram Districts. The statistical technique used  Mean, SD, ‘t’-test. The‘t’ value was used to standardize the tool and finally 68 statements were retained and deleted for the final study.