A STUDY OF SELF-EVALUATION OF TEACHING BY STUDENT-TEACHERS OF D.Ed

CHAPTER – 1

INTRODUCTION

1.1    Introduction:

          Education has a lot of importance in our life.  A man goes on receiving education in one form or the other form his birth to death without education on individuals becomes blind even while having eyes.  Education develops an individual in all aspects physical a mental, social, economical, etc.  Education leads a person from darkness towards light the importance of education can only be experienced.  It can be expressed in words.

          Education is a process which begins or start from the womb of the mother and continuous till death.  The child goes on learning something o the other all through his life.  So education is a life long process.

1.2    Meaning and Definition of Teaching:

Meaning of Teaching:

          Teaching is an art. Teaching is one-way communication or an exchange of view points between two parties. Education is a tri-polar process related to teacher, student and subject matter.  There is mutual interaction between the three processors and this relation among the three is established through teaching. The meaning of teaching is to give information of many new things to the student, the knowledge of which the student themselves cannot acquire.

Definition of Teaching:

          Teaching is a term through which relation is established among the teacher, student of the subject matter.  The teacher through the medium of teaching establishes relation between the student and subject matter.

1.3    Significance of Teaching:

          The importance of teaching is very vast.  Teaching is the cause of learning, teaching also helps the child to adjust to his environment.  Teaching provides opportunities for activities and motivates the students towards emotions of the child can be trained and he can be prepared for future life.

          In teaching, the place of the teacher is primary and that of the student is secondary.

          Teaching prepares the child to face the examination.  The knowledge gained through education is borrowed from the teaching.

          Teaching aims at only developing to some knowledge about the subject.  The knowledge gained through teaching is useful always to solve his problems of life.  Teaching goes on till the student is in the school or college or university.

          Teaching helps the student in having a democratic life through education.

          Teaching makes the students aware about the democratic principles of Indian democracy like freedom, equality, brotherhood, justice socialism and secularism.

1.4    Teaching Process:

          Teaching process are those things under taken by the teacher in order to promote and support learning by the student working from the basic pedagogy to a greater or lesser extent.  The teacher carries out the following processes.  These may overlap establishing a work relationship support and sense of shared purposes and work together to

·        Achieve agreement on learning focus

·        Check on prior learning

·        Design learning task

·        Undertake monitor and medicate activities and learning.

·        Check and evaluate learning

·        Learning achieved

·        Learning processes used

·        About self learner

·        Identify opportunities for learning.

          For these processes to be successful they must integrate successfully with the learning being attempted by the student.  In order for these teacher skills and teaching processes to be arithmetic, they must be meaningful to both teacher and learner as they engage in a collaborative endeavour that will result in learning.

1.5   Basic Principles of Teaching:

          Every student has an individual learning style based on his unique set of learning strengths and weaknesses. How can teachers present information in ways that suit various learning styles? What procedures should they follow to ensure that students understand and master language art skills? The following principles are universal, the represent good pedagogy for any instruction setting.

Apply Multi Sensory strategies:

          Multi-sensory strategies means teaching that utilizes all learning modes including visual, auditory and tactile kinesthetic.

          The principle of multi-sensory instruction is useful beyond simply teaching reading and spelling. It should be used to teach any information or skill. Educators should encourage students to see, hear, re-verbalize₅ read, copy, write, discuss and touch what they are learning when teacher present information, they should appeal to all three modes of learning visual, auditory and tactile kinesthetic. Students needs to be shown as well as told how to do something whenever possible teachers should give an example or demonstrate skill.

Practice to the point of Automatization:

          Automatization means learning of a skill to the point that the student can accomplish a task with ease, speed, and little deliberate attention, automatic reading occurs when a response to a letter, syllabus or word becomes so established that the student does not have to consciously try to select an appropriate response.

          Automatization is not only essential to reading. Automatization is important for all language arts, tasks,  every  writing, spelling, comprehension organization and study skill should be practiced until it becomes a habit e.g. spelling rules and patterns, strategies for identifying and formulating main ideas, grammar and punctuation rules, sentence paragraph structures and study skill strategies such as note taking arid summarizing.

Micro unit and structure tasks:

          Micro-uniting, also known as task analysis means breaking down a skill or task into a series of smaller .steps or units. Each step is taught in turn and then eventually combines to learn the larger skills or complete the larger task. The hierarchical nature of language structures lend, themselves quite well to Micro-united instruction. For example student should learn and practice each step of the decoding scope and se (i.e. consonant and vowel sounds, consonant blends, double vowel combinations etc), so they can eventually apply these combined decoding skills to read text.

Provide Direct, Systematic Instruction:

          Although some students are able to intuit the structure of language and strategies for developing language arts skills, most need explicit, direct instruction, in methods for reading, spelling, writing and study skills. Instruction should be systematic, starting with the most basic element of a skill and progressing to more advanced elements. There is a scope and sequence for learning reading, spelling, writing and study skills, and it is best to follow those sequences without skipping steps. Teachers should be careful not to make a assumptions about what skills students posses.

Review and spiral back:

Sometimes students appear to learn something only to forget it a day, week, or month later. To achieve automatization students need to constantly review and spiral back over previously leaned skills and information. Do not assume that one demonstration of mastery is sufficient over a length of time. Teachers should provide frequent repetition of "old skills" while slowly introducing and practicing new skills.

Provide immediate feedback and opportunities for success:

          Many students with learning disabilities have experienced some degree of school failure, resulting in frustration lack of self-confidence, a fear of certain language art task, or a proclivity for avoiding tasks that are difficult. It is important that students experience success in the classroom. There are several strategies that will provide opportunities for success while at the same time challenging the student for new skills.

1.6   Role of Teachers in Teaching:

          In educational system learning takes place with the help of the teacher. It provides such conditions which help in learning. A good teacher never forces the students to learn. Rather he prepares and equips the child to receive the knowledge. According to swami Vivekanand "Learning is the process of discovery of knowledge within the mind". The teacher facilitates this process of discovery of knowledge. The teacher helps the pupil to visualize facts in new light and hence helps him to discover knowledge.

·        A real teacher is one who does not force the students to memorize whatever has been taught but emphasizes on creativity, originality and excellence.

·        He does not concentrate on merely stuffing the information in the minds of the children. He knows that such knowledge is neither useful to the children nor to the society. A good teacher always encourages students to do self study and to absorb the contents which are useful.

·        In the present modern world, the teachers role has changed there is no more autocratic and self centred. He has to act as a guide, philosopher and friend. He should guide the student on the right path. He must provide sufficient opportunities to the student so that the student feels free enough to discuss his problems with the teacher. The teacher must provide a congenial environment in the classroom. There must be an atmosphere of friendliness rather than fear. He should always motivate the student to learn. Teachers are one of main pillars of a sound and progressive society. They hear the weight and responsibility of teaching and apart from parents are the main source of knowledge and values for children.

·        Teachers pass on knowledge & values to children, prepare them for further education and for working life and are main contribution to good education. This most important profession however does not get the recognition it deserves. "Great teachers treat students like oysters, they stimulate, explore, and may be even irritate and every so often they produce a pearl".

·        Not every teacher is a hero or heroine of course. There are good, bad and indifferent one, ranging from those who totally devote their lines to their students to those who give the profession a bad name.

·        Teachers gives as a sense not only of who they are but more-important of whoever are, and who might become they unlock our energies, our imaginations and our minds, effective teachers pose compelling questions, explain, options, teach us to reasons, suggest possible directions, and urge us on. The best teachers, like the best leaders, have an uncanny ability to step outside themselves and become liberating forces in our lives.

·        Teachers know that they are always on stage and that who they are, how they act, and what they teach.

·        Teachers can encourage shy students to participate by asking for their comments or giving them assignments in advance of class.

·        Teachers create a positive environment for learning, for asking questions and for growing and changing. The best teacher encourages us to learn from our mistakes and to overcome our fear of failing.

·        Good teachers learn to praise questions and to weigh a stick m comments, always finding something of merit.

·        The teacher has to bring the school to the community and the community to the school. The teacher should not only educate the community but he should also encourage the member of the community to participate in the activities of the school.

·        The teacher should try to find identify the problems of the community and should take proper steps to solve them. He should organize adult literacy programmes and social service programmes for the welfare of the society. The community will come closer to the school as result of such activities. The teacher can organize vocational training course of the community.

·        The teacher must eradiate the students, learning, continuously. This will help him to assess him own teaching.

·        The teacher must encourage the students apply the knowledge gained in new situations.

·        He should encourage and direct pupils to develop their intellectual powers.

1.7    Characteristics of effective teacher:

          Effective teacher gives us a sense not only of who they are, but more important of who we are, who we might become, they unlock our energies, our imaginations, and our minds. Effective teachers pose compelling questions, explain options, teach us to reason, suggest possible directions and urge us on. The best teachers, like the best leaders have on uncanny ability to step outside themselves and become liberating forces in our lives.

·        Good teachers treat their students with respect.

·        Good teachers don't have double standards.

·        Good teachers are honest.

·        Good teachers give their students a lot of choice in their assignments.

·        Good teachers have creative ways of presenting class.

·        Good teachers get to know their students individually.

·        Good teachers stand up for their students.

·        Good teachers let students his to music (with headphones on!)

·        Good teachers don't give much or any homework.

·        One of the most important attribute of a good teacher is to be a good communicator he should be comfortable in explaining things and enjoy doing the same.

·     At times, a teacher might feel like yelling or shouting at students, but a good teacher is one who knows how to keep the temper in check and act calmly in such situations.

·     A good sense of humour is another great tool that helps a teacher to simplify, this task, with and humour, when applied in the proper manger, can form an important part of a successful teaching program.

·     A good teacher must have good time management skills and always value the importance of time. In fact wise utilization of time is the hallmark of a good teacher.

·     A teacher should always adopt a fair attitude, when it comes to making any form of evaluations. He should be fair to his profession and posses student on their performance instead of personal rapports and likings.

·     A good teacher should have the necessary command over the subject matter the teachers. This way he can be comfortable while explaining things. Besides, he will be equipped within answers of any possible questions that might crop up during the lecture session.

1.8  Teaching competency of teacher:

        Teaching competence is usually associated with highly professional performance and there is a direct link in the field of education between different teachers.

        There are two distinct meaning of 'competence' in education from theoretical point of view, competence is understood as a cognitive structure that facilitates specified behaviours from an operational point of view, competence seems to cover a broad range of higher order skills and behaviours that represent the ability to deal with complex, unpredictable situations. This operational definition includes knowledge, skills, attitudes metacognition and strategic thinking and presupposes conscious and intentional decision making.

        In a much broader sense teaching competence is a highly valued quality that accounts for the effective use of knowledge and skills in specific and concrete contexts. The mastery of relevant knowledge and skills alone is no guarantee of successful performance in complex environments, individuals should be able to select from their available knowledge and skills in such a way that efficient and effective behaviour occurs which requires special abilities that take into account the characteristics of a specific context.

Teaching competence as sub-skills in the teacher's context:

        The teacher’s performance depends on the teacher’s knowledge comprised of subject matter and general pedagogy which is directly linked to the teacher’s competences, characteristics and attitudes.

        Subject matter is vital for good teaching and teacher performance as "qualitative research suggests that teacher’s knowledge of the content they teach affects both what teachers teach and how they teach it".

        Subject matter then links with general pedagogy, which includes "knowledge about classroom organization and management’s general knowledge of lesson structure and general methods of teaching. Teacher effectiveness depends on how well a teacher performs in the classroom and this is dependent on how competent the teacher is.

        The nature of the learning outcomes depends on the level of teacher competence and teacher competence depends in ... on the teacher training curriculum, the level of competence of the trainer and that of the mentor at the school to which the teacher is assigned.

1.9   Factors affecting teaching:

        To know factor affecting teaching is so important because after s analysis all factors which affecting teaching, teacher can improve himself and can become good teacher and create better citizen for country. If study teaching subjects we find many factors which affecting teaching which can write in list of these factors.

1.     Educational qualification of teacher:

        Higher qualified teacher can provide high scholarly instructions which can affect the general graduate teacher. Many teachers hold different degrees which is the sing of their higher education qualification. A teacher is just B.A. and other teacher, is M.A., M.Ed., Ph.D., if we compare both, then is sure that higher qualified teacher can cede good teaching result.

        Primary school teaching is most important profession in the world. Teachers are one of the main pillars of a sound and progressive society.

2.     Skills:

        Skills are an ability to do any work with better way. If a teacher has teaching skill then he can provide effective teaching. Often says that teaching is God gifted but getting good education training and psychologies best educational books, we can get this skill and create better result in teaching talent we can include following skills:

·                    Communication skill of teacher:

        The main factor which affects teaching is the skill of communication. This skill is very important which helps the teacher to communicate with the students. If the teacher has a command over communicating with the students in the teaching process then he can easily attract the students towards his teaching. If he lag behind in communication skill, then, automatically he makes the teaching process uninteresting.

        Teacher should supply vital information through his communicating skill such as that the information should be presented in such a manner that they curiosity of the student is arrested and he is motivated for gaining more knowledge about that subject.

·                    Taking teaching aids:

        Using of teaching aids in the classroom is the most important factors affecting teaching. Teaching aids should be used in the teaching learning process which motivates the students in learning and the curiosity and interest of the student is attracted and the student is motivated for gaining passion for the subject.

·                    Technique of Teaching:

        Another factor affecting the teaching learning process is the use of different techniques of teaching. They are seminar technique, Discussion method, Team teaching, lecture method, tutorial method and many more. All these techniques have its own advantages which are very helpful for the teacher in the teaching process.

·                    Method of teaching:

        Teachers should use different methods of teaching like lecture method, demonstration method, scientific method, and many more to make teaching, learning more interesting and attractive.

3.    Experience of Teacher:

        Experience of teacher affects also the teaching. After increasing teaching experience a teacher learns many new things in teaching experience which he can employ in next time teaching. First day teacher may not effect on students but after 5 years, teaching, a teacher can more effect on students.

4.     Class - Room Environment:

        Classroom environment effects also on teaching. This environment is made both by teacher and students without both active participation in education, teaching never effects. If concentration lives in class room students listen teachers voice and teacher also cares the activity of teacher doing interacting with students.

5.     Economic Factor:

        Economic background of teacher and student is also affected teaching. Even salary of teacher effects on his thinking level poor and rich students can also classify economically and sometimes these factors can effect on effective teaching.

6.     Administrative policies of school or college or university:

        Administrative policies also effect teaching. Teacher wants to instruct with his way but administrative policies is not allowed, so the voice of teach can stop and effect of teaching may slow in classroom.

7.    Subject Matter:

        Sometime when a teacher teaches that subject in which, he is not specialize, he cannot create any effect through his teaching but same teacher can teaches his spells he cannot create any effect through his teaching but same teacher his specialize subject with better way.

8.     Parental Expectations:

        What are expectations of parents on students? This factor can be defined psychologically, if parent Wants to frame up their children doctor or engineer and continually stress on student, sometime student may not at that rank, so mentally he can create depression and which can stop effective teaching of teacher.

1.10 Need and Importance of the Study:

        As teacher education is an important area of concern in our educational system a comprehensive, dynamic and responsive system of teacher education needs to be continually evolved.  In order to access the quality of teacher education institutions, certain quality indicators are to be considered.  NAAC (2004) has identified and core indicators for quality teacher education.  Out of these one is curriculum transaction and evaluation which includes admission process, catering to diverse needs teaching evaluation of learning and examination.

        The success of a teacher depend much on how she he holds her / him and evaluates her / himself.  In an effort to do this study has been undertaken to study the self-evaluation lessons by students teacher in enhancing their teaching efficiency at teacher learning level.

1.11 Evaluation

        Evaluation, infact, is the process of determining the extent to which an objective is being attained.  The effectiveness of teaching learning experiences provided in the classroom, the manner in which the goals of education have been accomplished.  The maintenance of good educational programmes and improvement of education procedure requires good evaluation.  Good evaluation, in turn, can only be made in relation to the goals of instruction.  It is therefore between objectives (ends) learning experiences (means) evaluation (evidence).

        Evaluation, infact according to its latest concept, rests upon there pillars

1.   Educational objectives

2.   Learning and behavior changes

3.   Tools and techniques of evaluation.

        Importance of evaluation in educational programmes. As we have already noted evaluation is an essential part of the teacher-learning process.  The teacher if he wishes to succeed in his aims, must ascertain the

Concept of Evaluation:

        Evaluation is a relatively new term in educational vocabulary.  It is an important component of the teaching learning process.  It helps teachers and learners to improve teaching and learning.

Definition of Evaluation:

·     According to Remmers and Gage (1955) “Evaluation assumes a purpose or an idea of what is ‘good’ or ‘desirable’ from the stand point of the individual or society or both”.

·     According to Dandekar (1971), “Evaluation may be defined as a systematic process of determining the extent to which educational objectives are achieved by pupils”.

·     According to Bradfield, “Evaluation is the assignment of symbols to phenomenon in order to characteristic the worth or value of a phenomenon usually with reference to some socio-cultural or scientific standard”.

Role of Evaluation:

        Evaluation is very useful to bring improvement in teaching and curriculum.  It plays an enormous role in the teaching learning process.  It provides accountability to the society, parents and to the education system as given below.

1.     Teaching:

        Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods and techniques.  It provides feedback to the teachers about their teaching and the learners about their learning.

2.     Curriculum:

        The improvement in courses curricula, texts and teaching materials is brought about with the help of evaluation.

3.     Society:

        Evaluation provides accountability to society in terms of the demands and requirements of the employment market.

4.     Parents:

        Evaluation mainly manifests itself in a perceived need for regular reporting to parents.

Aims, Needs and Significance of Evaluation:

          The primary aim of evaluation is to bring about improvement in the teaching-learning process so that the learner develops his potentials to the optimum level. Following are the broader aims of evaluation:

1.     To Evaluate the Achievement of the Students:

        The abilities and the achievements of the students must be evaluated. Evaluations are conducted to discover whether or not the learner has been able to acquire the required knowledge, skills and attitudes.

2.     To Measure Personality:

        Evaluation is used to test the power of clear thinking, quickness of mind, calmness and preservance of the students.

3.                 To Find Out the Efficiency of Teachers and of the School:

          Evaluations provide a suitable occasion for the authorities to judge the efficiency of the teachers. The efficiency of the institution is also judged. They provide a proper occasion to the teachers to know whether or not their methods of teaching-learning are appropriate.

4.       To Help in Diagnosis:

          Evaluation helps to discover the specific weak points of an individual or class and thus gives an opportunity to the teachers as well as to the taught to remove these defects.

5.      To Act as Incentives:

         Stimulation to work hard is provided to the students through the system of evaluation. Some objectives are placed before the students and for the realisation of those objectives, the students develop in them the habits of constant hard work.

6.      To Help in Prognosis:

         Evaluation has a prognostic value also. With this device, the aptitudes of the students are determined.

7.      To Give Uniformity of Standard:

         The external evaluation facilitates the problem of uniformity of standards attained by the students of the different institutions.

8.      To Help in Grouping:

         Evaluation facilitates the work of grouping individuals for the purposes of teaching by bringing those together who have more or less the same attainment.

9.      To Measure Fitness for Admission to Higher Courses:

         Evaluation is designed to determine the capacity and fitness of the candidates to pursue higher courses of general or professional study or training. Evaluations which serve this purpose are called Entrance or Qualifying Examinations.

10.     To Help in Selection of Competition:

          Evaluation is also conducted to select the best candidates for appointment to public services or for awarding prizes and scholarships.

Summing up:

          Whatever be the definition of evaluation, it must serve the following objectives:

·        Assist learners in their learning.

·        Diagnose learning difficulties of learners.

·        Determine readiness for new learning experiences.

·        Assist learners in their problems of adjustment.

·        Prepare reports of learner's achievement.

·        Assist teachers in adopting proper strategies of teaching-learning.

·        Fulfill class-room objectives of instruction.

MAIN FUNCTIONS OF EVALUATION:

·       To make provision for guiding the growth of individual pupils.

·       To diagnose the weaknesses and strengths of pupils.

·       To locate areas where remedial measures are needed.

·       To provide a basis for a modification of the curriculum and courses.

·       To provide a basis for the introduction of experiences to meet the needs of individuals and group of pupils.

·       To motivate pupils towards better attainment and growth;

·       To test the efficiency of teachers in providing learning
experiences and the effectiveness of instruction and class-room activities.

·       To improve instruction.

·       To bring out the inherent capabilities of a pupil, such as attitudes, habits, appreciation and understanding, manipulative skills in addition to conventional acquisition of knowledge.

Components of Evaluation

·        Specifying learning outcomes.

·        Collection of evidence about pupil's growth through reliable
data gathering devices.

·        Analysis and interpretation of performance or pupil's growth.

·        Diagnostic appraisal, i.e., indicating the level of performance rather than the judgment on the performance.

·        Redefining and readjusting the instructional objectives on the basis of feedback.

CHIEF CHARACTERISTICS OF EVALUATION:

        A publication of the NCERT entitled Reforming Examinations: Some Emerging Concepts (1978), lists the following regarding evaluation:

·        Evaluation is a function of the learner and instruction and, therefore, good evaluation is one which is done by the teacher, of the taught as an individual.

·        Evaluation provides quality control at every stage of the teaching-learning process and, therefore, evaluation would be treated as an integral part of the teaching-learning process.

·        Since evaluation provides feed-back about the rate of pupil's learning and the effectiveness of instruction, evaluation should be done unit-wise after teaching every unit.

·        As the purpose of teaching is learning by students, focus of teachers' evaluation should be on improvement of pupils' achievement and not on judging their achievement. Therefore, diagnostic testing and remedial teaching should go side by side.

·        Pupil's achievement is the outcome of the integrated process of learning within a given set of conditions. Evaluation of pupils' learning should, therefore, be also integrated with regard to both the process and product of learning.

·        Keeping in view explosion of knowledge, the new curriculum stresses the learnability aspect more than the knowledge aspect. Emphasis in evaluation should, therefore, shift from testing to rote memory to that of problem solving abilities and attitude development.

·        For appraisal of the total development of the learner, it is essential that evaluation should not be limited to scholastic achievement alone, but it should encompass all aspects of pupils' development. As such evaluation techniques will have to be extended beyond written and practical examinations to include oral testing, observation, checklists, rating scales and interviews.

·        Since independent learning by students is considered an important method of learning in the new curriculum, self-assessment by pupils of their own learning should be practiced in the evaluation system of an institution, so that cooperative assessment of the teacher and the learner is encouraged.

·        Since it is impossible to achieve 100 percent or even near to 100 percent reliability of the various tools used for evaluating pupils, it is desirable that students should be classified broadly into 5 to 7 grades rather than using 101 point scale as at present.

·        As every pupil learns at his own rate, he should be judged in
terms of his own capabilities and goals and not in terms of the standards of his class, institution or the board of secondary education. As such passing of a student in all the subjects at a time cannot be considered essential.

·        The grades of every pupil indicate only his level of performance which may be satisfactory or unsatisfactory in terms of his own standard. Thus, a grade howsoever low it may be, cannot be taken as failure but as an indicator of his present level of achievement.

·        Given more time and proper remedial teaching a student can improve his achievement. Therefore, a student should get the opportunity of improving his grade in one or more subjects, if he so desires.

·        The more accurately and meaningfully the evidence about pupils' growth in different aspects of his development is reported to students, teachers, parents, employers and institutes of higher learning, the more appropriate and reliable would be the decision taken for classification, certification and selection of students for different purposes. Therefore, regular recording of pupil performance in various areas of development is a perquisite to every evaluation programme.

Importance of Evaluation in Educational Programmes

        As we have already noted evaluation is as essential part of the teacher learning process. The teacher if he wishes to succeed in his aims must ascertain the effectiveness of the text-books, audio-visual aids, projects methods and devices of teaching and also his relationship with his pupils.  This is possible through and also his pupils.  This is possible through evaluation.  Hence the importance of evaluation in the educational process.

The following are the main advantages of evaluation.

·     Evaluation leads to improvement of instruction.

·     Evaluation helps in clarifying objectives.

·     Evaluation promotes better learning.

·     It provides the basis for guidance.

·     It leads to curriculum changes.

        Evaluation which is based on educational objectives, demands similar changes in the curriculum from which some content areas are dropped and to which certain new courses or subjects are added.  Thus evaluation leads to desirable changes in the curriculum to enable it to keep pace with demands of a rapidly changing and amazingly complex world.

        Evaluation is an essential, part of the educational process that brings about desirable change in the minds of the learner.  The teachers need an instrument to measure the level of changes that occur in the learner after he starts receiving education.  Evaluation is a planned tool to decide desirable changes in the learner.  By applying, this important tool we try to find out the changes in knowledge skill and the other abilities that the learner has acquired, the interests that he has developed and the attitude of mind that he has formed.

        Evaluation is a continuous process.  It is not possible to pass judgments on the achievement and failure of students at the end of the course.

        It is to be kept in mind that changes occur over a period of time. Hence evaluation has to be made of changes identified at intervals.

        Evaluation helps the teacher to know the effectiveness of his teaching.

        Evaluation should not be forced upon students without good reason because these are time consuming.

        The test efficiency of teaching, to judge the progress of students and to discover their achievements and evaluate the whole school system, we require some sort of measuring tools. These tools are tests or examinations. Tests are essential to grade and rank pupils, however^ if evaluation is used merely to indicate areas of science to which children have been exposed or for classifying and categorizing students, a great value is lost. The same loss occurs if evaluation is interpreted only as arriving at numerical or alphabetical ratings for report cards. In this way much of the positive use of evaluation as a means of teaching and learning could be destroyed.

        Effective instructional planning and evaluation of student’s performance have always stressed upon the statement of instructional objectives so that they are of great help to the student. According to Muller, an instructionally usable objective must state the intended outcome in terms of the terminal behaviour of students. Terminal behaviour here stands for the behaviour of students after the class-room instruction and evaluation can be made if the learning outcomes are carefully specified. By coupling continuous evaluation with immediate application of what has been learned, the teacher can provide for:

(i)      The stimulation of students who learn rapidly to greater growth toward goals by application of advanced works.

(ii)      The identification of specific weaknesses and difficulties in functional understanding (concepts, principles, generali­zation) and the needed re-teaching of varied activities skills or problem solving abilities, and

(iii)     The clarification, modification or complete alternation of the goals as needed for the unit.

          Evaluation, teaching and learning are the three corners of the education system. Evaluation is concerned with finding out how far students have learned as a consequence of teaching. There are two kinds of evaluation depending upon whether the comparison of student is made with some absolute performance standard or with other students of a given group. These are known as criterion referenced evaluation and norm referenced evaluation.

Criterion-Referenced Evaluation:

          It assesses the student’s performance in terms of a specified per­formance standard or criterion without any mention of the per­formance levels of the other students of the group. This evaluation method is related to mastery and developmental tests.

Norm-Referenced Evaluation:

          It assesses the student’s performance relative to other students of the group. Students are awarded marks and relative ranks in this method of evaluation.

Evaluation fulfils the following purposes:

(i)      It assesses the extent of learning by students and gives them the feedback about their performance.

(ii)      It gives feed-back to the teacher about the learning gaps of the students. It also provides the teacher a feed-back about the quality of his class room instructions.

(iii)     It provides the student an opportunity to show his worth.

(iv)     It serves as a screening tool for selecting students for special purposes.

          Our evaluation has another goal besides assisting the teacher in assessing and modifying her teaching procedures. This goal self-evaluation is not solely for the students. As teacher and students actively engage in all levels of a study such as initial planning organizing and carrying out activities they can be guided in developing ability to evaluate themselves. Knowing the general and specific goals can aid the pupil in checking himself all along the way. This makes the learner an active participant in class room activities. It also places some of the responsibility on him for learning and assessing what and how much he has learned. Self guided evaluation stimulates healthy and realistic achievement goals. A logical first step self evaluations is setting up of realistic goals. These goals for science teaching in elementary schools are:

i)         Functional understandings such as concepts, principles, generalizations, and the facts needed.

ii)         Problem solving skills such as defining problems, propos­ing hypotheses and techniques necessary for the solution of the problems, observational techniques, discussion and interpretations skills.

(iii)       Scientific attitudes, interest and appreciation such as open mindedness and humanity.

1.12 Self Evaluation:

        Evaluation is measurement and them finding the utility of it measurement of the required abilities and potentialities

·     Analyse and diagnose the weaknesses and difficulties.

·     Realisation of stipulated teaching learning objectives within the specific time.

        In her way the teacher naturally becomes eager to know about the results of her striving hard for providing necessary magnitude and direction to the ongoing teaching-learning process or for taking some or the other educational programme.

       

        1964-66 Koth.com “It is now agreed that evaluation is a continuous process, form an integral part of the total system of education and is ultimately related to educational objectives. It exercises a great influence on the pupil’s study habits and the teacher’s method of instruction and this helps not only to measure educational achievements but also improves it.

Concept of Self Evaluation

        An effective teacher is one who evaluates his own performance either through peers or subjects himself to self-evaluation.  There are many ways through which external evaluation is done.  Self-evaluation is basically introspections by the teacher as to how he has accomplished the given task.  The teacher’s organization has been producing different formats of self-evaluation.  One popular version is the one such self-evaluation of teaching.  This is to be done by every teacher to mould himself as a good and effective teacher.

        In addition to teaching teachers are supposed to undertake other functions such as evaluation, learning research, consultancy, community service and administration.

        Therefore, it is left too the teacher to decide the device his own self appraisal format combining all the expected tasks and get it appraised by himself.

        Self-evaluation is defined as the way a person views him herself.  It is the continuous process of determining the personnel growth of progress which can be raised lowered by the behavior of a person views himself.

        Abraham Tesser, created the self-evaluation maintenance theory in 1988.

        The self-evaluation is defined as student judging the quality of their work based on evidence and explicit criteria for the purpose of doing better work in the future.

        Self-evaluation provides students-teachers to examine their own progress with the easy to use tools that line text provides student teachers to an able to create there self-evaluation for the same way that they have created lesson plans, projects and letters of internet.

        When we teach students, how to assess their own progress when they go against known as challenging quality standards.  We find that there is a lot to gain.  Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficiency increased intrinsic motivation.

        Evidence about the positive effect of self-evaluation on student-teacher performance is particularly convincing for difficult task.

        Self evaluation has been found useful in various fields and for various reasons.  It is important for the students to know their progress using self-assessment techniques. 

Contribution of self-evaluation to learning

Self Evaluation

Self Judgment

Self Reaction

Self Confidence

Improvement in teaching –learning process

1.13 Scope of the Study:

        Evaluation is a broad concept which involves many things in various fields.  The present study is confined to the evaluation of student teaching to identify the limitations and merits of the student teaching.  The present study is also confined to the sample of prospective teachers studying in the colleges of education.

        The study also deals with the evaluation of lessons of prospective teachers in terms of self-evaluation.

1.14 Statement of the Problem:

        “A Study of Self-Evaluation of Teaching by Student – Teachers of D.Ed”

1.15 Operational Definitions:

D.Ed.:

        It is the pre-service training meant for primary school teachers for a period of two years.

Student Teachers:

        The students undergoing D.Ed. course, the pre-service training for primary school teachers.

Evaluation:

        It is the measurement assessment of the lessons taught by the student-teachers of D.Ed.

Self-Evaluation:

        The assessment done by the student teacher regarding themselves.

Self Evaluation of Teaching:

        It is the self assessment done by the D.Ed. teachers about their lessons taught for the D.Ed. course.

1.16 Objectives:

a)     To study self-evaluation of student teachers satisfaction with their teaching efficiencies.

b)     To study the teaching efficiency of male and female student teachers of D.Ed.

c)     To study the teaching efficiency of Science and Arts student – teacher of D.Ed.

1.17 Hypothesis:

a)     The student-teachers have no great satisfaction with their teaching efficiencies.

b)     There is no significance difference between the teaching efficiencies of male and female student-teachers.

c)     There is no significant-difference in the teaching efficiency of student-teachers of Science and Arts stream.

1.18 Limitations:

a)     This study is limited to the student-teachers of D.Ed. course.

b)     The research has selected the sample from Gulbarga district under Kamalapur DIET where as the other diet centres are not selected for the purpose of study.

c)     The number of boys and girls are limited to 20 and 40 respectively.

d)     The study is limited to Arts & Science streams and do not consider the other streams.

CHAPTER – 2

REVIEW OF RELATED LITERATURE

2.1   Introduction:

        Research takes advantage of the knowledge which has accumulated in the part as a result of constant human endeavour.  It can never be undertaken in isolation of the work that has already been done on the problems which are directly or indirectly related to a study proposed by a researcher. A carefully review of the research journals, books, dissertations, thesis, other sources of information’s on the problem to be investigated is one of the important steps in the planning of any research study.  As indicated in the last chapter, a review of the related literature must precede any well planned research study.

Purpose of the Review:

        Review of the related literature besides, allowing the researcher to acquaint himself with current knowledge in the field or area in which he is going to conduct his research, serves the following specific purposes.

·     The review of related literature enables the researcher to define the limits o his field.  It helps the researcher to delimit and define his problem.  The knowledge of related literature brings the researcher up-to-date on the work which others have done and thus to state the objectives clearly and concisely.

·     By reviewing the related literature the researcher can avoid unfruitful and useless problem areas.  He can select those areas in which positive findings are very likely to result and his endeavours would be likely to add to the knowledge in a meaningful way.

·     Through the review of related literature, the researcher can avoid unintentional duplication of well established findings.  It is no use to replicate a study when the stability and validity of its results have been clearly established.

·     The review of related literature gives the researcher an understanding of the research methodology which refers to the way the study is to be conducted.  It helps the researcher to know about the tools and instruments which proved to be useful and promising in the previous studies.  The advantage of the related literature is also to provide insight into the statistical methods through which validity of results is to be established.

·     The final and important specific reason for reviewing the related literature is to know about the recommendations of previous researchers listed in their studies for further researcher.

Identification of the related literature:

        The first step in reviewing the related literature is the identification of the material that is to be read and evaluated.  The identification can be made through the use of primary and secondary sources available in the library.

        In the primary sources of information, the author reports his own work directly in the form of research articles, books, monographs, dissertations or theses.  Such sources provide more information about a study than can be found elsewhere.  Primary sources give the researcher a basis on which to make his own judgment of the study.  Though consulting such sources is a time consuming process for a researcher, yet they provide a good source of information on the research methods used.

        In secondary sources, the author compiles and summaries the findings of the work done by others and given interpretation of these findings.  In them, the author usually attempts to cover all of the important studies in an area in the form of encyclopedia of education, education indexes abstracts, bibliographies, bibliographical reference and quotation sources.  Working with secondary sources is not time consuming because of the amount of reading required.  The disadvantage of the secondary sources however, is that the reader is depending upon someone else’s judgment about important and significant aspects of the study.

        The decision concerning the use of primary or secondary sources depend largely on the nature of the research study proposed by the researcher.  If it is a study in an area in which much researcher has been reported, a review of the primary sources would be a logical first step.  On the other hand, if the study is in an area in which little or no research has been conducted, a check of the secondary sources is more logical.  Sources of information, whether primary, secondary are found in a library.  The researcher must therefore, develop the expertise to use resources without much loss of time and energy to aid the researcher in locating, selecting and utilizing the resources, a study guide is provided in relation to their use in educational research.

CHAPTER – 3

RESEARCH METHODOLOGY

3.1   Introduction:

        Every investigator thinks before planning the design of the study, so as to get an effective result an before the investigation a correct and practical planning must be done under this study.

        A comparative study on teaching efficiency in relation to teaching competency of D.Ed. student – teachers of aided and unaided schools.

        Next selection of sample tools of the research and interpretation of tool, data collection are involved in the study. This study involve survey method.

3.2   Design and Procedure:

        Design is the heart of a research every problems need to be studied with particulars type of methodology.  A methodology chosen unfold the problems, but provides valuable information’s regarding the research procedure include the operational definition of different turns used the hypothesis based on D.Ed. student teachers.

        Selection of samples include sampling techniques used the reasons for selection of a particular sample technique and selection of sample and according to variables.

        Selection of tool includes the selection of suitable tool for collection of data, description of tool selected testing its suitability for the present study and the procedure followed in administering the tool to collect the data required for the present study.

        Therefore every investigator thinks before planning the design of the study.  So also in an investigation a correct design and planning must be undertaken statement of the problem.

        “A Study of Self-Evaluation of Teaching by Student-Teachers of D.Ed”.

        The sample selection tool procedure for the construction and validation of a tool, description of tools procedures for collection of data methods of scoring and statistical technique etc are involved in this study.

3.3   Sample:

        The researcher selected a sample of 60 students teachers undergoing the D.Ed. course of which 30 are science students and 30 are arts students.  The 30 science students of which 10 are males and 20 are females.  In the same way 30 Arts students selected, in which 10 are males and 20 are females student – teacher.

        The numbers of females are more compared to the number of males.  So the present sample has got 20:40 ratio of females and males in the sample. These students are randomly selected from the following 4 institutes affiliated to DIET Kamalapur.

1.     Daffodils D.Ed. College

2.     Govt. I.T.I. (Men)

3.     Govt. T.T.I. (Women)

4.     Faizul-Uloom.

Student-teachers

60

¯

                                 ¯                                            ¯

                             Science                                     Arts

                                30                                            30

                                 ¯                                             ¯

                     ¯                   ¯                         ¯                   ¯

                   Male           Female                  Male           Female

                     10                20                        10                 20

3.4   Tool used and its interpretation:

        The researcher consulted educationist and the experts in the field of education for preparation of the tool and check list and etc improvement.  In the beginning of the number of questions prepared where more some of them whereas not suitable and some where repeated or hypothetical and thus 21 items were selected.

        The researcher has prepared a personal data scheduled to collect the information for study the self-evaluation of teaching of student-teachers belonging to D.Ed. course.

        The researcher has prepared a check list comprising of 21 questions.  In order to find out to what extent the teaching learning has been done successfully to the satisfaction of the student-teachers of D.Ed. course.  Each question in the checklist has the option of Yes / No.  The student teachers are required to assess themselves by introspecting on the lines of the questions framed in the checklist and tick (ü) in the Yes column or No (û) column accordingly.

3.5   Collection of Data:

        The researcher visited 4 colleges of D.Ed.  The researcher collected the data from 20 males and 40 males selected in such a way that half of the quantity belongs to Arts category and the remaining half belongs to Science category.

Table-1: Name of the colleges of Student-Teachers of D-Ed. Course

Sl. No.	Name of the College	Medium	No. of Student-Teachers
1.	Govt. T.T.I. (Men) Gulbarga	Kannada	15
2.	Faizul-Uloom D.Ed. College Gulbarga	Urdu	15
3.	Govt. T.T.I. For Women Gulbarga	Urdu / Kannada	60
4.	Daffodils D.Ed. College for Women, Gulbarga	Urdu	30

        Each candidate was served the checklist and the data was collected. The researcher served personally that each respondent serves to the checklist according to his / her understanding and returns the checklist.  The data collected for the convenience of the student-teaching the checklist was also served in Kannada and Urdu version.

3.6   Statistical Techniques Used:

        The statistical techniques used for the analysis of the data and testing the hypothesis are

·     Mean

·     Standard Deviation

·     ‘t’ Test.

The following formula used is as follows.

        M =

Where,

          N = Total number of scores

          S = Sum of

          M = Mean

          X = Scores in a distribution.

Standard Deviation:

         

After calculation of mean, SD, ‘t’ test is calculated

         

Where,

          M₁ & M₂ = Mean of the two samples

          N₁ & N₂ = No. of cases in two samples

          s₁ & s₂ = S.D. of two samples.

CHAPTER – 4

ANALYSIS OF THE DATA

4.1   Introduction:

        In the previous chapter the methodology adopted by the researcher for the present investigation was discussed in detail.  The collected data was analyzed with reference to the objectives and hypothesis and presented in this chapter.

        This chapter is devoted to the presentation of result the data have been subjected to statistical analysis.  Research data become meaningful only after being analyzed and interpreted of data involves the objectives material in the possession of a research and his / her subjective reaction and desire to arrive from the data of the inherent meaning in their reaction of the problem.

        Analysis of the data was organized material in order to discover self-evaluation of student-teacher in the present study the researcher has undertaken.

        Good Bar and Scoots (1941) suggest for helpful modes to get standard on analyzing the gathered data. 

·     To think in terms of significant table that the data permit.

·     To examine carefully the statement of the problem and earlier analysis to study the original records of the data.

·     To get away from the data and to think about the problem in lay mans terms or to actually discuss the problem with others.

·     To attack the data by making various statistical calculations.

·     Analysis of the data has been done by using statistical techniques.

4.2   Interpretation of data:

Hypothesis No.1:

        The student-teachers have no great satisfaction with their teaching efficiencies.

Sl. No.	Student-Teacher Name	Percentage %
1.	Nayyar Fatima	95%
2.	Qamar Jahan	95%
3.	Sana Fatima	80%
4.	Sayera Banu	95%
5.	Lalbee	71%
6.	Arshiya Anjum	71%
7.	Praveen Kumar	95%
8.	Prasanth Kumar	85%
9.	Chidanand	90%
10.	Seema Firdous	90%
11.	Ashu	95%
12.	Sagar	95%
13.	Sayeda Ayesha	80%
14.	Beemraya	100%
15.	Revanna Siddappa	80%
16.	Sudakar	85%
17.	Noor Jahan	95%
18.	Tukkappa	95%
19.	Sayeda Afshan	100%
20.	Shivkumar	100%
21.	Raju	76%
22.	Sayeda Tabassum	76%
23.	Prakash	80%
24.	Santosh	80%
25.	Affan	71%
26.	Firoza Begum	71%
27.	Feroz	76%
28.	Naseer	95%
29.	Parvez Banu	85%
30.	Abhijeet	95%
31.	Khaja	95%
32.	Sana Jafreen	71%
33.	Murlidhar	61%
34.	Yashwant	95%
35.	Sayeda Begum	85%
36.	Haneef	90%
37.	Shazade Begum	95%
38.	Nazia Nausheen	95%
39.	Farzana Begum	95%
40.	Uzma Hashmee	90%
41.	Sayeda Rabiya	95%
42.	Suraiya Zeenath	90%
43.	Naganna	90%
44.	Gundamma	80%
45.	Mehnaz Begum	95%
46.	Nazeema Khanam	95%
47.	Nagma Parveen	95%
48.	Raheemunisa	76%
49.	Shirin Sultana	95%
50.	Afroza Anjum	80%
51.	Rizwana	95%
52.	Khanam	95%
53.	Mumtaz Fatima	95%
54.	Nazma Shaheen	95%
55.	Heena Ruksar	85%
56.	Akbari Samreen	90%
57.	Nagveni	90%
58.	Aruna	95%
59.	Karamma	95%
60.	Arjun	95%

Interpretation:

        The success of a teacher depends much on how they evaluate themselves in enhancing their teaching efficiency at teacher-training level.

        By an overall comparison of their answers it has been found that the students according to their personal opinion have a greater satisfaction towards their teaching to a certain extent.

        There is a slight variation in certain aspects only.  It has been observe that the students require guidance in teaching student considering their individual difference and also in using an audio-visual aids effectively.

Table-2: Comparison of Teaching efficiency of Male and Female student-teachers:

Variable	Sample	N	Mean	SD	Obtained t-value	t-value / 0.05
Sex	Boys	20	38	6.16	0.590	1.98
	Girls	40	40	6.24

        From the above data ‘t’ value is calculated by using the formula

       

Interpretation:

        The obtained ‘t’ value at 0.05 level of significance at df=58 is 0.590 is less than table ‘t’ value i.e. 1.98.

        According to the table showing the comparison of teaching efficiency of male and female it is found that there is no much difference between the teaching efficiency of male and female.

        Therefore the implying that the hypothesis is accepted.  There is no significant difference between the teaching efficiency of male and female.

Table-3: Comparison of teaching efficiency of Science and Arts student-teachers.

Variable	Sample	N	Mean	SD	Obtained t-value	t-value / 0.05
Subject	Science	30	38	6.23	1.232	2.00
	Arts	30	40	6.34

          From the above data ‘t’ value is calculated by using the formula

       

Where,

        N = 30

        For df = 30+30 = 60

                60 – 2 = 58

Interpretation:

        The obtained ‘t’ value at 0.05 level of significance at df=58 is 1.23 is less than table ‘t’ value i.e. 2.00 at 0.05 level.

        Hence the obtained t-value is less than table t-value. Thereby implying that the hypothesis is accepted.  By collecting this data we have found that there is no significance difference between the teaching efficiency of Arts and Science stream.

CHAPTER – 5

RESULTS AND DISCUSSION

5.1   Findings of the Study:

·     The researcher has found no significant difference in their teaching efficiencies of student-teachers.

·     The researcher has concluded that there is no significance difference between the teaching efficiency of Male and Female student-teachers.

·     The researcher has found that there is no significant difference between the teaching efficiency of Science and Arts stream.

5.2   Discussion and Conclusion:

        The researcher concludes from the above findings that the student-teachers do not have significant variation in their teaching efficiency.  The state variation are due to individual differences are belonging to male and females of Science and Arts stream.

CHAPTER – 6

SUMMARY AND CONCLUSION

6.1   Summary of Research Analysis:

        Education has a lot of importance in our life.  A man goes on receiving education in one form or the other from his birth to death.  Without education on individuals becomes blind even while having eyes.  Education develops an individual in all aspects physical a mental, social, economical, etc.  Education leads a person from darkness towards light the importance of education can only be experienced.  It cannot be expressed in words.

        Education is a process which begins to start from the womb of the mother and continuous till death.  The child goes on learning something or the other all through his life so education is a life long process.

Meaning and Definition of Teaching?

Meaning of Teaching:

        Teaching is an art.  Teaching is not one way communication or an exchange of view points between two parties.

        Education is a tri-polar process related to teacher, student and subject matter.  There is mutual interaction between the three processes and this relation among the three is established through teaching.

        The meaning of teaching is to give information of many new things to the student the knowledge of which the students themselves cannot acquire.

Definition of Teaching:

        Teaching is a term through with relation is established among the teacher student and the subject matter.  The teacher through the medium of teaching establishes relation between the student and subject matter.

Significance of Teaching:

        The importance of teaching is very vast.  Teaching is the cause of learning.  Teaching also helps the child to adjust to his environment.  Teaching provides opportunistic for activities and motivates the student towards that activity.  Through teaching emotions of the child can be prepared for future life.

        In teaching, the place of the teacher is primary and that of the student is secondary.

        Teaching prepares the child to face the examination.  The knowledge gained through education is borrowed from the teaching.

        Teaching aims at only developing to some knowledge about the subject.  The knowledge gained through teaching is useful always to solve his problems of life.  Teaching goes on the student is in the school or college or university.

        Teaching helps the students in hading a democratic life through education. Teaching makes the student aware about the democratic principles of Indian democracy like freedom, equality, brotherhood, justice socialism and secularism.

Teaching Process:

        Teaching process are those things undertaken by the teacher in order to promote and support learning by the student working from the basic pedagogy to a greater or lesser extent, the teacher carries the following processes.  These may overlap establishing a work relationship support and sense of shared purposes and work together to

·     Achieve agreement on learning focus.

·     Check on prior learning.

·     Design learning task.

·     Undertake monitor and medicate activities and learning.

·     Learning achieved.

·     Learning processes used.

·     About self as learner.

·     Identify opportunities for transference of learning.

        For these processes to be successful they must integrate successfully with the learning being attempted by the student. In order for these teacher skills and teaching processes to be authentic they must be meaningful to both teacher and learner as they engage in a collaborative endeavour that will result in learning.

Significance of the study:

        The teacher performance depends on the teacher’s knowledge comprised of.  Subject matter and general pedagogy which is directly linked to the teacher’s competence.

·     The significance of the study is that teacher performs in the classroom and this is dependent on how competent the teacher is

·     The muture of the learning outcomes depends on the level of teacher competence and teacher training curriculum, the level of competence of the trainer and that of the mentor, mentor at the school to which the teacher is assigned.

        Therefore, this study is important to study the level of the teaching.

Objectives of the Study:

·     To study self-evaluation of student-teachers.  Satisfaction with their teaching efficiencies.

·     To study the teaching efficiency of male and female student-teachers of D.Ed.

·     To study the teaching efficiency of Science and Arts student-teachers of D.Ed.

Scope of Study:

        The scope of the study is as follows.

·     The study is limited to Gulbarga district under Kamalapur Diet, the study is limited to male and female teachers of Arts and Science stream.  In this study 60 samples were taken.

·     The study is concentrated on self-evaluation of teaching by student-teachers of D.Ed. Course.

Title of the Study:

        “A Study of Self-Evaluation of teaching by Student-Teachers of D.Ed.”.

Operational Definitions:

·     D.Ed: It is the pre-service training meant for primary school teachers for a period of two years.

·     Student-Teachers: The students undergoing D.Ed. course, the pre-service training for primary school teachers.

·     Evaluation: It is the measurement assessment of the lessons taught.

·     Self-Evaluation: The assessment done by the student-teachers of themselves.

·     Self-Evaluation of Teaching: It is the self-assessment done by the D.Ed. student teachers about their lessons taught for the D.Ed. Course.

Hypothesis of the Study:

·     The student-teachers have no great satisfaction with their teaching efficiencies.

·     There is no significant difference between the teaching efficiency of male-female student-teachers.

·     There is no significant difference in the teaching efficiency of student-teachers of Science and Arts stream.

Sample Selection:

        The researcher selected a sample of 60 student-teachers undergoing the D.Ed. course of which 30 are Science students and 30 are Arts students.  The 30 Science students are such selected that 10 are males and 20 female’s ones.  In the same way 30 Arts students are selected, in such a way that 10 are males and 20 female’s student-teachers.

Collection of Data:

        For the present study the investigator has selected 60 samples of 60 student-teachers were obtained from the following colleges located in Gulbarga city under DIET Kamalapur.

·     Govt. T.T.I. (Men), Gulbarga (Kannada).

·     Faizul-Uloom D.Ed. College, Gulbarga (Kannada).

·     Govt. T.T.I. for Women, Darga Road, Gulbarga.

·     Daffodils D.Ed. College for Women (Urdu).

Statistical technique:

        In this study descriptive statistics like mean and SD’s were computed beside this ‘t’-test was employed to find out the significant difference between the teaching efficiencies of male and female of Science and Arts stream.

6.2   Interpretation, Result and Conclusion:

        The present study reveals that there is no significant difference between the teaching efficiency of male and females and there is no significant difference between the teaching efficiency of Arts and Science stream.

Conclusion:

        On the basis of analysis it is found the self efficiency has a vital influence on self-evaluation of teaching of D.Ed. trainees, self-evaluation makes the student teachers estimate themselves in an effort of rectify their defects and improve in different areas.  The 21^st century it is the age of X computer and new technologies. 

        Today men and women have equal rights to educational.  In this vast modern world the quality of a nation depends on the quality of its citizen. The researcher feels the need and concern regarding our education system.  Teacher education is a responses system which has to be continued evolved.  In order to assess the quality of teacher education institutions certain qualities indicators are to be considered.

        NAAC (2004) has identified 7 crore for quality education teachers which includes curriculum transaction and evaluation for diverse needs teaching evaluation of learning and examination.

        The role of self-assessment is to judge the progress that the learner and the teacher have made towards achieving the aims that have been an appraising how these could be done better.  Opportunity for feedback leading to revision and improvement of performance should constantly be available without exams and evaluation been used has a treat to study.

        Greading and correction carried out in the presence of the students provides feedback which helps objectivity i.e. self-evaluation.

        In this way self-efficiency assist the student-teachers understanding areas of the study that there is need to focus and also help them by providing a bases for further choices.  They may regarding what to study further.

        The evaluation of the present study of male and female of student-teachers of Science and Arts stream shows that there is no significance difference in their teaching efficiency.

6.3   Limitations:

·     This study is limited to the student-teachers of D.Ed. Course.

·     The researcher has selected the sample from Gulbarga district under Kamalapur DIET centres are not selected for the purpose of study.

·     The number of boys and girls are limited to 20 and 40 respectively.

·     The study is limited to Arts and Science streams and do not consider the other streams.

6.4   Suggestions for further study:

·     A study of status of primary teaching practical in D.Ed. colleges under DIET Kamalapur.

·     A study of evaluation pattern followed in D.Ed. college under DIET Kamalapur.

·     A study of computer among prospective teachers.

·     A study of quality of teacher education among the D.Ed. colleges under DIET Kamalapur.

·     Effectiveness of self-evaluation of student-teachers in quality education.

·     Intelligence, self-evaluation and the academic achievement of D.Ed. student-teachers.

·     Issues and challenges of teacher education.

·     A study of habits and self-evaluation of D.Ed. student teachers.

·     To study the socio demographic profile of D.Ed. student-teachers.

·     A study of lacunae in D.Ed.

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