WELCOME to the Sri Balasiva Degree. It has been designed to provide you with essential information about the College and the professional preparation process. The college has committed itself to maintaining national and international distinction through the preparation of leaders for education.
Our faculty and staff take pride in the College, which is one of the best in the rural and urban area. We are committed to offering a comprehensive range of high quality training that embody excellence and innovation in education through teaching, research, and service efforts. The varied academic and life experiences of our faculty, students, and alumni create a dynamic community that inspires and motivates"
“Our Mission as an educational institution is to instill originality in the learning minds and impart strength and efficiency, by giving quality-value-based education, motivating skills and creativity with innovative selective knowledge, for the purpose of rendering unique products to serve and then lead the society and bring perfection in entirety which projects Our Vission”.
Providing excellent educational fecilities by imparting practical training knowledge. Providing high quality, world class teacher education thus to eater the needs of the community as a whole. Imparting value oriented education thus acquaint them generally with the social eultural, educational frame work of education.
Content-area and methods knowledge—often also includes ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational") area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kind of knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to learn' or 'social competences', which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional school curricula and ways of working in the classroom).
Practice at classroom teaching or at some other form of educational practice. Practice can take the form of field observations, student teaching, or an internship
Field observations—include observation and limited participation within a classroom under the supervision of the classroom teacher
Student teaching—includes a number of weeks teaching in an assigned classroom under the supervision of the classroom teacher and a supervisor (e.g. from the university)
Internship-teaching candidate is supervised within his or her own classroom
This conventional organization has sometimes also been criticized, however, as artificial and unrepresentative of how teachers actually experience their work. Problems of practice frequently (perhaps usually) concern foundational issues, curriculum, and practical knowledge simultaneously, and separating them during teacher education may therefore not be helpful.
Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learner; it therefore requires teachers to undertake a complex set of tasks every minute. Many teachers experience their first years in the profession as stressful. The proportion of teachers who either do not enter the profession after completing initial training, or who leave the profession after their first teaching post, is high.