Attitude towards Science and Personality Dimensions of Student Teachers
Pro Environmental behavior of Secondary and Higher Secondary Students from Urban and Rural Areas.
A Gender-Wise Analysis on Emotional Intelligence of B.Ed. Students in Distance Education
Editorial: Indian Educational Researcher Volume 6, Issue 2, July – December 2013
Dr. J.E. Vallabi
Editorial Notes July 20, 2013. Pages: 01-01.
"We cannot hold a torch to light another path without brightening our own"
Teacher Education has long been recognized as a major contributing factor to the social, cultural and intellectual life. According to a saying, ''If you plan for a year, plant crops; if you plan for ten years, plant trees; and if you plan for hundred years, educate the people". Initiatives taken to make the citizens of a country more knowledgeable is the simplest way to empower every citizen to become self-reliant and self-sufficient that leads to self-sustainability. The twenty first century is experiencing a knowledge explosion. The usage of the internet has shrunk the globe to a village and the citizens are open to world knowledge. Academic institutions are indeed, contributing significantly to social development and refinement of individual perception. The academic inputs, therefore must be significant to satisfy the competitive urge for excellence in the world.
This issue of the Journal which is published bi-annually contains research articles by teacher educators and research scholars on various key issues prevalent among school students and teachers. Dr. Amaladoss Xavier and S. Prakash discuss the need for students to develop a positive attitude towards science. K. Saikumari has advanced a cogent plea to improve environmental sensitivity among students which will contribute to the creation of sustainable environment. Another welcome article is by U. Pandian who has explored the relationship between problem solving ability and anxiety of high school students. Dr. P. Annaraja and C. Ramesh have made a Gender-wise analysis on Emotional Intelligence of B.Ed. students in Distance Education which provides useful suggestions about the necessary guidance programmes to be offered for prospective teachers. The study on thinking styles of prospective teachers by Dr. Amaladoss Xavier and S. Sherlin stresses the need for teachers to develop the desired thinking styles so as to strengthen their teaching competencies and skills.
The entire gamut of articles is, thus, directed on exploring and enhancing the quality ethos of teacher education. It is our hope that the readers will perceive through this issue a tremendous scope for identifying gaps in their ongoing programmes and will certainly come out with viable plans of remedial and corrective actions at their own levels.