CURRICULUM ANALYSIS OF SECONDARY TEACHER EDUCATION PROGRAMME: A COMPARATIVE STUDY OF INDIA AND BHUTAN

The study was carried out to analyze and compare the Secondary Teacher Education Curriculum of Royal University of Bhutan and University of Pune, India. The objectives of the study were to analyze the teacher education curriculum of India and Bhutan in terms of its relevance to the emerging educational context with reference to Indian/Bhutanese heritage, international understanding, teachers’ role, learners’ competencies, latest developments, values, professionalism and national and social concern. Curriculum analysis has been carried out based on the eight parameters of the emerging educational context. A self developed performa was used to analyze different modules offered in secondary teacher education curriculum by Royal University of Bhutan and different papers including Science practical offered in secondary teacher education curriculum by University of Pune, India. The researcher concludes that the curricula of the two universities are not relevant to the emerging educational context since the presence of parameters indicating emerging educational context are not reflected up to satisfactory level in almost all the papers of both the Universities except for teachers’ role, learners’ competencies and technology mediated learning in case of University of Pune, India. The researcher felt the immediate need to address the incorporation of missing parameters in all the papers up to satisfactory level in both the Universities as a means for preparing the future teachers to overcome and face any kind of challenges in emerging educational context.