“The whole purpose of education is to turn mirrors into windows.” “Sydney J. Harris” The current study set out to find the existing status of use of reflective practices by teacher educators in order to bring excellence in teacher education. With regard to the above mentioned aim, 33 teacher educators participated in the research. Further, in this study, the researchers made use of the following measuring instrument researchers made Self reflection questionnaire to know usage and awareness of reflective practices by teacher educators. Survey method was used and data was collected from 7 teacher education colleges in Pune City. Questionnaire included open and closed ended questions. Closed end questions were analyzed using percentage. Grounded theory was used for interpretation of responses for open end questions. Major findings of the study were that teacher educators always plan their lesson before teaching and mentioned use of reflective practices, but could not list the reflective strategies. However are willing to learn more about reflective practices. They were able to list their qualities as a teacher and did SWOT analysis, but of personal qualities then as a teacher. Theory obtained after performing grounded theory was: Teacher educators are unaware of the new approaches to reflective practices as they mentioned only traditional reflective practices. The teacher educators are aware of their qualities, strengths, weaknesses, opportunities and threats as a teacher, but lack knowledge of reflective strategies.

‘The great Growling Engine of Change today- Technology’ Web 2.0 technologies have “blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people” (Brown & Adler, 2008, p. 18). Emphasizing a participatory culture, Web 2.0 technologies encourage and enable teachers and learners to share ideas and collaborate in innovative ways. They also force educators to rethink the way we teach and learn and to transform our education practices so that we can support more active and meaningful learning that involves “learning to be” as well as “learning about.” The study is significant because, today’s is the age of digitization and it is very important that teachers make use of ICT in their teaching learning process. Today’s students are more technosavy then the teachers so it is very essential to make use of this positive aspect in the teaching learning and making this process a two way learner centered process. The research is a guideline for the teachers to know how technology can be use d in knowledge creation and what difficulties are experienced when using technology. The present action research is on web 2 tools where tools like blogs, you tube videos and Adobe Flash CS6 is used as a web tool for the student teachers of M. Ed course as these students are would be teacher educators and also would be teachers, heads in different educational institutions. This paper focuses on assessing the awareness of the use of web 2 tools in their teaching learning process and development of a program based on web 2 tools. A program was developed by the researcher for the student teachers and it was implemented for a period of 20 days. The researcher also interviewed the student teachers to find out what they felt about the program. The sample included under the study was 30 student teachers from one teacher education college of Pune City for the program and 67 student’s teachers from different teacher education colleges were selected for assessing the awareness of use of web 2 tools. The sample was selected by purposive sampling technique. Multi method approach was adopted by the researcher as the study included survey, product development method and grounded theory. Mixed method design was used as the research included both qualitative and quantitative methods. The research design adopted was convergent parallel design. The tools included open and close ended questionnaire for survey, program on web 2 tools was developed which consisted of lessons to be taught using you tube video sessions, and blogs were created by the students where they posted their discussions or views related to the topics taught. A separate aspect of ADOBE Flash CS6 was also taught to them where they learnt to make invitations cards, banners, certificates as a part of their skill development. From the data obtained analysis was done. The study revealed that most of the student teachers of Pune city had heard about web 2 tools but were unaware of how it could be used in teaching learning process. The program was found to be effective as there was a difference in their post test scores after the program was implemented. The qualitative findings revealed that Use of web 2 tools helps in knowledge creation, better interaction & communication; it provides flexibility in learning for the students they can learn at their own pace and it enriches the teaching learning process. Everyone felt that Adobe Flash CS6 was very beneficial for them as they learnt and got varied experiences and apart from teaching learning it also helped in skill development which is a necessity for the today’s teachers’ ‘It is a time consuming process & if technology fails then the lessons can’t be effective, from all the student teachers who participated in the program all were not comfortable using technology. Adobe Flash CS6 was useful but few student teachers could not use the software’.

“Children are like wet cement. Whatever falls on them makes an impression” “Dr. Hiam Ginnot” The National Policy on Education (1986) (Government of India, 1986) and its plan of action, (Government of India, 1992) have placed immense importance on pre-school education. It is the preschool where most striking changes in behavior are linked to the child’s growing sense of his/her identity. According to Erickson (1950), it is during this time that the child develops autonomy, learns to choose and decides to accept the consequences of choice. It is in these years of life that one’s development can be guided towards the highest potential and determines what one will be, (Hurlock; 1978). Pre-school teachers play an important role in building a child’s success in their first years of school. Considering importance of pre-schools teachers in development of future children researchers took up this study. The current study is set out to find the quality of classroom practices followed and challenges faced by pre-school teachers. With regard to the above mentioned aim, classroom observation and interview of 31 pre-school teachers was conducted by the researchers. Further, in this study, the researchers made use of the researcher developed classroom observation rubric to assess the quality of classroom practices. Interview was conducted to identify areas of professional development and challenges faced by pre-school teachers. Classroom observation rubric included areas like introduction, communication skills, guided practice, assessment, use of strategies and so on. Researcher rated the teachers on a three point scale and scores out of 30 was given to teachers. Quantitative data was analyzed using percentage and qualitative data obtained from interview was analyzed using grounded theory. During the interview teachers were asked teaching – learning areas which they want to improve or learn more about and difficulties they face as pre-school teachers. Major findings of the study were that majority of the pre-school teachers are good at providing instructions, fulfilling their professional duties, providing support to the learners and use of communication skills. Pre-school teachers were also good at applying the concepts learned in the classroom with the daily life of the students. Interview revealed that teachers wanted to know more about areas like multiple intelligences, questioning techniques, assessment techniques, differentiated instructions etc. Pre-school teachers also shared major hindrances in their professional development and practices

The commitment to tackle discrimination and exclusion and advance children’s rights and equality for girls is the mainstay of global policies around the world. The drive to tackle the exclusion and gender inequality is in response to the fact that most of the countries have entrenched gender inequality, discrimination against girls and women, and son preference as salient features. These affect the care and access to services and opportunities provided to girls, right from birth. (Plan International, 2017) This paper aims to respond to the fact that Early Childhood Development (ECD) initiatives and programmes, both within the country and outside, often appear to give limited attention to gender inequality and discrimination. Furthermore, initiatives to promote girls’ rights and gender equality often pay little attention to earlychildhood,instead they focuson older girls and adolescents. It is true that the most significant gender-specificrights violations and gaps usually affect older girls, adolescents and young women. Data procured from global sources do not indicate significant differences between girls and boys in terms of infant mortality, under-five malnutrition or enrolment in pre-school. But if we focus just on the global data, it is easy to lose sight of the fact that in many communities and right from birth, gender discrimination affects girls disproportionally which threatens girls’ chances to realise their rights and to live a life of dignity. In such a case, boys tooimbibe a life of harmful notions of masculinity.

In the last years of the second decade of the twenty-first century, we are living in the era of information explosion. I understand. This is the reason why most of the contemporary Hindi writers, whether young or old, are all making their online presence, trying to understand the contemporary Hindi literature written on major new media sites like blogs, websites, Facebook, etc. through this search.

“We do not learn from experience……We learn from reflecting on experience.” - John Dewey NCERT Journal of Education Bhogayata (2000) asserts that “Reflective practice is required because the teachers of the future should be reflective decision makers in terms of thoughtful persons intrinsically motivated to analyze a situation, set goals, plan and monitor action, evaluate results and reflect on their own professional thinking” (p.117). Reflective Practice is a method of assessing our own thoughts and actions, for the purpose of personal learning and development. It is highly relevant and helpful towards Continuous Professional Development (CPD). It's also very helpful in teaching and developing young people and children. 3. Gosh, 2015, asserts it is not only desirable but almost essential to create reflective prospective teachers who can deal with the complexities of the field of education.

Teaching method is a way to give knowledge to students. It is also said that just as there are many ways to achieve a goal, in the same way there are many ways of teaching. We should also choose one or more methods from various teaching methods and keep the psychological interest of the students at the mental level and other mental levels. In meditation on facts, traditionally, the world talks about teaching methods, what does the teacher do. But in the modern age education goes with the methods, which describe the learning activities of the students.

Sakhya, the most ancient branch of Indian Shastha Darshan, is an extraordinary effort in the field of Vishuddha Darshan. While coming under the category of Indian theistic philosophies, Sakhya is also established in the category of atheistic philosophies. The significance of which is being experienced in various areas of current social life. Darshan paves the way for the supreme wisdom of human life by defining this universe and the place and existence of human life in it. In the way of achieving these goals, a human being moves forward on the path of life and exhibits various types of behavior. The science of human behavior of animals and humans is called psychology. This practical life adjustment is also called science. Attempts to answer questions related to psychology. Also, understanding human behavior helps in controlling the behavior by identifying the possible causes of the behavior and anticipating them. As a result of which, the various activities performed in human life and the entire lifestyle can be refined.

For assessment of overall proficiency of English language among the students of English language as second language learners the researcher had constructed Cloze Procedure test on a passage consisting of 868 words based on text book of English Prose and administered it on two groups of students at two different levels, one at an undergraduate level and another at a postgraduate level. At the undergraduate level 48 second year university undergraduate students doing a compulsory course in general English drawn from commerce faculty at Kamala College, Kolhapur (India) were selected. At post graduate level also 48 students doing their first year post graduation in English from Shivaji University, Kolhapur (India) were selected Both the groups consisted of male and female subjects with the mean age of 19.18±1.45 year and 22.29±0.89 year for undergraduate and post graduate students respectively. Four different tests were prepared deleting different number of words i.e. fifth, seventh, ninth & eleventh respectively and were given to both the groups. The results of the study showed that both the groups revealed almost the same results irrespective of the varying number of deleted words from Cloze Procedure

The main objective of the present research is to study the correlation between secondary school teacher's attitude towards professional responsibility and his job satisfaction. Correlational research method in descriptive research method has been used for the research. 525 teachers of Marathi and English medium schools affiliated to Maharashtra State Secondary and Higher Secondary Examination Board (SSC) in Brihanmumbai have been included for data collection. Attitude towards Responsibility Scale and Ghatole K (1997) Job Satisfaction Scale are used as instruments. In the present research, the statistical technique of coefficient coefficient ( ) has been used for inferential analysis. The findings of this research show that there is a positive correlation between the attitude towards professional responsibility and job satisfaction of secondary school teachers based on gender and medium of instruction.

Within the scope of a professional growth plan, teachers and school administrators can undertake a range of professional learning activities including reading professional journals, trying out new practices in the classroom and joining professional organizations. Below is a list of professional development activities that can be undertaken individually or collaboratively as a part of professional development plan. In the past, professional development focused on individual development, workshops, in-services and external delivery systems. Today, the emphasis is on school-based activities such as coaching, partnerships and team/group development etc. Teacher education is a diverse field, covering numerous subjects and various methods of teaching. Teaching in any field is demanding and is a challenging task. Beyond regular education, some people choose to follow specialized paths, such as early childhood education or special education. These teachers need extra educational background in order to be certified to deal with their specific students. These teachers need to have extensive patience and be friendly with toddlers. Innovative play way methods need to be adopted to ensure continuing interest among kids. Ultimately, the goal of teacher education is to provide future teachers – or teachers looking to further develop their teaching ability – with the skills they need to convey essential information to their students. The training they will require depends on many factors, including the age group, subjects, and type of school they will be teaching in. In this present research researcher has decided to study the awareness about study group & try to find out problems which arise in using study groups among teacher-educators.

Cherman Vasd ta Environment has a more important place in Indian society. From ancient times till today we are recognizing the uses of many plants, animals and places. We have considered the trees like Vad, Pimpal and animals like cow and bull to be worshipped. We know its continuing importance. We are dealing with the plants and animals of the creation by loving them. No human has ever been disturbed by nature and elements of nature. Man has come to realize that nature is not a nuisance but is beneficial to man. Sat Tukaram Maharaj has said. 'Vrikshavalli Amha Soyre' Nature is alive. A kind of atmosphere is created by the existence of plants and animals. No one can deny that sun, wind and rain are boons for nature and they give life to nature. According to the Western perspective, plants have intrinsic value, animals, birds are dependent on each other, they have a life cycle, the life cycle in nature sustains the environment.

It can be observed that in the teaching of English grammar verbs are always in focus. The English pedagogue, while dealing with verbs, usually concentrates on the tenses and the verb forms. Subsequently the morphology of verbs is highlighted. The pedagogue is concerned mostly with verbs that undergo irregular morphological changes. The phonological part of the verb inflection, it seems, is not highlighted as intensely as the morphological is done. And hence, the morphophonemic behaviour of the verb inflections, it can be observed, has not been enough or duly emphasized in the teaching of English verb forms. This paper intends to bring the morphophonemic behaviour of the past tense and past participle forms of English verbs under focus.

The crux of higher education has always been to develop elites for the society to become more elite, newer, more changed and definitely transformed. What comes across today is a society which has more educational illiterates than educational elites. There is more violent demand instead of the patient hearing, there is vast fanaticism and hooliganism instead of peace and equity. As we take charge of becoming the second largest democracy in the world it dooms to us that we are making ourselves more autocratic, more rigid not only in our actions but also in our perspectives. So, then how do we visualize the new generation to look and act like? What happens as the leadership goes into the hands of those for whom social transformation is mere worship of their existence?