Contemporary Discourse, 3, 1(2012): 75-78

Review on the B.Ed. Syllabuses: EFLU, Hyderabad,

India Vs. Chinese University of Hong Kong

T. KARUNAKARAN

The paper introduces the concepts of teacher training and teacher

development and gives examples of these. It describes the three
models of teacher training: applied science, craft and reflective
model. An attempt is made to compare two syllabuses which are
used for Bed courses by two universities: English and Foreign
Languages University, Hyderabad, India and Chinese University of
Hong Kong. The objective of this paper is to draw up commonalities
found between these two syllabuses and to find out if these
syllabuses are based on interactive syllabus approach or process
oriented syllabus approach. The comparison will bring out if these
syllabuses are drafted from the bottom-up approach which, indeed,
helps teachers to reflect their experiences and skills very effectively.
Herein, the paper will analyze these two syllabuses to find out the
teacher training model adopted in the syllabuses.
Keywords: Teacher training,Teacher development, Reflective
model, Interactive syllabus, Bottom-up approach.

T eacher training may be defined as preparation for professional practice

usually through formal courses in the colleges or universities. It usually
results in some kind of recognized accreditation, granting successful
candidates a certificate and the right to put letters after their names such as
BA, MA, MBA etc. Teacher development, on the other hand, usually refers to
professional learning by teachers already engaged in professional practice,
usually through reflective discussion sessions based on current classroom
experience. We could see a distinction between these two through the
Wallace’s models of teacher training: the applied science, craft, and reflective
models (Wallace, 1991). According to the applied science model, teachers
learn to be teachers by being taught research-based theories, and then
applying them in practice: The implication is that the most important
professional knowledge is generalizing theory. The craft model means
learning teaching in the way apprentices learn crafts like shoemaking or
carpentry: The novice watches and imitates a master teacher, and obeys the
latter’s directions for improvement. Here, the implication is that teaching is
mainly a practical skill. Finally, we have the reflection model, according to
76 Contemporary Discourse, 3, 1 (2012)

which teachers learn by reflecting on their own experience and applying

what they have learned in order to develop their professional abilities further.
Now, let us analyze the Bed syllabuses of The English and Foreign Languages
University (EFLU) and Chinese University of Hong Kong (CUHK) to see the
models of teacher training implied by these two universities in their syllabus.

Analysis of B.Ed. Syllabuses

The B.Ed. syllabuses of Bachelor of Education by the EFLU and the CUHK
are based on the same approaches but have prescribed different components
for teaching. The Bed (ENG) program offered by the EFLU is meant for the
student teachers of English Language who are supposed to be appointed as
teachers in various institutions. The Bed program offered by the CUHK is
meant for the student teachers of Chinese Language and Literature and
English Language. That is, student teachers can choose either of these fields
for their Bed degree and to complete the course, 240 credits are required in
the field chosen for degree. Field could be either Chinese Language and
Literature or Chinese Language and English Language. The syllabus consists
of components of both fields.

Interactive Syllabus
Both the syllabuses are based on the interactive syllabus. That is to say, the
students are given more opportunities to interact with someone/something
while learning is taking place. This makes the students learn on basis of trial
and error independently. For instance, in the syllabus of the EFLU the part
III-School Management and Administration describes the following as
objectives:
a) Understand the nature and structure of secondary education;
b) Understand the structure of education management;
c) Gain knowledge in planning work at school;
d) Appreciate the duties and responsibilities of the superiors and the head of
the institution; and
c) Become familiar with the problems in Indian education system.
All these components reflect that the rationale of the course is to make the
student teachers understand the social problem and ways to resolve them.
With regard to interactive syllabus, Candlin says ‘interactive is social and
problems solving in orientation rather than which transmits the preselected
and often predigested knowledge’ (1984:84). The syllabus of the CUHK
also complies with the notions of interactive syllabus. In the component
‘Educational Studies Course’, the unit ‘Language and Learning’ describes
the objective of the course as follows
The course consists of the nature, organization and functioning of language
itself, as our primary meaning making response. It covers language
development in children, the role of language in learning at home and in
Review on the B.Ed. Syllabuses… 77

school, challenges of mastering the literacy, the linguistic component in

educational knowledge, language across curriculum, the genres at tertiary
level and beyond.
Moreover, in another unit like Hong Kong education, the aim is specified as
follows:
After studying the course, students will be able to identify, understand and
analyze the major features underlying the Hong Kong educational system,
their trends of development and the social factors contributing to the
formation of this systemic feature.
The interactive syllabus has close relevance to the process syllabus approach
which helps the students to evolve some new ideas from the classroom. In
the case of student teacher, they too could evolve new ideas of teaching and
feedback to improve their methods and styles in more pragmatic and feasible
way. Some new techniques might emerge out of the classroom. These two
syllabuses have components which could get the students involved in the
process of practicing and reflecting. In both the syllabuses student teachers
are supposed to do small scale educational research that could step up the
knowledge of language teaching, since they apply their received knowledge
into practice. Thereby, they get a useful feedback about teaching and research
techniques.

Computer Literacy
Both syllabuses emphasize the importance of computer literacy which is to
be acquired by the student teachers of English language, as there are so
many teaching/learning packages available which could facilitate teachers
to teach English easily. Nowadays, Computer Assisted language Learning is
very famous and pervasive in each and every field throughout the world.
The objectives mentioned in the course of information technology in the
syllabus of the EFLU illustrates that the computer is a tool of teaching. Here,
the student teachers get experienced in using the computer for language
teaching and practical classes are conducted to the student teachers who
virtually get exposed to the real language teaching situation in the classroom.
The knowledge and experience gained by way of practical and theoretical
classes will be helpful to the students to practice and reflect in teaching.

Reflective Model
Both the syllabuses have given enough attention to the brainstorming activity.
Before getting the students immersed in the learning program, the student
teachers are supposed to attend the proficiency courses that get them ready
for the further learning. Here, the student teachers get a chance to recall
what they have already learned in relation to language teaching and apply it
coupled with experiential knowledge in the upcoming classes. Thereby, they
move toward the aim of achieving perfection in the profession. In the light of
78 Contemporary Discourse, 3, 1 (2012)

the components described in the syllabuses of the EFLU and the CUHK, it
could be understood that they tend to empower the learners more than the
educators in the classroom and they give more freedom to improve their
skills in teaching themselves. It implies that the bottom-up approach is followed
in the curriculum which aims at changing the society through education giving
emphasis on the practical aspects of the curriculum to the social goals of the
nation. The reflective model also stresses on the experiential knowledge which
should be coupled with the received knowledge.
Conclusion
Both the syllabuses have placed stress on the background knowledge which
is to be coupled with the received knowledge in the process of practice and
reflection. In this regard, Wallace and Woolger (1991) cited in Bailey (2006)
say “the responsibility for development of professional expertise is as
essentially residing with the trainee by the process of reflecting on his/her
own practice.” So, we could come to a conclusion that both syllabuses are
designed based on the reflective model with a view to empowering the student
teachers in the classroom.

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T. Karunakaran: Research Scholar, EFLU, Hyderabad