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STRATEGIES FOR DEVELOPING VALUES AMONG PROSPECTIVE TEACHERS -

AN OVERVIEW

Conference Paper · March 2018

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 National Seminar on Fine Tuning Students‟ Behaviour Through Values

STRATEGIES FOR DEVELOPING VALUES AMONG PROSPECTIVE

TEACHERS – AN OVERVIEW

Dr. K.Suresh & Dr. P. Srinivasan

Post Doctoral Fellow of ICSSR – New Delhi, Associate Professor, Department of Education,
School of Education & Training, Central University of Tamil Nadu, Thiruvarur, Tamilnadu. India

Abstract
Education and values are inseparable parts of our life. Generally, values cannot be taught through teaching
but it may transfer from the teacher or teacher educator. Though, it can be informally developed by telling the
value related stories to the students. Values are used to recognize and obey or follow the thing that good is
agreeable and bad is disagreeable. Values are embedded in education which changes the social desirable activities
to the learners. Teaching profession is mother of all other profession in such way the prospective teacher are the
pillar of the value development to the future students. It is the right time to teach value education and its
contribution to the behavior changes of the individual. Developing values among the prospective teacher and it may
reflect to their students through him/her activities. The author of this paper has concerned to create a picture
about the strategies to develop values among prospective teachers.
Keywords: Education, Values, Principles, Practical Activity and Social Activity
“A Value is a belief upon which on acts by preference”
- Allport (1950)
Introduction
Values are essential to the human being to interact with the environment in a sustainable way.
Aims are an end with in the individual but the values are products the individual. Values play a
significant role in the all individual’s life. Generally, Man created some notions for living and the
notions are called as values. Values are simply called as the human being wants to satisfy themselves
and other selves. this is was stressed by the word of Henderson, “Man acts to satisfy his wants,
anything which satisfies a human want becomes thereby a value”. Values are not separated from the
life but it embedded itself. According to Reid “Education is part of life, and nearly our question about
values and education are inseparable from larger question of values in life. Values are embodied in
educational practice”. Human being is a social dependent and so they must live with social created
notions that are values. Values are essential in our life to play our role in a defined and disciplined
manner. Keat says “Truth is Beauty and Beauty is Truth”. It is obviously right that values are essential
to play our role in proper manner otherwise it will like to drifting boat without anchor. This word
emphasizes the important of the values in our life and it makes our life standard and stable.

Need of Value Education

Value Education in an education strategy or methodology to provide training which maintains
the values of an individual through telling stories about the achievers. Value educational plays a
significant role in the individual life and it provides a way to live with social constructed notions. In
the year 1964-66, the Education Commission spotlighted on “education and national development”
and also identified the “absence of provision for education in social, moral and spiritual values” as
serious defects in the curriculum. It recommended that these values may be taught with the help of
the ethical teachings of great religions wherever possible. It was agreed by the Sri Prakasa Committee
and reported with the recommendation that direct moral instruction may be given in a one or two
periods a week should be set aside in the school time-table. The Government of India’s report on Value
Based Education also it is called as Chavan’s Committee Report (1999) submitted in both houses of
Parliament, provided impetus to resume work on value oriented education. The values are developed
through on the on the way of Implementing Value Education on teacher education. If the value
education is added to the teacher education the followings will be developed to the prospective
teachers.

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ISBN: 978-93-87871-05-2

 Crate good citizen

 Adjustment with the environment and its modification
 Character formation
 Promotion of social efficiency
 Healthy & Balanced personality
 development of vocational efficiency
 Proper utilization of leisure
 National integration and National development
 Fulfill the needs of the man

Different Types of Values

The different types of values are listed below.
 According to the National Council of Teacher Education (NCTE) quoted the following as values
and they are Abstinence, Appreciation of cultural values of others, Anti-untouchabilty,
Citizenship, Consideration for others, Concern for others, Co –operation, Cleanliness,
Common cause, Common good, Courage, Courtesy, Democratic decision making, Devotion,
Dignity of the individual work, Dignity of manual work, Duty, Discipline, Endurance,
Equality, Friendship, Faithfulness, Fellow feeling, Freedom, Forward look, Good manners,
Gratitude, Gentlemanliness, Honesty, Helpfulness, Humanism, Hygienic living, Initiative,
Integrity, Justice, Kindness, Kindness to animals, Loyalty to duty, Leadership, National unity,
Obedience, Peace, Proper utilization of time, Punctuality, Patriotism, Purity, Quest for
knowledge, Resourcefulness, Regularity, Respect for others, Reverence of old age, Sincerity,
Simple living, Social justice, Self-discipline, Self-help, Self-respect, Self-confidence, Self
support, Self study, Self reliance, Self control, Self-restraint, Social service, Solidarity of
mankind, Sense of social responsibility, Sense of discrimination of good and bad, Socialism,
Sympathy, Secularism and respect for all religions, Spirit of enquiry, Team work, Team spirit,
Truthfulness, Tolerance, Universal truth, Universal love, and Value for national and civic
property.
 N. Venkataiah summed those 84 values in three heads such as Social Values, Ethical Values and
Spiritual Values.
 N.L. Gupta listed the values such as Righteouness, Self-Discipline, Fellow Feeling, Humanism,
Democratic Sense, and Non-Violence.
 J.M. Kalra has listed five types of values and they are Essential Values, Personal Values, Social
Values, Cultural Values and Institutional Values.

Principles of Values
Educationists have propounded the following principle to determine the values and they are,
 Principle of Hedonistic View of life: The values of the things is regarding to the power of
satisfying our need and it is should be a fact.
 Principle of Perfection: If a thing considered the perfection of life for which a man in his/her
endeavors could be considered as value.
 Principle of Utility of Theory: If anything has valuable utility, it is too considered value.
 Principle of Order Theory: Anything which helps to organize society is considered to be a value.
 Principle of Existence: A thing is helpful to identify the existence in the society and it may be
considered be a value.
 Principle of Experimentation: A thing is obtained from a present and past experimentation for
reliable notions is called values.
 Principle of Part and Whole Things: A thing must be part or wholly of the life standard notions
which may be called as values.

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 National Seminar on Fine Tuning Students‟ Behaviour Through Values

 Principle objective and Subjective: Values may be determined by the notions of individuals
circumstances and it should be high valid and based on the bases on the things.
 Principle of Emotion: The values might reflect the individual emotions which are expressed by
his/her nature.

Strategies for Teaching Values

Method is nothing but a set of approach or ideas about the nature of learning which is
translated into the classroom. They are different type of strategies are available to develop values
among the students. Here some of the strategies are explained briefly and they are given below.
Classroom Learning Strategy: It is a basic strategy to develop values among the prospective
teachers by using the methods such as storytelling, biographies, Extracts from essay, article and New
papers, parable, proverbs, quotation, poem, anecdotes conflict.
Practical Activity Strategy: Participate the prospective teachers in practical activities like
School/classroom maintenance activity, social development activity, awareness activity like AIDS and
environmental degradation, eradicate the social evil activities like dowry, gender inequality and
alcoholism and it will used to develop their values lively.
Socialized Activity Strategy: It is a strategy that the values are realized through role playing
the social activities and they are given below,
 Dramatization on values themes,
 Role Playing and
 Modeling.
The above activities may be reflecting in the theme of Gender Inequality, Women status on
society, and environmental pollutions.
Incidental Learning Strategy: It is an experience of an individual or a group in their life. It
consists in identifying the wrong or right action of an individual or group which is observed by an
individual.
Silent Sitting Strategy: It is a simple strategy to help in concentration and assimilation, clear
thinking, memory, health and vigours. It allows the individuals to sit quietly which is useful to
strengthening the inner being or self. Most of researchers have identified that silent sittings helps
improving self confidence, ability to get along with other, reducing destructive emotions, calmness
and increasing inspiration.
Visual Experience Strategy: Values may be taught through showing pictures such as symbols,
drawing, pictures, posters, cartoons, charts, graphs and it will powerful for communication of
attitudes as well as values.
Story Telling Strategy: It is a best strategy to inculcate the value based message to the
prospective teachers. Stories about lives of a man of eminence which will give messages about the
values they are embodied. Religion stories and parables figures highlighting the ethical values to the
students.
Anecdotes Strategy: It is a like a story and it is account of real life experiences which portray
of genuine human feelings and expressions. It is a user friendly method to communicate the values to
the prospective teachers. They are inspired and they taught the individual that how they acted of
faced the different life situation drawn from home, school and socials.
Group Singing Strategy: It is an important strategy to remain the consciousness for long time.
Here song selection is so important and it could be chosen to reflect the good thoughts, love of nature,
feeling of sacrifice, cultural and heritage. Group singing creates the unity, discipline and co-operation
of the individual prospective teacher.
Group Activity Strategy: It provides an opportunity for learning many values. By working in
groups, the individual prospective teacher learn the values of each others sincere efforts, joy of doing
one’s best for the good of whole group.

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 ISBN: 978-93-87871-05-2

Conclusion
Teacher education is an education system to produce good teacher for future development.
The prospective teachers are the pillar to mould the students in a desirable and profitable way also
seeding the values to the students through their teaching. The inculcation of value education may
develop the values on prospective teacher formally and we may develop values to the students
informally by the prospective teachers. Prospective teachers are great tool to develop values among
for future generation students and they must know what are the values are used to live properly.

References
1. Ainscow, M. (1997). Value Education. Retrieved, Feb 13, 2018 from
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2. Bhatt, Dipti. P. (2013). Teacher education. New Delhi: APH Publishing Corporation.
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4. Pathak, R.P.(2013). Education in emerging India. New Delhi: Atlantic Publishers and Distributors
Pvt. Limited.
5. Singh, Y.K & Nath, Ruchika. (2014). Teacher education. New Delhi: APH Publishing Corporation.
6. Value Education Meaning. Retrieve, Feb 05, 2018, http://www.chengzhi.net/english/.
7. Value Education Meaning. Retrieved, Feb 13, 2018 from http://www.virtual-
college.co.uk/elearning/Value Education.aspx.
8. Allport (1950). Definition of Values. Retrieved, Feb 13, 2018 from http :// www. dlsud. edu.
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Teaching-Values.pdf

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