ISHS Acta Horticulturae 672: IV International Symposium on Horticultural Education, Extension and Training
RECENT CONCEPTS IN TEACHING-LEARNING PROCESS FOR QUALITY EDUCATION IN HORTICULTURE |
| Authors: | R.S. Chandel, A. Chandel |
| Keywords: | learning requirement, horticulture, education, professional teaching |
| Abstract:
Our universities are producing horticulture graduates for non-existent jobs, while failing to meet the changing manpower requirements in key areas of national development. Indeed, there is a mismatch between university teaching and manpower requirements of horticulture industry. To fulfill our task as a university teacher, we rely mainly on our own educational background and experience in fieldwork and related research. With this background, we tend to focus mainly on topics and contents that have to be transmitted to students, on the logical structure of the subjects that we teach, as well as on how to present subjects? and how to teach students the related practical skills? However, teachers must focus not only on the subject but also on the learning requirements and the needs of students and demands of horticulture industry. Teachers usually see the reasons on the side of students for their inability to understand the topic, whereas, the students usually blame teachers. The job of a teacher consists essentially of different tasks as design, plan, conduct and control the teaching learning process. Identifying the most important structural elements and understand their relation opens the possibility to fulfill the job of teaching in a conscious and systematic way. There is of course no prescription or manual that can guide us in the manifold situations of everyday teaching in horticulture profession. The interaction is meant to produce results in terms of knowledge and skills obtained by the graduates. As the results indicate the success of the interaction, teachers and students evaluate the results and the success at the end of the process. One also has to take them into account when planning and preparing teaching units. | |
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