Psychomotor Domain of Bloom’s Taxonomy in Teacher Education
Bloom’s taxonomy of Education objectives has been an important source for investigations of curriculum since its development. The authors of original taxonomy discussed the issues of cognitive and affective objectives in education and furnished a hierarchy of kinds of capability in these domains which could be used an evidence for achievement. Also, the provide a framework for correlating educational attainment with evidence of qualities that relate to abilities relevant to the performance of professional , or in the case of lower elements of the hierarchy, sub professional work roles. The original Taxonomy authors believed that there are three domains relevant to educational outcomes. They are the cognitive ,knowledge of and ability to work with information and ideas; the affective, ability to organize, articulate and live and to work by a coherent value system relevant to the capabilities achieved through education; and the psychomotor skills ,ability to do acts relevant to the field of study. In Teacher Education, psychomotor skills form a very important set or skills that need to be acquired by the student teachers to satisfy overall teaching and present employability skills requirements. Most of the research in teacher Education has dealt with Cognitive and Affective domain. Through the Timothy L.J Ferris and S.M Aziz’s paper entitled “A Psychomotor Skills Extension to Bloom’s Taxonomy of Education Objectives for Engineering Education “Published in iCEER -2005, the author got an idea of this paper  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.471.1302&rep=rep1&type=pdf.
Hence the work follows. Teachers teach in many ways including lectures, small group activities & hands on learning activities. It is necessary for a teacher to have appropriately developed psychomotor skills to be able to recognize and handle the teaching learning process in an effective manner. The paper will present a hierarchical taxonomy of psychomotor skills and discuss these skills specifically from the viewpoint of the needs of student teachers.
Copyright (c) 2018 A Ajumunisha Ali Begam, A Tholappan
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