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Dr. Raj Kumar Nayak
Principal
BBM B.Ed. COLLEGE,SARDAHA,CHAS,BOKARO
Approved By N.C.T.E. Aff.to Vinoba Bhave University,Hazaribagh,Jharkhand
Visiting Expert N.C.T.E.(NRC) Inspection Team, Jaipur
Life Time Member of AIAER & The Global community
Editor of “Global Evolution Bi-Annual” (Management& Teacher Education) Research Journal
QUALITY CONCERN TO TEACHER EDUCATION
 Introducton:-
 India has been facing the challenges of paramount expansion
of education system including teacher education. During
2002 -2003, there were around 5.5 million teacher in India
The enrolment in teacher education institutions was more
than 2, 00,000 every year. Today the number has gone high,
There were 2000 teacher education institution during 2002-
2003. The numbers of institutions is increasing at a very first
rate because of privatization and liberalization of teacher
education. There wrer12 (twelve) types of teacher education
courses in these institutions. Until, recently around
180(2002-2003)-500 teacher education institutions have
been accreditated by NAAC with the assigned grade point to
C+ to A+. However with the rapid expansion both in
number and size of teacher education institutions quality
suffered greatly.
 Detailed and in-depth study undertaken in recent years have
shown that the quality of pre-service and in-service teacher
education programs in our country is deterioration and that
the professional commitment and over al competence of
teachers leave much to be desired .Hence, unless and until
that the quality of teacher education program is enhanced ,
the quality of school education hardly be improved.
 Concept of quality.
 Quality is contextual. It is very difficult to
give a comprehensive definition only
quality. The best teacher of particular
school may be a poor teacher in some
other school,. How evere the quest for
quality has been the major concern of the
entire human civilization. Quality is not an
act, it a habit. It is generally signifies the
degree of excellence. It is the totality of
features and characteristics of the
product, process or service that bear on
it’s ability to satisfy a state of implied
needs .In the educational context, the
quality is seen as complex issues and
education concerned with human being.
When we describe human being as
product the description can encapsulate
on the characteristics of teachers or
learners in the same way as one would
describe the quality and commodities.
Hence the definition of quality varies
depending upon the individual,
institutional and educational situational
and national context.
 Teacher education program is an integral point of an
educational system, which is directly linked with the
society. Its scope and objectives have become larger
on the modern society the major factors of quality
concern in teacher education are input, process and
product factors.
 Input factors: The input factors involve
infrastructures such as, building,equipment, Library,
books , labouratarory ,playground etc.It also
includents student entry behavior such as family
background socio-economic-status ,academic
achievement their interest needs etc. Teacher entry
behavior such as their academic and professional
background ,socio-economic status, their attitude
towards teaching professions ,interest etc are also
considered as input factors
B.Process and product Factors:
 A teacher education program is said to be successful its
outcomes are maximized amongst the trainees in terms of
development of necessary skills ,values and attitudes, the
outcomes are largely depending upon now effectively the
process of training is organized the quality lies on the
process. Output in the result of processes .A process is
particular course of action intended to achieve the desired
results .It is sustained phenomenon marked by gradual
changes through a series of action that lead towards
particular results. It may be natural or manmade but a
continuous activities for function ( Mishra2002) . Good
quality inputs coupled with the process may not lead to
desired outcomes. On the other hand, good quality
processes minimum desired inputs may lead to desired
out comes. It includes the instructional strategies and
process and appraisal staff development programs
,resource mobilisation and financial management.
C. Healthy practice which
includestotalquality
management,Innovation
s, value based education
social responsibilities
and citizenship role and
over alldevelopmentand
institutional ambience
and initiatives.
 On 17th August,1995 National council for Teacher education has been
come in to being. The NCTE has tried to Improve the quality of teacher
Education program but in the development has been restricted to
infrastructure only. To get permission from NCTE the institutions have
created a separate Block with some essentials Books and equipments etc.
Only improvement in the physical facilities and infrastructures can hardly
improve the quality of teacher education. The Society/Trust after that
have made a source of earning not learning for pupil teacher. This has
created a hindrance in the quality improvement program. The Govt.
Policies too have played a great role in bringing down the quality of
teacher education program.
 The Paper describes here some important aspects of Teacher education
and suggestions for the improvements to Defective policy, curriculum
Transaction Duration, Academic Program, Integration Opportunity,
Evaluation they are responsible for affecting teacher education program.
 Quality is the key word today. Everybody demands quality from domestic
requirements to the call centers. It is a fact that quality in teacher
education program is deteriorating day by day. There is need for drastic
change in the teacher education program.
 The following are some important aspects which are responsible for
affecting teacher education program.
 1.Defective Policy:
 (i) Admission Policy: The
government instead of
improving the admission policy
delayed the process which
reduce the duration of course.A
barrier for category system
admission like History (10)
Pol.Sc.(10) roster is adopted
where seats were remain vacant
in Science category and become
a responsible factor for delay
admission in Jharkhand state.
 (ii) School Cadre: By placing the
secondary teacher education
program under the school cadre,
beyond this the school teachers
are deputed to teacher
education institution in some
states. This practice is being
implemented in Gujurat.
 2.Pay Scale: As the private
institution has made a source of
income for Society/Trust,they
do not pay to their staff as per
the norms of State/UGC.
Negligible amount of salary
demoralizes teacher educators
and decreased motivation and
interest in them.
 3.Late
permission:
 Occasionally, many institutions are
being permitted in the session
either by NCTE or by
University/Govt. which bring down
quality education.
 As per the In the supreme Court
of India Civil Jurisdiction Writ
Petition (Civil ) No:276 of 2012
Maa Vishno Devi Mahila
Mahavidyalaya as Appellant Versus
State of U.P And Others
Respondents detailed in
Judgement For the academic Year
2012-2013 and subsequent Years
the scheduled for admission was
Provided as in Table.
1 Publication of Advertisement 01.02.2011
2 Sale of Application Forms and their
submission
10.02.2012 to
10.03.2012
3 Date of Entrance Examination 20.04.2012
to25.04.2012
4 Declaration of Result 25.04.2012
to30.05.2012
5 Commencement and completion of
Counseling
01.06.2012 to
25.06.2012
6 Last date of Admission after Counseling 28.06.2012
7 Commencement of Academic Session 01.07.2012
 4.Curriculum Transaction: It is really very surprising to
mention here that the teacher education program gets
curriculum from various agencies like SCERT ,UGC and
University .These agencies prepare the curriculum and enforce
the institutions to implement the curriculum from the very
next session which is also responsible for bringing the quality
to down. There is no specify format of Lesson Planning and
Teaching nor Micro Teaching adopted by the Universities
becomes a problem for maintaining quality.
 4.Duration: Duration B.Ed. only one year which gets reduced
to 4-6 months only due to late admission. Lecturers busy with
traditional Teaching which turns cheating lesson plan and we
find hardly any curriculum transaction and activity oriented
program for B.Ed. content.
 5. Academic program: Like other professional courses the
teacher educators do not get opportunities to improve
themselves in accordance with the changing scenario and
needs.

 6. Integration Opportunity; The teacher education program
do not integrate with the changing needs of the situations.
Now the reputed and good educational institution do not
permit the trainees to teach their institutions on the
reason that the traditional method of planning and
teaching do not prepare their student for the examination.
 7.Evaluation: In theory no systematic procedure is followed
to bring qualitative result.In the practical actually the work
is being evaluated basing on the whims and fantasies of
the faculty members. Practical Examinations also taken as
haphazard system of money. The external examiners are
busy with collecting money, where management remain
inactive during the teaching practice but on the day of
examination comes forward to provide a good practical
marks to the student .As a result the deserving students
suffers a lot . In our University Practical Marks is of 540
where theory 480 which is very less ,hence can hardly
think of development due to lack of implementation of
Practical in proper way.
 1.Improvement in the Policy:
 All the admission process should be stopped after 1st of July
and the session in any case started 1st of July
 Teacher should be given as per norms that need to be
verified by University procedure.
 No institutions should be granted permission after 1st July in
any case either by NCTE/University.
 2. Curriculum Transaction: The curriculum should be
prepared by NCTE and it should be observed that teacher
educators who teach a particular paper should prepare that
paper only. Besides at least the compulsory paper s and their
basic knowledge should be cultured by all teacher educators.
 3. Duration: Duration of B.Ed. being professional and
equivalent to graduation Degree as per NAAC should be
increased at least two years like NCERT syllabus .
 4. Academic Program: Various academic programs should be
organized for teacher educators and various new scheme and
program should be implemented in all institutions.
 5. Integration: Now a-days, interdisciplinary approach is playing
a great role in the development. Hence, our teacher educational
program should not be restricted to only two school subjects
.Secondly, computer education should be integrated with teacher
education program as compulsory subject with teacher education
course which will modify the training method of the institutions
MCA Candidate after completing B.Ed. & M.Ed. could produce
more useful educational CD & DVD and also motivate other
teacher educators to learn the computer program.
 6. Evaluation: There are some universities which include internal
assessment the theory part. It is also a fact that all the teachers
in any institutions are not unbiased which directly affect of the
candidate. Hence no internal assessment should be added to
theory part and rather guided assignment would have been
better Theory part should be assessed for the merit of
candidate. In practical part the grade should be given and
grading should be made at university level and not at college
level which will give a clear result of marking system. The
University examiners should be free of corruption and that
should be monitored properly by University.
 7. Teacher Educator’s Evaluation By Trainees: An
evaluation of teacher educators by these trainees
is also very important .It has proved a great
success in an institution where trainees have to
fulfil a proforma about their teachers and they
have not to maintain their name or serial numbers
so that they can give a free opinion.
 8.Personality development Program: Now a-days
the renowned institutions organize personal
development program and body language classes
for full development of the management trainees.
But in teacher education program no one has
thought about it as if it is not necessary for
teacher education Program. But this program will
surely add a feather in the cap. For a quality
teacher education program, emphasis should be
made on this also.
 Enhancing Quality: Some more suggestions
 The skill development of student teacher should be
on per with counterparts abroad with liberalization
and globalization of economic activities of teacher
education at nationality comparable internationally
accepted standard has increased .The demand on
teacher education is to be innovative, creative and
entrepreneur in their approach in the skill
development among the student .Although skill
development is crucial to the success of the teachers
in the job market ,skills are of no value in the
absence of an appropriate value system. Teacher
educational institutions shoulder the responsibility
inculcating the desirable value system among the
pupil teachers commensurate with social ,cultural
economic and environmental realities at the local,
national and universal level.
QUALITY_CONCERN_TO_TEACHER_EDUCATION.ppt
QUALITY_CONCERN_TO_TEACHER_EDUCATION.ppt

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QUALITY_CONCERN_TO_TEACHER_EDUCATION.ppt

  • 1. Dr. Raj Kumar Nayak Principal BBM B.Ed. COLLEGE,SARDAHA,CHAS,BOKARO Approved By N.C.T.E. Aff.to Vinoba Bhave University,Hazaribagh,Jharkhand Visiting Expert N.C.T.E.(NRC) Inspection Team, Jaipur Life Time Member of AIAER & The Global community Editor of “Global Evolution Bi-Annual” (Management& Teacher Education) Research Journal QUALITY CONCERN TO TEACHER EDUCATION
  • 2.  Introducton:-  India has been facing the challenges of paramount expansion of education system including teacher education. During 2002 -2003, there were around 5.5 million teacher in India The enrolment in teacher education institutions was more than 2, 00,000 every year. Today the number has gone high, There were 2000 teacher education institution during 2002- 2003. The numbers of institutions is increasing at a very first rate because of privatization and liberalization of teacher education. There wrer12 (twelve) types of teacher education courses in these institutions. Until, recently around 180(2002-2003)-500 teacher education institutions have been accreditated by NAAC with the assigned grade point to C+ to A+. However with the rapid expansion both in number and size of teacher education institutions quality suffered greatly.  Detailed and in-depth study undertaken in recent years have shown that the quality of pre-service and in-service teacher education programs in our country is deterioration and that the professional commitment and over al competence of teachers leave much to be desired .Hence, unless and until that the quality of teacher education program is enhanced , the quality of school education hardly be improved.
  • 3.  Concept of quality.  Quality is contextual. It is very difficult to give a comprehensive definition only quality. The best teacher of particular school may be a poor teacher in some other school,. How evere the quest for quality has been the major concern of the entire human civilization. Quality is not an act, it a habit. It is generally signifies the degree of excellence. It is the totality of features and characteristics of the product, process or service that bear on it’s ability to satisfy a state of implied needs .In the educational context, the quality is seen as complex issues and education concerned with human being. When we describe human being as product the description can encapsulate on the characteristics of teachers or learners in the same way as one would describe the quality and commodities. Hence the definition of quality varies depending upon the individual, institutional and educational situational and national context.
  • 4.
  • 5.  Teacher education program is an integral point of an educational system, which is directly linked with the society. Its scope and objectives have become larger on the modern society the major factors of quality concern in teacher education are input, process and product factors.  Input factors: The input factors involve infrastructures such as, building,equipment, Library, books , labouratarory ,playground etc.It also includents student entry behavior such as family background socio-economic-status ,academic achievement their interest needs etc. Teacher entry behavior such as their academic and professional background ,socio-economic status, their attitude towards teaching professions ,interest etc are also considered as input factors
  • 6. B.Process and product Factors:  A teacher education program is said to be successful its outcomes are maximized amongst the trainees in terms of development of necessary skills ,values and attitudes, the outcomes are largely depending upon now effectively the process of training is organized the quality lies on the process. Output in the result of processes .A process is particular course of action intended to achieve the desired results .It is sustained phenomenon marked by gradual changes through a series of action that lead towards particular results. It may be natural or manmade but a continuous activities for function ( Mishra2002) . Good quality inputs coupled with the process may not lead to desired outcomes. On the other hand, good quality processes minimum desired inputs may lead to desired out comes. It includes the instructional strategies and process and appraisal staff development programs ,resource mobilisation and financial management.
  • 7. C. Healthy practice which includestotalquality management,Innovation s, value based education social responsibilities and citizenship role and over alldevelopmentand institutional ambience and initiatives.
  • 8.  On 17th August,1995 National council for Teacher education has been come in to being. The NCTE has tried to Improve the quality of teacher Education program but in the development has been restricted to infrastructure only. To get permission from NCTE the institutions have created a separate Block with some essentials Books and equipments etc. Only improvement in the physical facilities and infrastructures can hardly improve the quality of teacher education. The Society/Trust after that have made a source of earning not learning for pupil teacher. This has created a hindrance in the quality improvement program. The Govt. Policies too have played a great role in bringing down the quality of teacher education program.  The Paper describes here some important aspects of Teacher education and suggestions for the improvements to Defective policy, curriculum Transaction Duration, Academic Program, Integration Opportunity, Evaluation they are responsible for affecting teacher education program.  Quality is the key word today. Everybody demands quality from domestic requirements to the call centers. It is a fact that quality in teacher education program is deteriorating day by day. There is need for drastic change in the teacher education program.  The following are some important aspects which are responsible for affecting teacher education program.
  • 9.  1.Defective Policy:  (i) Admission Policy: The government instead of improving the admission policy delayed the process which reduce the duration of course.A barrier for category system admission like History (10) Pol.Sc.(10) roster is adopted where seats were remain vacant in Science category and become a responsible factor for delay admission in Jharkhand state.  (ii) School Cadre: By placing the secondary teacher education program under the school cadre, beyond this the school teachers are deputed to teacher education institution in some states. This practice is being implemented in Gujurat.
  • 10.  2.Pay Scale: As the private institution has made a source of income for Society/Trust,they do not pay to their staff as per the norms of State/UGC. Negligible amount of salary demoralizes teacher educators and decreased motivation and interest in them.
  • 11.  3.Late permission:  Occasionally, many institutions are being permitted in the session either by NCTE or by University/Govt. which bring down quality education.  As per the In the supreme Court of India Civil Jurisdiction Writ Petition (Civil ) No:276 of 2012 Maa Vishno Devi Mahila Mahavidyalaya as Appellant Versus State of U.P And Others Respondents detailed in Judgement For the academic Year 2012-2013 and subsequent Years the scheduled for admission was Provided as in Table. 1 Publication of Advertisement 01.02.2011 2 Sale of Application Forms and their submission 10.02.2012 to 10.03.2012 3 Date of Entrance Examination 20.04.2012 to25.04.2012 4 Declaration of Result 25.04.2012 to30.05.2012 5 Commencement and completion of Counseling 01.06.2012 to 25.06.2012 6 Last date of Admission after Counseling 28.06.2012 7 Commencement of Academic Session 01.07.2012
  • 12.  4.Curriculum Transaction: It is really very surprising to mention here that the teacher education program gets curriculum from various agencies like SCERT ,UGC and University .These agencies prepare the curriculum and enforce the institutions to implement the curriculum from the very next session which is also responsible for bringing the quality to down. There is no specify format of Lesson Planning and Teaching nor Micro Teaching adopted by the Universities becomes a problem for maintaining quality.  4.Duration: Duration B.Ed. only one year which gets reduced to 4-6 months only due to late admission. Lecturers busy with traditional Teaching which turns cheating lesson plan and we find hardly any curriculum transaction and activity oriented program for B.Ed. content.  5. Academic program: Like other professional courses the teacher educators do not get opportunities to improve themselves in accordance with the changing scenario and needs. 
  • 13.  6. Integration Opportunity; The teacher education program do not integrate with the changing needs of the situations. Now the reputed and good educational institution do not permit the trainees to teach their institutions on the reason that the traditional method of planning and teaching do not prepare their student for the examination.  7.Evaluation: In theory no systematic procedure is followed to bring qualitative result.In the practical actually the work is being evaluated basing on the whims and fantasies of the faculty members. Practical Examinations also taken as haphazard system of money. The external examiners are busy with collecting money, where management remain inactive during the teaching practice but on the day of examination comes forward to provide a good practical marks to the student .As a result the deserving students suffers a lot . In our University Practical Marks is of 540 where theory 480 which is very less ,hence can hardly think of development due to lack of implementation of Practical in proper way.
  • 14.  1.Improvement in the Policy:  All the admission process should be stopped after 1st of July and the session in any case started 1st of July  Teacher should be given as per norms that need to be verified by University procedure.  No institutions should be granted permission after 1st July in any case either by NCTE/University.  2. Curriculum Transaction: The curriculum should be prepared by NCTE and it should be observed that teacher educators who teach a particular paper should prepare that paper only. Besides at least the compulsory paper s and their basic knowledge should be cultured by all teacher educators.  3. Duration: Duration of B.Ed. being professional and equivalent to graduation Degree as per NAAC should be increased at least two years like NCERT syllabus .  4. Academic Program: Various academic programs should be organized for teacher educators and various new scheme and program should be implemented in all institutions.
  • 15.  5. Integration: Now a-days, interdisciplinary approach is playing a great role in the development. Hence, our teacher educational program should not be restricted to only two school subjects .Secondly, computer education should be integrated with teacher education program as compulsory subject with teacher education course which will modify the training method of the institutions MCA Candidate after completing B.Ed. & M.Ed. could produce more useful educational CD & DVD and also motivate other teacher educators to learn the computer program.  6. Evaluation: There are some universities which include internal assessment the theory part. It is also a fact that all the teachers in any institutions are not unbiased which directly affect of the candidate. Hence no internal assessment should be added to theory part and rather guided assignment would have been better Theory part should be assessed for the merit of candidate. In practical part the grade should be given and grading should be made at university level and not at college level which will give a clear result of marking system. The University examiners should be free of corruption and that should be monitored properly by University.
  • 16.  7. Teacher Educator’s Evaluation By Trainees: An evaluation of teacher educators by these trainees is also very important .It has proved a great success in an institution where trainees have to fulfil a proforma about their teachers and they have not to maintain their name or serial numbers so that they can give a free opinion.  8.Personality development Program: Now a-days the renowned institutions organize personal development program and body language classes for full development of the management trainees. But in teacher education program no one has thought about it as if it is not necessary for teacher education Program. But this program will surely add a feather in the cap. For a quality teacher education program, emphasis should be made on this also.
  • 17.  Enhancing Quality: Some more suggestions  The skill development of student teacher should be on per with counterparts abroad with liberalization and globalization of economic activities of teacher education at nationality comparable internationally accepted standard has increased .The demand on teacher education is to be innovative, creative and entrepreneur in their approach in the skill development among the student .Although skill development is crucial to the success of the teachers in the job market ,skills are of no value in the absence of an appropriate value system. Teacher educational institutions shoulder the responsibility inculcating the desirable value system among the pupil teachers commensurate with social ,cultural economic and environmental realities at the local, national and universal level.