TEACHER EDUCATION, PRE-SERVICE TEACHER EDUCATION, ELEMENTARY TEACHER EDUCATION, D.EL.ED.. SIGNIFICANCE OF ELEMENTARY TEACHER EDUCATION , OBJECTIVES OF ELEMENTARY TEACHER EDUCATION.

2. Teaching is a profession and is a process
of professional preparation of teachers,
(MHRD, 2012).
Teaching is an art that can be acquired
through a series of well-designed activities,
its’ imperative, therefore due emphasis
should be laid on the education of the
teachers.

3. NCFTE (2010), described that teaching is a profession
and teacher education is a process of professional
preparation of teachers.
“If you educate a boy, you educate one
individual,
If you educate a girl, you educate a teacher,
If you educate a teacher, you educate a
community.
“Knowledge is power” implies that teaching is
an art that can be acquired through a series of well-
designed activities, its imperative, therefore due
emphasis should be laid on the education of the
teachers.

4. Teacher education program that it should
prepare good teachers by providing them
with a sound foundation of the theoretical
knowledge, understanding, skills, attitudes
and interests. It should enable the trainees to
acquire knowledge, skills and techniques for
effective teaching and to inculcate in the
trainees the desired ideals and behavioural
patterns of the society in which we live.

5. The improvement of educational provision in every
country is greatly dependent on the efficiency of
teachers' education. This efficiency in turn,
depends on the knowledge and skills obtained
during their education on a first level, on the
accumulation of their professional experience, its
practical application and its interaction with the
educational context on a second level, and on the
potential offered to the teacher during his/her
professional career to adapt to the new
developments so that they are able to be constantly
updated, improved and modernized.

7. The teacher education system through its initial
teacher education especially, has a major part to
play in the making of a teacher. It makes the
initiation of the novice entrant to the calling and
such as tremendous potential to imbue the teacher
with the aspirations, knowledge – base, repertoire
of pedagogic capacities and humane attitudes
(NCFTE, 2010).

8. Elementary teachers lay the foundation of the
progress of a country. Elementary school
students belong to the age group of 6-14, is being
the critical time of a growing child, giving right
direction plays a vital role. Every child is
different, every age is different and every child
can be molded to be a better and a smarter
human being. This is the very important age
that a child gains his personality. Grooming a
child in this period will develop his personality
and give him perspective on life.

9. Right of children of free and compulsory education Act
(2009), increases the demand manifold for qualified
elementary school teachers. The country has to address the
need of supplying well qualified and professionally trained
teachers in larger numbers in the coming years (NCFTE,
2010).

10. NCF (2005), and RTE (2009),
recommended that the elementary teacher
should be prepared to care for children and
also to understand diversity in their social,
cultural and political contexts. Pre-service
teacher training assumes great significance
as a result of the above by providing
Diploma in Elementary Education
(D.El.Ed.) Programmes to prepare
elementary teachers.

11. After the completion of the two years D.El.Ed.
programme the student teachers will be able
to:
Attract and retain in the school all school,
age children from the school vicinity.
Be familiar with socio economic status of
families in the neighbourhood.

12. Adopt innovation and interesting
techniques of teaching children from
standards I to VIII.
Mobilize means and materials for
academic facilitation of the children.
Develop appropriate basic personal and
special skills in the pupils in each standard.

13. The following are the objectives of teacher
education at the elementary level. At the end of the
programme the trainees will be able,
To understand the nature, purpose, problems and
issues of elementary education.
To evolve need – based, community – specific
and child – centred pedagogy including indigenous
learning systems.

14. To understand the nature and maturity level of
children for imparting education for their many
sided development.
To mobilize and manage community resources
for development of school infrastructure.
To use the constructivist pedagogy and evaluation
techniques.

15. To develop desire, taste and capacity for life-long
teaching and make them aware of the latest
developments in their areas of specialization and
the needed transactional skills.
To understand the advantages of ICT and use the
same for facilitating student learning.
To participate in the effective management of the
school.