This PPT about Teacher Education aim, and objectives.

1. Teacher Education
Concept, Aim and Objectives
PATHAN TOFIKKHAN
M.ED.SPL. SEM-3
AYJNISHD(D)

2. For a nation their citizens are important and good citizens the education is
important and develop good education system the teachers are one of the
most important pillars of education system.
If a child can’t learn the way we teach, we should teach the way
they learn.
- Ignacio Estrada

3. • Teacher education can be defined as the Programme that help to develops
required skills and capacities in prospective teacher to fulfil their duties and
carry out their task in real environment.
• Teacher education empower the teachers to face challenges as a teacher and
meet the requirement of the teaching profession.

4. What are the skills needed to be 21th century teacher?
• Teachers require a variety of skill sets for creating lesson plans, instructing
students, working with administrators and interacting with parents. While
some of these skills and qualities like patience and leadership are inherent to
individuals, you can develop most of them through practice and training.
Teachers use their skills to create a conducive learning environment that
facilitates the development of their students. While formal training and
education prepare a teacher for their job role, on-the-job training is crucial
for their personal development.

5. • 1. Critical thinking skills
• 2. Patience
• 3. Communication skills
• 4. Organisational skills
• 5. Creative thinking abilities
• 6. Leadership skills
• 7. Capacity for teamwork
• 8. Time management skills
• 9. Computer skills

6. Teacher Education in NEP 2020 for New Education Policy
of India
Chapter 15. Teacher Education
• Teacher education is vital in creating a pool of schoolteachers that will
shape the next generation. Teacher preparation is an activity that requires
multidisciplinary perspectives and knowledge, formation of dispositions
and values, and development of practice under the best mentors. Teachers
must be grounded in Indian values, languages, knowledge, ethis, and
traditions including tribal traditions, while also being well-versed in the
latest advances in education and pedagogy.

7. As teacher education requires multidisciplinary inputs, and education in
high-quality content as well as pedagogy, all teacher education programmes must
be conducted within composite multidisciplinary institutions. To this end, all
multidisciplinary universities and colleges - will aim to establish, education
departments which, besides carrying out cutting-edge research in various aspects
of education, will also run B.Ed. programmes, in collaboration with other
departments such as psychology, philosophy, sociology, neuroscience, Indian
languages, arts, music, history, literature, physical education, science and
mathematics. Moreover, all stand-alone TEIs will be required to convert to
multidisciplinary institutions by 2030, since they will have to offer the 4-year
integrated teacher preparation programme.

8. Definition :
• Teacher Education as per NCTE, “ a programme of education, research and
training of person to teach from pre-primary to higher education”.
• According to Goods Dictionary, “ all the formal and non-formal activities
and experiences that help to qualify a person to assume responsibilities of a
member of educational profession or to discharge his responsibilities more
efficiently”.

9. Aims of Teacher education :
The Education Commission (1964-66) said,” A sound programme of
professional education of teacher is essential for the qualitative improvement
of education.”
board aims of thecher education are :
 To build a national system of teacher education based on India’s cultural
ethics.
 To facilitate the realization of the constitutional goals and emergence of
social order

10.  To prepare professionally competent teacher ton perform their roles
effectively as per the need of the society.
 To enhance the professional and social status of teacher and development
among them a sense of commitment.
 To produce professional teachers who have the theoretical knowledge and
understanding, combined with practical skills, competencies and
commitment to teach for high national standards.

11. Objectives of Teacher Education :
 Better Understanding of the student:
Building Confidence :
 Using Teaching Methodology :
 Building Favourable Attitude :
 Familiarizing with the latest in education :

12.  Making Teacher Familiar with School Organisation :
 Creating Social Insight :
 Improving Standards :
 Training of Democracy :

13. The in-service programme of Teacher Education (NCTE):
• To enable teacher to understand the changing educational and social
contexts and concerns.
• To help teacher explore new developments in their content and process of
subject they teach.
• To sensitize teacher with the educational problems of the disadvantaged
sections society.
• To empower them to realize the objectives of school curriculum in the light
of changing circumstances.

14. • To prepare them to accept and utilize the various educational potentialities
of information and communication technology.
• To prepare teacher for new roles that they may takes in career advancement.
• To increase the level of motivation of teacher , develop self-confidence and
help them to be committed and reflective teacher.

15. • National Curriculum Framework for Teacher Education (NCFTE) 2009 is
attempt to improve teacher education in India and to prepare ideal,
innovative , humane and affectionate teacher.
NCTE
NCF-
2005
RTE-2009
NCFTE-
2009

16. Elementary Level(NCFTE) :
 Should have knowledge to identify, select and organizing the learning
content and learning experiences as per learns needs.
 The teacher should have knowledge of first and second language.
 To understand the physical, intellectual and social development of the
children.
 Teacher should have knowledge to understand the psychological needs
(child content pedagogy ) of the learner at this stage and how they learns at
this stage.

17.  Teacher should inculcate good habits in learners and prepare them
for society.
 Always try to be a good example of role model for learner .
 To make them of ICT to enhance learning .
 To develop the holistically.
 Teacher should create partnership between parents, school and community.

18. Secondary Level :
 To make teacher aware of nature, purpose and issues of secondary education.
 To empower the teacher to acquire understanding of child psychology.
 Knows the various techniques through which total personality development take
place.
 To make the learners to have environment awareness.
 Teacher should have proper theoretical and practical knowledge of their
respective subject.

19. Senior Secondary Level:
 To make them aware of vocational education or professional education course.
 Proper guidance at this stage is important so the teacher should have skills to
guide them.
 To guide the learner for self study and exploration or discovery learning.
 Use of ICT for better and effectives presentation of content.
 To develop national , democratic and International understanding also.

20. Higher Level :
 To understand aims and objectives of education of higher education.
 The college teacher should have competency to teach specialize disciplines and
have upto data knowledge at this stage.
 To under stand the psycho-social needs of learners at this stages of education.
 Motivate the learner for research from this stage to have higher degrees and make
them ready for that also.
 Making them aware to understand the society as well develop as responsible
citizen.

21. Article :
Accreditation Models in Teacher Education:-
The cases of United States, Australia and India Abstract Teachers have
taken on a more critical role than ever before in our knowledge-based,
technologically sophisticated, global economy, where educational dropouts
and underachievers are consigned to secondary status. Accreditation’s main
goal is to assure that all students have competent, caring and qualified
teachers. This article follows the comparative method in order to get a deep
understanding of teacher education accreditation process in different cultures
(USA, Australia & India). This comparison is historically embedded
conscious of national differences, legal structures, private-public involvement
and the type of accreditation being offered. A classification of initial teacher
education and certification, aims & objectives, mission, governance, and
other areas will be made.

22. • In India, the National Assessment and Accreditation Council (NAAC)
came into existence with the mission to improve the quality and
standard of education at different levels, as it was rightly observed by
the Education Commission (1964-66) that the quality of pre-service
teacher education has not only improved but has actually shown signs
of deterioration (NCTE, 1996) (Dey, N., 2011). Thus; The Central
Government appointed the National Council for Teacher Education
(NCTE) as the academic authority to lay down the teacher
qualifications. The NCTE, vide its Notification dated 23rd August,
2010 laid down the teacher qualifications. These were modified on
29th July, 2011. One of the essential conditions specified in the
Notiication is that a person has to qualify a Teacher Eligibility Test
(TET) conducted by the appropriate Government, in accordance with
Guidelines prepared by the NCTE. The Guidelines on TET were
circulated on 11th February, 2011, and thereafter the Central
Government and several State Governments have conducted the TET
(Department of School Education & Literacy, 2012:11)

23. References :
 Ghoneim, M.(2014,March). International Journal of Education and
Research Vol. 2 No. 3, https://www.ijern.com/journal/March-2014/08.pdf
 Educationphile ,(2022,june.) Aims and objectives of Teacher
Education[video] Youtube https://youtu.be/5Ah7_7aHOJ0
 Stair to Excellence(2022,January.) NCFTE(2009) Youtube
https://youtu.be/kLTBlg1H3Lc