Teacher Education IN INDIA; Introduction to Teacher Education

2. Alagappa University

4. The real builders of society are
teachers.
He is the path- shower to show light
to come out of ignorance.
From ancient times till today, they
are path showers to enlighten
individuals; whether they are doctors,
engineers, lawyers, painters,
musicians, etc.
In the Dictionary of education; C.V.
Good (1973) defines Teacher
Education as “All formal and informal
activities and experiences that help to
qualify a person to assume the

5. Better understanding of the
student.
Building confidence.
Methodology of teaching.
Building favorable attitude.
Bringing community to school.
Knowing the Psychology of
students
Knowing the socio-economic
status of the students.
Comprehensive colleges.
Summer schools cum
correspondence courses.
Better trained professionals for
all types of institutions.

7. Quality assurance in Teacher
Education
Teachers Learn Better Ways to
Teach
Teachers Develop Better
Organization and Planning Skills
Teachers Gain Knowledge and
Industry Insight
Teachers want to Continue Their
Education

8.  Retention
 Deeper subject
knowledge
 A collaborative
environment
 Student
achievement

9. According to billing (1976) in-service education is staff
development which is a deliberate and continuous process
involving the identification and discussion of present and
anticipated needs of individual staff for furthering their job
satisfaction and career prospects and of the institution for
supporting its academic work and plans, and implementation of
programmers of staff activities designed for the harmonious
satisfaction of these needs.

10. 1. In-service programme emerges from recognized needs of the school and
community.
2. All school personnel need in-service education.
3. Proper supervisor is an effective means of accelerating the in0-service
professional growth.
4. Improving the quality of instruction is the immediate and long range observes of
in-service education.
5. In-service education leads to a continuous process of re-examination and
revision of the educational programme. Additionally, it encourages participants
to attain self-realization through competence, accomplishment and security.
6. In-service education has increasingly become the concern of state agencies,
colleges, and universities, school boards, school administrators and teachers.
7. Supervisors should create an atmosphere that will stimulate a desire on the part
of teachers for in-service growth.
8. The in-service programme should provide for keeping abreast with research and
advances in education.
9. An in-service programme is most effective when cooperatively initiated and
planned.

11. 1. Institutes (a series of lectures designed to give
participants as much information as possible in a
short time, usually two or three days).
2. Conferences (give participants an opportunity to
question others and discuss ideas presented)
3. Workshops (usually a moderate size group, where
each person has a problem to solve that is closely
related to his field (A skilled consultant work with
each group)
4. Staff meetings (may perform a useful in-service
function but generally used to acquaint teachers
with administrative proceeds users and policies)
5. Committee (five or several members work on a
problem that could be impossible for a whole staff
to tackle).
6. Professional reading (with the aid of a professional
library’ study groups)
7. Individual conferences (dependent of feelings of
mutual understanding and support existing between
teacher and supervisor).
8. Visits and demonstrations

12. 1. Providing the serving professional teachers ample opportunities of updating
their knowledge and skills towards better objective performance and
advancement in status, without having to resign their employment.
2. Providing the schools system the opportunities of retaining the services of
trained and qualified teachers while in sandwich/in-service education
programme.
3. Providing opportunities for increasing the number of trained and qualified
teachers at all levels of education
4. Reducing the financial burden of employers of teachers, as the money they
had to pay as salaries and allowances on full-time to their teachers on full-
pay/time in-service education programme was saved.
5. Providing additional sources of revenue generation for teacher education
institutions in which the sandwich programmes are based.
6. Providing additional source of income to staff members participating in the
programmes.
7. Providing opportunities for teacher education institutions to provide service
in an essential area of national development, especially by putting their
facilities and staff into use during the long vacations.

13. 1. In-service education programme is capital intensive and most of the
participants are self-sponsored. As a result, many of them cannot cope
with exorbitant school fees and other incidental expenses for textbooks
and personal upkeeps.
2. The time factor is a major constraint as contact hours for lectures and
examinations are inadequate. Therefore, the effectiveness and scope of
instruction is in doubt.
3. There are a lot of discrepancies in the approaches and techniques
adopted by the different institutions involved in in-service education
programmes which imply lack of uniformity in course content and
methodology.
4. There is the problem of poor planning and organization whereby available
activities for participants are impersonal and unrelated to their job
settings in the classroom.
5. There is the problems of inadequate facilities in terms of classrooms,
laboratories and boarding facilities to accommodate the size of
enrolment.

14. National Council for Teacher Education.
National Council of Education Research and Training.
University Grant Commission.
Indian Council of Social Science and Research.
National Assessment and Accreditation Council.
Rehabilitation Council of India.
National Level Agencies

15. To work especially towards planned
and coordinated development of
teacher-education.
To improve the standard and
functioning of teacher educators.
Objectives

16. To give approval to teacher - education institutions.
Making recommendations to the central and State government
Universities, the U.G.C and other institutions in the preparation of
plans and programmme’s in the field of teacher education.
Coordinating and monitoring teacher education and its
development in the country.
Preparing a guideline with regard to minimum qualifications for the
candidates to be employed as teacher- educators at different levels.
 Preparing a guideline and specified requirements for starting new
courses and programmes under teacher education.
Developing a guideline for general teacher education programme.
Supervising the teacher education programmes and providing
financial assistance.

17. To launch, organize and strengthen research
works in various aspects of education.
To arrange for pre-service and in-service training
at the higher level. To publish necessary textbooks,
journals and other literature for achieving the
objectives.
To organize extension centers in training
institutes with the cooperation of state
governments and extend facilities pertaining to
new methods and technologies among them.
To establish a National Institute of Education and
manage for the development of research and
higher training for educational administrators and
teachers.
Objectives :

18. To monitor the administration of NIE /Regional
colleges of Education.
To undertake aid, promote and co-ordinate research
in all branches of education for improving school-
education.
To organize pre-service and in-service education
programmes for teachers
To prepare and publish study material for students
and related teacher’s handbooks.
To search talented students for the award of
scholarship in science, Technology and social sciences.
To undertake functions assigned by the Ministry of
education (Now MHRD) for improving school –
education

19.  To upgrade the standard of education Teacher-
education committees were formed consisting of
seven members for two years duration.
It provides awareness of new innovations and
research in teacher-education.
The national fellowship and teacher fellowship are
granted for encouraging research and teaching work.
UGC provides travel grants to the university lecturers
for attending international conferences and seminars.
Visiting professors are appointed from among the
University professors for inter change programmes and
delivering lectures.
Research associates are appointed for post doctor
work.

20. 1. Providing training of educational planning and administration to develop the abilities
and competencies in the educational administration as the in-service program.
2. Providing training facilities in educational planning and administration at state level
and regional level to develop efficiency at their level.
3. Integrating educational studies and researches under the area of educational planning
and administration and make co ordinations in these activities.
4. Encouraging the teachers to solve the problems of educational planning and
administration by organizing seminars and workshops.
5. Arranging extension programs for new developments and innovations in the area of
planning and administration.
6. Establishing contact with other countries to understand the developments and
innovations of the developed countries.
7. Providing guidance at National and State levels in the area of planning and
administration.
8. Multi dimensional activities under extension programs– journal on educational
planning and administration and other books are published.
9. Review of educational planning and administration of other countries- used to
develop our educational system and solve educational problems.

21. The Indian Council of Social Science Research is an
important organisation of the Central Government.
This council was established in August, 1969 by the
Central Government.
It is an autonomous organisation.
This council helps to provide opportunities for
conducting research in the field of higher education.
Its head office is situated at New Delhi.
The Council undertakes various research activities
in the field of social science.

22. Review the progress of social science research and give advice to its users.
Sponsor social science research programmes and projects and administer grants
to institutions and individuals for research in social sciences.
Institute and administer scholarships and fellowships for research in social
sciences.
Indicate areas in which social science research is to be promoted and adopt
special measures for development of research in neglected or new areas.
Give financial support to institutions, associations, and journals engaged in social
science research.
Arrange for technical training in research methodology and to provide guidance
for research.
Co-ordinate research activities and encourage programmes for interdisciplinary
research.
Develop & support centres for documentation services and supply of data.
Organize, sponsor and finance seminars, workshops and study groups.
Undertake publication and assist publication of journals and books in social
sciences

23. The Rehabilitation Council of India(RCI) was set up as a
registered society in 1986.
On September,1992 the RCI Act was enacted by
Parliament and it became a Statutory Body on 22 June
1993.
The Act was amended by Parliament in 2000 to make it
more broad based.
The mandate given to RCI is to regulate and monitor
services given to persons with disability, to standardise
syllabi and to maintain a Central Rehabilitation Register
of all qualified professionals and personnel working in
the field of Rehabilitation and Special Education.

24. To recognize institutions/ organizations/ universities running
master's degree/ bachelor's degree/ P.G.Diploma/ Diploma/
Certificate courses in the field of rehabilitation of persons with
disabilities. To promote research in Rehabilitation and Special
Education.
To maintain Central Rehabilitation Register for registration of
professionals/ personnel.
To collect information on a regular basis on education and training
in the field of rehabilitation of people with disabilities from
institutions in India and abroad.
To encourage continuing education in the field of rehabilitation
and special education by way of collaboration with organizations
working in the field of disability.

25. 1. The primary objectives of establishment of NAAC is to assess
and accredit institutions of liberal arts, science and other
disciplines in order to help these institutions to work
continuously to improve the quality of education, through self-
evaluation of performance of an institution and/or its units
based on self study and peer review through defined criteria.
2. Accreditation is the certification given by NAAC, which is valid
for a period of five years. the process of assessment followed by
NAAC, is in accordance with the internationally accepted
practice with certain modification to suit the Indian context.
3. For quality assurance of teacher education institutions, the
NAAC and the NCTE have entered into a memorandum of
understanding (MOU) for executing the process of assessment
and accreditations of all teacher education institutions coming
under the provision of the NCTE.