2. INTRODUCTION
Man is a social being. He is an integral part of
the
society.
The man is product of society where as society
also depends upon its individuals for its
development.
Aims and objectives of any society can achieved
through the proper education of its
people.
For such an educational system, we require
efficient teachers. It is well known saying that
teacher is the national builder. To be able to
discharge such a high
3. TEACHER EDUCATION
As per the National Council of Teacher
Education Act, 1993, term Teacher
education means…
‘‘Programmes of education, research or
training for equipping them to teach at pre-
primary,primary, secondary and senior
secondary stages in schools,
and includes non- formal education,part-
time education, adult education and
corresponding education’’
4. Teacher education encompasses teaching
skills, sound pedagogical theory and
professional
skills. (W.H. Kilpatrick)
Teacher Education = Teaching Skills +
Pedagogical skills
+ Professional skills.
5. IMPORTANCE OF TEACHER TRAINING
"If you educate a boy, you educate one
individual. If you educate a girl, you
educate the whole family and if you
educate a teacher, you educate the
whole community."
8. MEASURES AND REMEDIES
The Teacher Education Policy in India has
evolved over time and is based on
recommendations contained in
various Reports of
Committees/Commissions
on Education like:
– the Kothari Commission (1966)
– the Chattopadyay Committee (1985)
– the National Policy on Education (NPE
1986/92)
– Acharya Ramamurthi Committee (1990)
– Yashpal Committee (1993)
– and the National Curriculum Framework
9. The Right of Children to Free and
Compulsory Education (RTE) Act
2009,which became operational from
1st April,2010, has important
implications for teacher education in the
country.
Within the broad objective of improving
the learning achievements of school
children, the twin strategy is to:
– Prepare teachers for the school
system (pre- service training).
– Improve capacity of existing school
teachers (in- service training
10. For pre-service training:
• The National Council of Teacher Education (NCTE), a
statutory body of the Central Government, is responsible
for planned and coordinated development of teacher
education in the country.
For in-service training:
• The country has a large network of government-owned
teacher training institutions (TTIs), which provide in-
service training to the school teachers. The spread of
these TTIs is both vertical and horizontal.
At the National Level:
– the National Council of Educational Research and Training
(NCERT)
– National University on Educational Planning and
Administration (NUEPA).
Both NCERT and NUEPA are national level autonomous
bodies
11. SUGGESTIONS
• The courses of studies both in theory and practice should be
reorganised. For this a pragmatic research should be conducted by
some universities to see the course structure, which will be helpful
for realisation of the goals of teacher education.
• The method of teaching in the teacher education departments
should be such that it inspires a sense of appreciation among
other departments of the universities and colleges
• For development of professional attitude it will be advisable to
organise various types of activities such as daily assembly
programmes, community living, social work, library organisation and
other curricular activities.
• The admission procedures of B.Ed. should be completely
systematised and steps should be taken to make it full proof against
tempering and meddling as far as possible.
• There should be a planning unit in each State Education
Department. The function of this unit should be to regulate the
demand and supply of teachers at various levels of schools.
12. • The practising schools have to be taken into confidence. For this
the members of the staff of teachers colleges should be closely
associated with the schools.
• " Innovative practices of teaching such as microteaching,
simulation and interaction analysis procedures should be
encouraged.
• The teacher education department should be made a nucleus for
research on teaching curriculum and evaluation in the regular
university departments.
• For professional growth of teacher educators there should be
seminars, summer internships and research symposia at more
frequent intervals.
• Proper provision of textbooks and reading material, including
reference books in Hindi and regional languages in the field of
teacher education.
• The State Government should make adequate provision of funds
for teacher education departments. Special assistance should be
given for running an experimental school and holding of practice
teaching sessions in various schools.
• Correspondence courses in teacher education should be provided,
with a strict and high screen for admissions and a rigorous manner
of assessment.
• Libraries are needed to be enriched with complete and
comprehensive reference section equipped with all available
13. CONCLUSION
HENCE THERE WOULD BE A MAJOR
SHIFT
FROM
• Teacher centric, stable designs
• Teacher direction and decisions
• Teacher guidance and monitoring
• Passive reception in learning
• Learning within the four walls of the
classroom
• Knowledge as "given" and fixed
• Disciplinary focus
• Linear exposure
• Appraisal, short, few
14. To
….
• Learner centric, flexible process
• Learner autonomy
• Facilitating, supporting and encourages
learning
• Active participation in learning
• Learning in the wider social context in
the class room
• Multidisciplinary, educational focus
• Multiple and divergent exposure
• Multifarious, continuous Education
