1) The document discusses various agencies involved in teacher education programs in India at the national and state level. 2) Key national agencies mentioned are NCTE, NIEPA, UGC, and NCERT which are responsible for regulating standards, research, training, and development in teacher education. 3) At the state level, organizations discussed include SCERTs, SIEs, SBTEs, and university departments of education which work on teacher training, curriculum, and improving quality of education.

1. HIMANI S. VARIYA
F.Y.M.SC. NURSING
GINERA

2. ORGANIZING PROFESSONAL ASPECTS OF
TEACHER PREPERATION PROGRAMS
 The National Council for Teacher Education has defined
teacher education as a programme of education, research
and training of persons to teach from pre primary to
higher education level.
 Teacher education is aprogramme that is related to the
development of teacher proficiency and competence that
would enable and empowerthe teacher to meet the
requirements of profession and face the challenges
therein.

3. DEFINITION:
 According to the Dictionary of education-C.V. GOOD
(1973), teacher education is defined as "all formal and
informal activities and experiences that help to qualify
a person to assume the responsibility as a member of
the educational profession or to discharge his
responsibility most effectively.

4.  In 1906-1956, the program of teacher preparation was
called teacher training. It prepared teachers as
mechanics or technicians. It had narrower goals with
its focus being only on skill train
Post Graduation
1,5 to 3 years
Graduation professional 4
years medical 5 years
commerce 3 years
Higher secondary
class:11-12, Age: 16-17
Secondary
class:6-10, Age:11-15
Primary
Class 1-5, Age: 6-11
India Higher Education

5. AGENCIES OF TEACHER
EDUCATION AT STATE LEVEL:

6. State Institute of Education (SIE):
 Training preparation of teaching aids and evaluation
needs continuity to achieve quality eduation.
 Considering this aspect, Maharashtra state has
established State Institute of Education(SIE).
 In 1984, it secured constitutional status like NCERT
and is renamed as Maharashtra State Council of
Education Research and Training(MSCERT).

7. State Council of Educational
Resaerch and Training(SCERT)
 State council is the apex institute f the state. In
Maharashtra,it was established in 1964-65 as a state
institute of Education. It was upgrade and renamed as
Maharashtra State Council of Education Research and
Training in 1984.

8. Objectives:
 To enhance quality of education by conducting various
types of educational research.
 To improve teacher education.
 To enhance quality of educational institutions.
 To upgrade educational methodology.
 To offer publicity to educational innovations.

9. Role
Planning
Management
Research
Evaluation
Training

10. Functions:
 To improve school education, continuing education,
nonformal education and special education.
 To impart in-service training to the inspectors of
preprimary to higher secondary education.
 To impart in-service training to the teachers of
preprimary fom higher secondary education

11.  To make available extension- services to teacher-
education- institutions.
 To prepare teaching aids for educational institutions.
 To motivate teachers to undertake/ investigative
research regarding content cum methodology.

12. State Board Teacher
Education(SBTE):
 Kothari commission for the first time in 1966
recommended for establishing SBTE, whose main
function was to develop teacher education in the state
to be administered by the state board. Ministry of
education forced states to have SBTE suggestions
NCERT such boards almost all state established.

13. Function:
 Determine the standards of Teacher education
Institutions.
 Modifying and improving the curriculum, textbooks
and system of T.E. in states.
 Developing criterion for the recognition of the T.E.
institutions.
 Organizing guidance faculty of T.E. institutions.
 Developing criterion for admission in T.E. and
evaluating teacher efficiency of pupil teacher.

14.  Providing guidance to the universities and State institutes
for improving and modifying curriculum, textbooks and
examination system for TE.
 Determining the physical and educational institutions for
affiliation.
 Developing the sense of cooperation among university
departments and other training institutions.
 Providing financial assistance- different facilities for TE at
different levels.
 Provide suggestion for the development of state teacher
educators.

15. University departments of
Education(UDE):
 UGC provides grants to the university Department of
education.
 University Department of Education organize the
M.Ed, B.ed aM.Phil classes as well as research work for
Ph.D and D.Litt degree in eduction.

16. Function:
 Develop the post graduate studies and research work.
 Organize training for school teachers.
 Provide solid programmes for TE and developing research
work.
 Starting and organize some programmes for post graduate
teachers which are not organized at other centers.
 Developing language laboratory,preparing instructional
material and use new innovations and practices in TE.

17.  Providing new methodology and technology to
upgrade the standards of TE.
 Developing the effective procedure of evaluation of
theory and ptracticals in education.
 A very strong academic and administrative machinery
at state level should further aim at economy and
integration of divergent elements, avoid duplication of
efforts.

18. NATIONAL LEVEL AGENCIES OF
TEACHER EDUCATION
PROGRAMME

19. University Grants Commission
(UGC)
 Established on 28th December 1953, at New Delhi.
UGC was given autonomy by govt. of India in 1956.

20. Function
 It provides financial assistance to universities and
colleges to meet their requirement.
 It extends the financial aid for the development of
Universities and maintenance.
 It provides a guide-line to center and State Govt. for
giving grant to a University.
 It provides the grants for five years to establish as new
University in the state.

21.  It provides the grants for five years to start new
department or any academic programme in the
University but now state concurrence is essential.
 It encourages higher level research work and teaching
activities by providing financial assistance.
 It provides the grants for higher education and new
programmes in the Universities and colleges.
 It provides the fellowship for teachers and project work
for University and college teachers.

22. National Institute Of Educational
Planning And Administration
(NIEPA)
 This organizes in-service education for educational
administration, planners and supervisors

23. Function
 Providing training of educational planning and administration
to develop the abilities and competencies in the educational
administratin as the in service program.
 Providing training facilities in educational planning and
administration at state level and regional level to develop
efficiency at their level.
 Encouraging the teachers o solve the problems of educational
planning and administration by organizing workshops and
seminars.
 Establishing contact with other countries to understand the
developments and innovations of the developed countries.

24. National Council Of Teacher
Education (NCTE)
 Indian Education Ministry established NCTE on 21st
May 1973 in order to improve the standards of teacher
Education. NCTE has got independent constitutional
status since 1993.



25. Function
 To advise the government of India on all matters concerning teacher
education, including pre-service and in-service training, evaluation of
curricula for teacher education and periodical review of progress in
reviewing of progress n revising the curricula.
 To advise the state government on any matters referred to the council
by them.
 To review the programs of plan schemes, both central and state,
concerning teacher education.
 To advise the government on ensuring adequate standards in teacher
education .Any other matter entrusted to the council by the
government of India.

26. National Council Of Educational
Research And Training (NCERT)
 Ministry of education of Indian Government
established NCERT in 1961.
 NCERT is an autonomous organization , working s an
academic wing of the Ministry of Education.

27. Function
 To launch, organize and strengthen research work in
various aspects of education.
 To arrange 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.

28. Need for Staff Development
 To meet social change and scientific advancement. It
causes rapid changes in nursing knowledge and skills.
 To provide the opportunity for nurses to continually
acquire and implement the knowledge, skills and
attitudes, ideas and values essential to maintain high
quality nursing care.

29.  To meet job related learning needs of the nurse – e.g.
continuing education, in-service education,
extramural education and post basic education.
 Fill the gaps between theory and knowledge.
 To achieve personal or professional development e.g.
promotion.
 To prepare for future tasks or trends.

30. Principles involved in staff
development
 Activities must base of needs and interest of employees and
organization.
 Learning is combination of theory and experience.
 Learning is in internal, personal and emotional process.
 Learning involves changes in behavior.
 Learner should be encouraged to contribute in learning
process.

31.  Problem solving approach is well suited because; effective
learning takes place when there is need/problem.
 Positive reward is effective.
 Teaching- learning should be based on educational psychology.
 Learning can be maximized by providing favourable condition.
 Learning is active process i.e. teacher and learner should be
active in learning.
 Teaching must satisfy learning needs of an individual.
 Use variety of sources for learning as adult learners have wide
range of previous experience.

32. Staff development model
 It is based goal achievement of the health care agency,
the nurse and nursing profession.
 Goal- high quality care through the mutual goal
oriented efforts of the health care agency, nursing
profession and nurses.

33. STAFF DEVELOPMENT
MODEL
Education
Experience
Socio-
economics

34. Types of staff development
Induction
program
Job
orientation
Continuing
education
philosophy
Career
mobility
program

35. Summarization…….