The document discusses the essentials of pre-service teacher education, emphasizing its importance in equipping freshers with the necessary skills and knowledge for effective teaching. It outlines various programs and objectives aimed at enhancing teacher quality and addressing deficiencies in existing teacher education institutions. Additionally, it highlights the need for curriculum reform, better teacher training methods, and coordination among educational institutions to improve teaching standards.

1. DEPARTMENT OF EDUCATION
KALYANI, NADIA
M.ED ACADEMIC SESSION: 2017-2019
COURSE: MEDC-9
PRE-SERVICE & IN-SERVICE TEACHER EDUCATION
ASSIGNMENT ON
PRE-SERVICE TEACHER EDUCATION: NEEDS, OBJECTIVES &
SCOPE
NAME: RAM PROSHAD BISWAS
ROLL NO: 39
M.ED 2nd SEMESTER

2. Pre-service teacher education refers to preparation of freshers for the
teaching profession. Freshers who have acquired some amount of general
education and who want to join the teaching profession needs to be
provided with pre-service teacher education to equip them with the
knowledge, skills and attitudes required to teach effectively and efficiently.
A graduate joins the training college/CTE/IASE for one year course in
teacher training and gets a certificate after successful completion of the
course. A limited number of institutions also after 4 year integrated teacher
education programme after 10+2 stage. Some institutions also after B.Ed
(Elementary) degree. Some institutions also after M.Ed degree. There are
institutions which offer B.Ed (Special Education) , D.Ed (Special
Education), D.P.Ed and M.P.Ed for physical education teachers. B.Ed
(Hindi), and certificate in pre primary teacher training.

3. Pre-service teacher education is the education and training provided to
student teachers before they have under taken any teaching.
Before entering into a pre-service education program, most
students will have obtained a previous academic degree, either a general or
honours, in a subject of their choice (e.g. English, Math, Science, religion).
The alternative to this is that students may work simultaneously on an
under graduate bachelor’s degree and a pre-service education program. The
latter route in corporate education courses throughout the program’s 4 or 5
years, and culminates in a final year of specific pre-service training
students who complete a bachelor’s degree before returning to a university
to complete the pre-service education program are in a consecutive pre-
service program while students who complete their pre-service training at
the some time as their under graduate degree an in a concurrent program.

4. The general objectives of pre-service teacher education are:-
 To promote capabilities for inculcating national values and goals as
enshrined in the constitution of India;
 To enable teacher to act as agents of modernisation are serial change;
 To sensitize teachers towards the promotion of social cohesion,
international understanding and protection of human rights and rights of
the child;
 To transform student teachers onto competent and committed professionals
willing to perform the identified tasks;

5.  To develop competencies and skill needed for becoming an effective
teacher;
 To sensitize teachers and teacher educators about emerging issues, such as
environment, ecology, population, gender, equality, legal literacy etc;
 To empower teachers to cultivate rational thinking and scientific temper
among students;
 To develop critical awareness about the social realities; and
 To develop managerial and organizational skills.

6.  The teacher education instructions are in a state of isolation. Isolation
from one another, isolation from the general colleges and isolation from
the university. There is back of co-operation and coordination to respect
of their activities.
 It is predominantly knowledge oriented and theoretical. Although
practical work constitutes an important component of the programme. It
is not systematically planned nor sensitively excuted. It has become a
routine matter which is perceived by trainees as monotons us life less
and unrelated to the redities of the school situation.
 The purpose of teacher education and teacher education institutions
(privately managed) is not to prepare quality teacher but to earn money.
Coaching classes, examination guides and question answer books have
defeuted the purpose of teacher education programmes.

7.  The curriculum followed in most of the teacher education institutions is
outdated. Different universities in the some state prescribe different courses
of study for teacher trainees. In some institutions the quality of teacher
education in very poor this affects the quality of education in sekerls.
 In most cases the teacher and lectures appointed in teacher education
institutions are not fit for the job. Some teacher educators luck contest back
ground and some have poor standards of pedagogical skills. What quality
of teacher do they produce?

8.  Pre-service teacher education should only be through face to face
institutional course for a minimum of one year academic duration.
 The above decision leads to the abolition of B.Ed (private) system of
various universities.
 B.Ed through correspondence is not suitable for preparing a teacher.
However correspondence distance education modes can be used affectively
for in service education at all levels.
 Those who intend to start a new teacher training institution in any part of
the country should obtain an objection certificate from the state
Government and then submit the application to the NCTE for recognition

9.  In view of the major policy changes to any place in the field of education,
it is time to review and restructure curriculum for teacher education. There
is a need to have a fresh look into the pre-service teacher education
programme should have linkage with emerging trends in in-service
education of teacher.
 All teacher education institutions should meet the norms and standards
developed by NCTE for quality control.
 With the introduction of MLL based teaching learning process in the school
it has become imperative to reorient teacher education curriculum also
accordingly, particularly at the elementary level for formulation of teacher
education.

10. Teacher education is a continuous process and its pre-service and in-service
components are complimentary to each other according to the International
Encyclopedia of teaching and teacher education (1987). Teacher education
can be considered in there phases pre-service education and in-service.
There phases are considered a parts of a continuous process
Teacher education is broad and comprehensive. Beside pre-
service and in-service programmes for teachers, it is used to be involved in
various community programmes activities. The teacher is required to
acquire adequate knowledge, skills, interests and attitudes towards the
teaching profession.

11.  Van, Nuland, S (2011) Teacher education in Canada Journal of Education
for Teaching, Volume 37.
 Kohli, V, K (1992) “Teacher Education in India & Aborad”, New Delhi,
Himalaya Publishing House.
 National Curriculum Frame work of by NCERT.
 Mohan. Radha. (2011). “Teacher Education”, PHL Learning Limited,
New Delhi- 110001.
 Sharma.Prabha. Shashi.(2003). “Teacher Education Principles Theories
and Practice”, Kanishka Publishers, Distributors, New Delhi- 110002.