TEACHER EDUCATION

UNIT-I

“Teaching is a profession and teacher education is a process of professional

preparation of teachers.”

Meaning of Teacher Education:

Teacher Education refers to the policies and procedures designed to equip

prospective teachers with the knowledge, attitude, behavior and skills they require
to perform their tasks effectively in the classroom, schools and wider community.

The teaching profession can be regarded in three ways:

1. Teaching as a profession 2.Teaching as a Mission 3.Teaching as a vocation

Teaching as a profession:

The word “profession” is synonyms to occupation, job, career, work etc. so if you
consider teaching as a profession then…

You must be willing to go through a long period of preparation.

You must be willing to go through a Continuing education.(continues
development of potentials)
You must strive (work hard) for excellence.
You commit to moral, ethical and religious values and dedicate yourself to
service.

Teaching as a Mission:

The word “mission” is derived from the Latin word “misio” which means to send.
Mission means task assigned. So if teaching is your mission then

It is the task entrusted (given in your hands) to you in this world.

It is your assigned task thus you have got to prepare for it.
Teaching as a vocation:

The word “vocation ‘means from the Latin word “vocare “which means to call
thus vocation is a call.

If Teaching is your vocation then it means

You said yes to your ‘call to” teach.

You commit yourself in the total transformation of the learner.

You consider teaching as a commitment thus aim through the towards quality
teaching.

Definition of Teacher Education “Teaching is a challenging but very rewarding

profession with teachers playing an essential part in helping children and young
people to acquire and develop the knowledge and skills they will need in later life.”

Teacher education= teaching skills +pedagogical theory+ professional skills

Teaching skills:
1. It would include providing training and practice in the different techniques,
approaches and strategies that would help the teachers to plan and impart
instruction, provide appropriate reinforcement and conduct effective assessment.
2.It includes effective classroom management skills, preparation and use of
instructional materials and communication skills.

Pedagogical theory:
1.It includes the philosophical, sociological and psychological considerations that
would enable the teachers to have a sound basis for practicing the teaching skills in
the classroom.
2. The theory is stage specific and is based on the needs and requirements that are
characteristic of that stage.

Professional skills:
It includes the techniques, strategies and approaches that would help teachers to
grow in the profession and also work towards the growth of the profession.
Eg. soft skills, counseling skills, interpersonal skills, computer skills, information
retrieving and management skills and above all lifelong learning skills.
Importance of Teacher education:

1. Teacher education is a continuous process.

2. Teacher education is broad and comprehensive.

3. Teacher education Ever- evolving and dynamic.

4. To impart an adequate knowledge of the subject matter.

5. Equipping the prospective teachers with necessary pedagogic skills.

6. Enabling the teachers to acquire understanding of child psychology.

7. Develop proper attitudes towards teaching which gives self- confidence in the
teachers.

8. Enabling teachers to make proper use of instructional facilities.

TEACHER EDUCATION AS DISTINCT FROM TEACHER TRAINING:

Teacher education TE (TE) or teacher training refers to the policies, procedures,

and provision designed to equip (prospective) teachers with the knowledge,
attitudes, behaviors, and skills they require to perform their tasks effectively in the
classroom, school, and wider community.

'Teacher training' is concerned with practice and skill of methodologies, not with
the knowledge of background theories.

'Teacher education' is associated with both theory and practice.

Because of textual and contextual differences between various aspects of ‘teacher

training’ and ‘teacher education’, it does not seem reasonable to use these concepts
interchangeably.

Although it is very difficult to identify which activities are to be called ‘teacher

training’ and which to be called ‘teacher education’, the intellectual and the
teaching community should know the difference between the two.

The phrase ‘trained teacher’ is becoming outdated now because of its limited scope
and meaning. It does not mean that we should not ‘train’ our teachers.
Training is an essential part of teacher education programmes and it enables the
prospective teacher to acquire expertise in applying new methods in the classroom.

Need for teacher education:

1. It is common knowledge that the academic and professional standards of

teachers constitute a critical component of the essential learning conditions for
achieving the educational goals of a nation.

The aspects that need greater emphasis are:

The length of the academic preparation.

The level and quality of subject matter and knowledge.

The degree of commitment to the profession.

Sensitivity to contemporary (living or occurring at the same time) issues.

Problem and the level of motivation.

2. This is not possible if teacher preparation focused only on training. Holistic

teacher building is necessary and therefore teacher education needed more
emphasis than mere training.

3. Educating all children well depends not only on ensuring that teachers have the
necessary knowledge and skills to carry out their work. But also that they take
responsibility for seeing that all children reach high levels of learning and that they
act accordingly.

4. The teacher is required to acquire adequate knowledge, skills, interests and

attitudes towards the teaching profession. The teachers work has become more
complicated and technical in view of the new theories of psychology, philosophy,
sociology etc.

5. Teacher education like any other educational intervention can only work on
those professional commitments or dispositions that are susceptible to
modification.
6. If the teacher can’t remake someone’s personality we can reshape attitudes
towards the other and develop a professional rather than a personal role orientation
towards teaching as a practice.

People came to teacher education with beliefs, valves, commitments, personalities

and moral codes from their future life.

Concept of teaching:

The chief task of education is, above all, to shape man, or to guide the evolving
dynamism through which man forms himself as a man.”

Traditional concept:- Teaching is the act of imparting instructions to the learners

in the classroom situation. It is traditional class-room teaching. In traditional class-
room teaching the teacher gives information to students, or one of the students or
one of the students reads from a text-book, while the other students silently follow
him in their not merely imparting knowledge or information to students. While
imparting knowledge teacher should kept in mind the child as well as the orderly
presentation of subject-matter.

Modern concept: Teaching is to cause the pupil to learn and acquire the desired
knowledge, skills and also desirable ways of living in the society. It is a process in
which learner, teacher, curriculum and other variables are organised in a systematic
and psychological way to attain some pre-determined goals.

Some Expert Views about Concept of Teaching:

1. Ryburn’s view: “Teaching is a relationship which keeps the child to develop all
his powers.” 2. Burton’s view: “Teaching is the stimulation guidance, direction and
encouragement of learing.”

Effective teaching:
It can be defined in many ways including teacher behavior (warmth, clarity, etc)
teacher knowledge (subject matter)
Teachers who are effective produce student learning, growth and achievement.
Learning: acquiring basic knowledge and skills
Growth: showing acquired progress over time
Achievement: demonstrating an act of accomplishment or attainment.

CHARACTERISTICS OF TEACHERS:

1.expert communication skills

2.superior listening skills
3.deep knowledge and passion for their subject matter
4.the ability to build caring relationships with students
5.friendliness and approachability
6.excellent preparation and organization skills
7.strong work ethic
8.community-building skills
9.high expectations for all

Although great teachers may also possess a number of other wonderful qualities
(like a sense of humor, personality, flexibility, kindness, leadership, classroom
management, a calm demeanor, experience, and the ability to multitask), these are
the qualities the best teachers universally possess.
1. A good teacher is the most valuable asset of a nation.
2. The teacher’s place in a community is the most important one.
3. Teachers can be the redeemers of a void-filled society.
4. To build a civilization of caring and thoughtful people we need good teachers.
5. They must have their capacity to give love to the child in their care and to be an
example.
6. Looking at the present system of education, one can say most of teaching is
theory — some practical participation and psychological involvement, but mostly
theory.
How can a 25-year-old graduate know the problems of a five or ten year old boy or
girl? We need to re-educate these young teachers or select more mature people to
be teachers who have more insight and depth in understanding the principles of
living.
UNIT-II
Pre-service Teacher Education

Meaning of Pre -service teacher education:

Pre -service teacher education is the education and training provided to student
teachers before they have undertaken any teaching.
Preservice teaching is a period of guided, supervised teaching. The college
student is gradually introduced into the teaching role for a particular class by a
mentor or cooperating teacher. ... The preservice teacher begins as an observer and
finishes the preservice teaching experience as a competent professional.

What are the objectives of pre-service teacher education?

The objectives most commonly referred to were related to the Connections

between theory and practice, motivation, understanding phenomena, learning how
to observe, and learning how to report.

What is the importance of pre-service teacher education?

1. It is important for teacher educators to learn the methodology of how to get in

touch with the core qualities of a good teacher and how they can stimulate these
qualities in student teachers.

2. This will lead to a deeper involvement in the learning process of teacher

educators as well as student teachers.

3. The teacher education programme needs to allow the space where in a teacher’s
personality could be developed as someone who is reflective, introspective and
capable of analyzing his or her own life and the process of education at school so
that after becoming a teacher, he becomes an agent of change.

Historical Perspectives of Teacher Education

1.The history of teacher education in India is as old as the history of Indian

education itself. If there had been education in the society in any form there must
have been teachers and students inexistence.
2.Education of teacher's education system was started in 2500 B.C. as education
itself.
3.The history of Indian teacher education may be divided into five parts:
1. Ancient and Medieval Period : 2500 B.C. to 500 B.C.
2. Buddhist Period : 500 B.C. to 1200 A.D.
3. Muslim Period : 1200 A.D. to 1700 A.D.
4. British Period : 1700 A.D. to 1947 Add.
5. Teacher education Post-Independence period in India: 1947 up to this date.

Ancient and Medieval Period

1. There is little evidence to help us construct even an outline of the system of

Teacher Training during this period. In the beginning of Indian civilization all
teaching was concerned with teaching of 'Vedas'.
2. Out of four classes of Aryan Society, there were only Brahmins who served as
masters of the community. This periodic classes deviated themselves to the work
of acquisition, conversation and promotion of knowledge and of the transmission
of prosperity.
3. They looked at it as their duty to learn and to teach. Gaining knowledge is a two
way traffic between the teacher and taught. Because there was caste system at that
time, each caste was dedicated to its profession.
4. Brahmins were earning their livelihood by teaching. These Brahmins were
employed by high class people.
5. There was no training in any institution. They get trained from 'Gurus' in their
families by guardians and parents. It was first a hereditary process-teacher learnt
art of teaching family. In this way teaching profession continued from one
generation to another.
6. Methods and techniques of teaching were very simple. A student had to rely
completely on the word of the teacher. There was a close contact between a teacher
and taught. 'Manu' lies down that the Brahmins alone shall teach 'Vedas' and none
else.
7. In this way we find that there was no formal system of teacher's training. It was
the hereditary process from 2500 B.C. to 500 B.C. until the Buddhist Period
started.

Buddhist Period (29.06.2020)

1. During the Buddhist period the importance of teacher education was recognized
and it got an expansion.
2. It was felt that the profession of teaching was not the right privilege of only
Brahmins. Any enlightened person from any class of the community may get the
status of a teacher after a vigorous training.
3. A vigorous, well elaborated and thorough system of training so for that purpose
of propagating Buddhists preachers and religion not for schools.
4. Teachers were monks who were spreading the spirit of Buddhist religion to the
people ceremony. Afterwards he had to pass the two stages and was ready to get
status of a teacher. He was kept under the supervision of the two teachers.
5. He learned the elements of morality, precious conduct and got training in
'Dharma ‘and discipline. He learnt not only the theory of these elements but lived
his life as said above. When supervisors were satisfied they gave license or a
certificate to be fit for the profession of teaching.

Muslim Period

1. During this period also there was no formal system of teacher training.
Education was public affair, education institutions were called 'Madarsah', (is the
Arabic word for to denote any type of educational institution, secular or religious
(of any religion), whether for elementary instruction or higher learning. The word
is variously transliterated madrasah, medresa, madrassa, madraza, medrese, etc.
(college for Islamic instruction and they were attached to molvies. Education
during this period was mainly religious.
2. Mainly teaching of 'Quran' was imparted. There was no formal training for
teachers. Molvies were appointed as the teacher of Mokalis (Meaning in English is
Client. The other similar words are Mokal, Hashia Nasheen and Gahak.and
Madarsahs. ) There were some advanced Arabic school with more advance and
comprehensive courses of study.
3. Need of formal education was not felt or recognized for any appointment on any
post during this period. No special professional training was required. The posts
were filled up on considerations other than mere academic qualifications. During
this period, teaching medicine, literature, art and music were taken as
Established learned professions.
4. Institutions for regular education and training of such professions were not in
vogue during this period.

British Period

Education policy of the British: In pre-British days, Hindus and Muslims were
educated through Pathsala and Madrassa respectively, but their advent created a
new place of learning i.e. Missionaries. So that, they can create a class of Indian
who would be “Indian in blood and colour, but English in taste” who would act as
interpreters between the Government and the masses.
 One Mr. Bell, a Christian missionary in Madras took the Indian
system of education back to England, and introduced it there. Until then, only the
children of the nobles were given education there and he started education for the
masses in England.

Education is a powerful tool to unlock the golden door of freedom which can
change the world. With the advent of the British, their policies and measures
breached the legacies of traditional schools of learning and this resulted in the need
for creating a class of subordinates. To achieve this goal, they instituted a number
of acts to create an Indian canvas of English colour through the education system.

Initially, British East India Company was not concerned with the development of
education system because their prime motive was trading and profit-making. To
rule in India, they planned to educate a small section of upper and middle classes
to create a class “Indian in blood and colour but English in taste” who would act as
interpreters between the Government and the masses. This was also called
the “downward filtration theory”. The following steps and measures were taken by
the British for the development of Education in India.The chronological
development of Education during the British Period in India is discussed below:

1813 & the Education

1.Charles Grant and William Wilberforce, who was missionary activists,
compelled the East India Company to give up its non-invention policy and make
way for spreading education through English in order to teach western literature
and preach Christianity. Hence, the British Parliament added a clause in 1813
charter that Governor-General-in-Council less than one lakh for education and
allowed the Christian Missionaries to spread their religious ideas in India.

2. Act had its own importance because it was first instance that British East India
Company acknowledged for the promotion of education in India.

3. With the efforts of R.R.M Roy, the Calcutta College was established for
imparting Western education. Also three Sanskrit colleges were set up at Calcutta.

General Committee of Public Instruction, 1823

1. This committee was formed to look after the development of education in India
which was dominated by Orientalists who were the great supporter of Oriental
learning rather than the Anglican. Hence, they created paramount of pressure on
the British India Company to promote Western Education. As a result, spread of
education in India got discursive between Orientalist- Anglicist and Macaulay’s
resolution come across with clear picture of British education system.

Lord Macaulay’s Education Policy, 1835

1. This policy was an attempt to create that system of education which educates
only upper strata of society through English.

2. English become court language and Persian was abolished as court language.

3. Printings of English books were made free and available at very low price.

4. English education gets more fund as compare to oriental learning.

5. In 1849, JED Bethune founded Bethune School.

6. Agriculture Institute was established at Pusa (Bihar)

7. Engineering Institute was established at Roorkee.

Wood’s Dispatch, 1854

1. It is considered as the “Magna Carta of English Education in India” and

contained comprehensive plan for spreading education in India.

2. It states the responsibility of State for the spread of education to the masses.

3. It recommended the hierarchy education level- At bottom, vernacular primary

school; at district, Anglo-vernacular High Schools and affiliated college, and
affiliated universities of Calcutta, Bombay and Madras Presidency.

4. Recommended English as a medium of instruction for higher studies and

vernacular at school level

Hunter Commission (1882-83)

1. It was formed to evaluate the achievements of Wood Dispatch of 1854

under W.W Hunter in 1882.
2. It underlined the state’s role in the extension and improvement of primary
education and secondary education.

3. It underlined the transfer of control to district and municipal boards.

4. It recommended two division of secondary education- Literary up to university;
Vocational for commercial career.

Sadler Commission
1. It was formed to study on the problems Calcutta University and their
recommendations were applicable to other universities also.

2. Their observations were as follows:

I. 12-year school course

II. 3-years degree after the intermediate stage

III. Centralized functioning of universities, unitary residential-teaching

autonomous body.

IV. Recommended extended facilities for applied scientific and technological

education, teacher’s training and female education.

Hence, we can say the British education system were influence by the aspiration of
Christian Missionaries. It was injected to ensure a cheap supply of educated
Indians to increase a number of subordinate posts in administration and in British
business concern. That’s why, they emphasis on English as a medium of
instruction and also to glorified British conquerors and their administration.

Teacher education classified under British period—

1. Monitorial System (1800-1880),
2. Teacher Training (1882-1935) and (1882-1947)

1. Monitorial System (1800-1880): Since the early British period, there was system
of Indian school.
2. There was no extension of Education. Therefore few teachers were required for
education and provision of teacher training or education. But students had to teach
and maintain the discipline.
3. They were guided by the teacher. In Madras Andrew Bell (1787) had introduced
the system of apprenticeship in same places. This system was also introduced in
schools to maintain class discipline.
4. Lancastrian System was introduced in 1819 in Bengal by Calcutta School
Society to train the teachers.
5. Thomas Moonro in 1826 had planned for teacher training first. Other provinces
also paid attention in this direction. As a result in 1857 some schools were
established in Uttar Pradesh (Agra, Meerut, Banaras and Allahabad). Wood's
recommendation suggested for the extension of teacher training in 1954.
6. There were 106 Normal schools and 4000 pupil teacher were enrolled. Total
expenditure was 4lakh rupees.
7. There were two training colleges for secondary level in Madras and Lahore at
that time. The graduates and under graduates were enrolled in these training
colleges. Teacher Training (1882-1935): Hunter Commission (1882) emphasized
on the improvement of primary education and extension of training schools for
teachers. Several normal schools were established. But no attention was given to
secondary training institutions.
8. At the end of 19th century there were 6 training colleges for secondary teachers.
According to the University Act, 1904, recommendations were given for extension
of secondary training colleges. Several training colleges were established, for these
colleges demonstration schools were also emphasized and established. One
training college was started in Bombay in 1906.
9. In 1912 Govt. had recommended: Under the modern system of education no
teacher should be allowed to teach without a certificate that has qualified to do so.
10. In 1917, Calcutta University Commission had recommended to introduce the
Education Department of University level and to investigate the problems of
training colleges. As the result there were 13 Education Departments in
1921.
11. In 1929, Hartong Committee recommended for the centers of primary
education:
• Raise the standard of primary education.
• Appointment of good and trained teachers.
• Provision for refresher courses.
• Investigate the problems of primary education.
Up to this period teacher training may be leveled as—
1. Graduate level (L.T.)
2. Inter level (C.T) and
3. Primary level (H.T.C) of administration or for teaching in Anglo-vernacular
schools. However, it brought in focus of educational system, the importance and
usefulness of teacher training programme.
12. In 1854, Wood's Despatch emphasized the importance of teacher's training and
education. In this report a new principle of grant-in-aid to schools was announced.
Aid was to be given on the basis of number of trained teachers in the schools.
13. during (1854 to 1947) Teacher-Education: In the beginning there were mainly
elementary schools and a few secondary schools in this period. Secondary schools
were opened and there was a demand of teachers for secondary schools. Hence a
number of teacher training colleges for secondary schools were opened.
14. The first secondary teacher training schools was established in 1856 at Madras,
known as Govenment Normal School, Madras. It trained primary teachers as well
as secondary teachers.
15. Later on at Lahore in 1880 a similar institution was started for the training of
secondary teachers.
16. In 1882, Indian Education Commission was admitted to examine the
inadequacies of the Indian Education Commission examined the education and
suggested some improvements.
Thoroughly, it made suggestions for removing inadequacies.
(1) Commission suggested that training institutions should be increased as the
schools were increasing.
(2) Upgrading the teachers training quality, commission suggested that there
should be examination in theory and practical and only those who have passed in
both should be appointed as teachers.
(3) There should be separate training schools for graduates and under-graduates.
There should be different higher levels of training for under-graduates.

What was monitorial system?

1. The syllabus and method of teaching prescribed was entirely different from
other schools. Every subject was correlated to some crafts and situations of life.
2. Students were required to spin and do mathematics, etc., through spinning and
weaving. This was correlated teaching. From 1939 continuously this basic
education is in our country.
3. Sargent Commission: In 1944 again John Sargent formulated the plan of
improving the education system. This was comprehensive plan which was
considered at all levels. This plan made number of recommendations on various
aspects in education.

For teacher education he made 4-5 recommendations—

1. Graduate teachers should be trained in training colleges. Colleges may be started
by government or by university department.
2. Quality of school education should be improved but it could not be improved
without improving quality of teacher training. So commission recommended that
teacher training should also be improved.
3. The commission suggested three types of training schools—
(a) Training schools for preparing teachers for pre-primary schools.
(b) Training schools for training teacher for primary level.
(c) Teacher training for junior training schools.
4. This plan also emphasized the need for refresher courses for teachers.
5. It was mentioned in this plan that in the coming 2-3 years the country would
require 20 lakh non-graduate teachers and 1.81 lakh graduate teachers.
4. In order to fulfill the demand the plan emphasized that more training colleges
should be opened. As a result of this number of training schools and colleges
increased in country with a very fast rate.
5. In 1947 it has been estimated that there were 4 lakh teachers in primary schools
but percentage of teachers was 64.
6. Before 1947, B.Ed., departments were not found in affiliated colleges. There
were three centers to train graduate teachers—Banaras, Agra and Allahabad.
Because number of training colleges were not sufficient. Most of untrained
teachers were appointed on less salary.
7.At the middle level only 59% of total number of teachers (72000) were trained,
rest of them were untrained and at secondary level hardly 51% of total number of
teacher (88000) were trained and the number of training colleges which trained
teachers for secondary level were only 42 and there were 59% untrained teacher
working in the schools. So government thought that let the private colleges
Have training colleges.
8. This is the history of teacher education in India during pre-independence.
Every time when review of teacher education was made by certain committees, it
was always found that there is the need of improvement—qualitative and
quantitative improvement of teacher education.

Teacher Education in India in Post-Independence Period

1. Every country is granted freedom and many kinds of social changes are required
and advocated by new government.
2. Importance of education was stressed; there was greater demand of schools and
consequently demand of trained teachers.
3. Side by side new concept of 'teacher education' was developed in relation to
national needs and aspirations.
4. It was advocated that education system is not fulfilling the needs. This change
also includes a change in the system of teacher education. It has been realized that
teacher education is not merely teacher training; it is something more than this.
5. A teacher's work is not only to impart knowledge but he has to build up the
personality of child because Children are future citizens and teacher has the
responsibili
Radhakrishnan Commission (University Education Commission):
In 1948 the Government of India appointed the University Education Commission
under the chairmanship of S. Radhakrishanan an eminent educationist.

This commission submitted its report in 1949.

This commission was mainly concerned with the university education but it has
felt about the teacher training also and made several recommendations-

1. Teacher training colleges should be remodeled-more time should be given to

practice teaching
And more weight age to practical examination than theory. It means developing
teaching skills.

2. Proper schools should be selected for practice teaching.

3. In the training colleges teacher should be recruited from those who posses
sufficient teaching
Experiences.

4. The commission said that the theory courses should be flexible and adaptable to
local needs
And circumstances. The standardization of curriculum was not considered by the
commission.

5. Students with long teacher experiences should be admitted to M.Ed course.

Secondary Education Commission (Mudaliar Education Commission):

1.In 1952 Government of India appointed the secondary education commission

under the chairmanship of A.L. Mudaliar.
2.This is the person who was vice-chancellor in Madras for too long period, i.e., 13
years.
3.Report of this commission said that teacher is the key to any kind of reform
important.
4.The commission strongly recommended the improvement of working conditions
in the training colleges and try to raise the social status of teachers.
Several important changes were suggested by the commission to be brought about
in the system of teacher education.
The commission made valuable recommendations which may be summarized as
below-

1. There should be 2 years course for non-graduates and one year training course
for graduates.
2. The pupil teachers should be trained in one or two extra curriculum activities
also.
3. The commission also stressed the importance of refresher courses, short-term
intensive courses and specialized courses, workshops and conferences for in-
service teacher were also considered necessary.
4. Training colleges should conduct research work.
5. Training departments should be established in the affiliated college too. Training
of teachers
Should not be the exclusive responsibility of the government.
6. Trained graduates with at least three years teaching experience should be
admitted to M.Ed.
Course.

National Education Commission (1964-66):

1. The Education Commission under the chairmanship of D.S. Kothari has pointed
out clearly the major weaknesses in the existing system of professional education.
2.This commission submitted a very comprehensive report on upgrading the
education system in India.
3. Commission made a number of recommendations to improve the education
system in the country.
4. This commission first of all examined the whole education system and tried out
to identify what the deficiencies and recorded them and criticized them.
As the result of this evaluation they said-
1. Standards of teacher education were poor and Medicare.
2. Effective alumina association should be established in each training college.
3. The teacher education was isolated from the main stream of academic life.
4. Commission also noted that the training colleges have no competed staff. This
may be largely
True even today after many recommendations

Improving Quality of Teacher Training Programme: The essence of teacher

training programme Is 'quality' and in its absence teacher education became not
only financially waste but a source of Overall deterioration in educational
standards.
Therefore to improve the quality of teacher education the following
recommendations were made—
1. Organization of well planned subject orientation courses for training colleges’
staff. It is a kind of short term courses in which teachers are given new knowledge.

2. Introducing integrated courses of general and professional education so that

teacher prospects
are not narrowed. As a result of this recommendation four year courses were
started Regional Colleges of Education in 1963.

3. Using improved methods of teaching (which leave greater scope for self-study
and discussion)
And improved method of evaluation (which includes continuous internal
assessment of practical and sectional work as well as practice teaching).

4.Teaching methods and evaluation system are in-separately bound together. A

student will learn
What you want to evaluate. The person learns the kind of behaviour which is
rewarded, so it is
necessary that evaluation system should be improved.

5.As a result of this recommendation Regional colleges have developed more

improved evaluation system like—Rating scales, cooperative evaluation. In this
way new things are being practiced in Regional colleges.(Regional Institute of
Education-RIE)

6. Commission recommended that instead of practice teaching programme there

should be
Internship programme also. Internship is meaningful because the student is
exposed to all
Types of teachers programme that he has to face when he is an actual teacher.

7. Revision of curriculum at all levels. The syllabus of training college should be

upgraded.
For that purpose NCERT tried to achieve these objectives through seminar and
workshops.
8. Increasing number of working days to 130, logic underlying the
recommendation is that in
 larger number of working days more works done.

9. Appointing qualified staff.

10. Developing special courses for graduates for primary training schools. That
even in the primary schools teacher should be trained graduate not simply high
school.

11. Abolish fees, give scholarships and loans and hostel facilities were provided to
student teacher.

12. Subject specialization was recommended to be introduced and the

specialization was to be
allowed to a student who had studied that subject at graduate level.

13. Improve facilities like libraries, laboratories, workshops, etc.

Expansion of Training Facilities: Because by this time there have been a great lack
of training
teachers. For this number of training colleges are increased. The training facilities
should be
expanded on priority basis so that number of untrained teachers could be reduced.

DIFFERENT TYPE OF TEACHER EDUCATION INSTITUTIONS

There are mainly five types of teacher-education programmes or institutions:

• pre-primary teacher education.
• Primary teacher education.
• Secondary teacher education.
• Higher education programmes.
• Vocational Teachers Training.

pre-primary teacher education.

Pre-primary teacher training courses are of various types i.e, Montessori,
Kindergarten, Nursery, Pre-basic etc. Minimum qualification for admission to this
course is higher secondary and the duration of the course is one year. Many
institutes impart training for two years.

This training is a certificate or diploma course conducted normally by state

government. A couple of years back Punjab and Haryana conducted one year
course titled as “Certificate course in Pre-primary and Nursery Education” to
produce teachers for-primary schools. Later on it was discontinued. In 1987,
Haryana Govt. evolved a two-year course leading to “Diploma in Pre-school
Education.” A number of institutions are being recognized by the Govt. To run this
two year course. This course has been designed in the context of NPE 1986.

2. Primary Teacher Education:

There has been a large scale expansion of such training schools during Five-Year
Plans, hi general, the course lasts for two years and the minimum qualification for
entrance is matriculation. The present trend is to prescribe higher secondary as the
minimum qualification for entrance.

3. Secondary Teacher Education:

Training Colleges prepare graduate teachers for secondary or Higher Secondary
classes. It is normally one year course with an emphasis on principles and
Methodology of Teacher leading to B.Ed, degree. The minimum qualification for
entrance is graduation.

4. Higher Education:
Higher education courses in education are of four types:
(i) One-year M.Ed. Course.

(ii) Two-year M. A in Education

(iii) Two-year Ph.D. course after M.Ed./M.A. (Education)

iv) Post-graduate Diploma in some aspects of Education after B.Ed.

(i) One-Year M.Ed. Course:

This course is open to those who have passed B.Ed, examination creditably.
Candidates having Master’s degree in Arts or Science with M.Ed. Qualification are
considered eligible for the appointment of lecturers in training schools and colleges
as well as for various administrative posts in SCERT’s, NIE’s and NCERT.

(ii) Two-year M.A in-Education:

This course is open to graduates and is considered equivalent to M.Ed, in many
respects. It is recognition of the fact that now’ Education’ has been developed as a
discipline of knowledge like Economics or History. M.Ed. is considered to be
applied side of Education, while M.A (Education) is being taken as basic or pure
side of the education.

(iii) Two-Year Ph-D course after M.Ed./M.A. Education:

A number of Universities in India have arrangements for Ph. D in education which
is open to those who have passed M.Ed., or M.A. in Education in second division.
The M.S. University, Boroda is pioneer maximum number of Ph.D’s in Education
through their Centre of Advanced Studies in Education. Besides this two-year
ph.D. course, one year research course leading to M.Phil, have been provided in
the general colleges or Universities.

5. Vocational Teachers/Training:
Specific Training Courses are organised for training teacher in technical subjects.
There are various courses and institutions to prepare specialized teachers.

These are as follows:

(a) One-year Diploma in Physical Education (DPE).

(b) Training courses to prepare teachers of Music, Dancing, Painting and Fine Arts.

(c) One-year training course to prepare teachers for Home Science.

(d) Certificate courses in Arts & Crafts.

(e) Courses for preparing specialists in the teaching of English, Hindi, and
Geography etc.

General and stagewise objectives of teacher education

Some of the most important objectives of teacher education are as follows:

1. Imparting an adequate knowledge of the subject- matter:

The objective of teacher education is to develop a good command of the subject
matter of the assignment given to him in the colleges.

2. Equipping the prospective teachers with necessary pedagogic skills:

The main objective of teacher education is to develop a skill to stimulate
experience in the taught, under an artificially created environment, less with
material resources and more by the creation of an emotional atmosphere. The
teacher should develop a capacity to do, observe, infer and to generalize.

3. Enabling the teacher to acquire understanding of child psychology:

The objective is to understand the child psychology so that the teacher is able to
appreciate the difficulties experienced by children so as to bring about new modes
and methods of achieving the goals in consonance with the reactions of the
children.

4. Developing proper attitudes towards teaching:

One of the major objectives of teacher education is to develop proper altitudes
towards teaching as a result of which he will be able to maximize the achievements
from both the material and human resources. T here is also development of a
proper perception of the problems of universal enrolment, regular attendance, year-
to-year promotion.

5. Developing self-confidence in the teachers:

The objectives of teacher education are development of the ability to take care
of himself in terms of:
(a) Adjustment with the physical conditions,
(b) Healthy adjustment with the social environment

(c) Adjustment with himself to derive emotional satisfaction with his life.

6. Enabling teachers to make proper use of instructional facilities:

The objective of teacher education is to develop the capacity to extend the
resources of the school by means of improvisation of instructional facilities.

7. Enabling teachers to understand the significance of individual differences of

child and to take appropriate steps for their optimum development:
The objective of teacher education is to know the causes of individual differences
as a result of which he will be able to develop the ability to be a child with
children, an adult with the adults, a responsible citizen among the community.

8. Development of the ability to give direct satisfaction of parents from the

achievement of children in terms of:
(a) Proper habits of taking care of the body,

(b) Proper attitudes reflected in the behaviour of the children at home, in the
school, in the streets, at the farms and fields etc.

c) Progress in the class.

The duties of the teacher is very much relevant in nursery, primary, middle,
secondary, higher secondary schools. Hence the scope of teacher education is very
vast. The duties of the teacher in different stages of education depend on the
foundational general education of the teacher. Emphasis is to be on the practical
aspects rather than theory.
There are three types of teacher education.

(1) In-service (2) Pre-service (3) Distance

• In service Teacher education:

In service teacher education is a programme of activities and experiences
participated in by the educational personnel in education during services. The main
purpose of this type of teacher education is to provide incentives to the teacher, to
help teachers to know their problems and solve them, to introduce modern
techniques, to upgrade the teacher knowledge during the service.
• Pre-service Education:
1.There is great requirement and demand of separate pre-service teacher education
programmes for all the stages of the school education like, elementary,
secondary,senior secondary, college level.
2.The different curriculums for different stages are introduced and modified from
previous style. Various terms and techniques have been introduced like
globalization, WTO, LPG, ICT, outsourcing.
3.The academic and vocational stream have more knowledgeable curriculum in
pre-service teacher education.
• Distance Teacher Education: Distance teachers are prepared for organizing
effective distance teaching. Distance teacher education is provided by multimedia
strategies. There are two
types of persons involved in the process of teacher education
• one is who is to be trained and
• two who will train them, procedure, qualities of distant teacher, selection of
training

School system is divided into four stages:

1.Teacher Education for Elementary Schools .

2.Teacher Education for Secondary Schools.

3. Teacher Education for Senior Secondary School (Academic Stream)

4. Teacher Education for Senior Secondary Schools (Vocational Stream)

1. Teacher Education for Elementary Schools.

Elementary education which makes a significant contribution to national
development occupies a crucial (great importance) position in the system of
education. It admits mainly the children coming after completing pre-school
education, children from educated families, and the first generation learners and
from the neglected and oppressed sections of the society. The impressions acquired
during this stage often continue throughout the life. Preparation of teachers for this
stage implies development of the following competencies and capabilities:

• To facilitate (easier) formal learning and education

• To act as a classroom organizer
• To mobilize, manage and use educational resources.
• To undertake/adopt innovative practices
• To offer guidance to students and parents.
• To develop and use teaching materials
• To plan and organize supplementary educational activities.
• To work with community and act as leaders

Curriculum: The curriculum of elementary school teacher education has to be

developed in the following manner:

1. The curriculum of teacher education at this stage has to be flexible and

responsive to the national, regional and local reality contexts.

2. The theoretical and practical contents should be properly correlated.

3. The components of child psychology, psychology of teaching and learning,
elementary cultural anthropology(study of norms and values) Indian cultural
heritage and philosophy, essential unity of religion, history, problems and status of
elementary education, integrated approach to curriculum transaction and evaluation
techniques, elementary and need based yogic exercises and physical education,
organization of school, group and individual educational activities, working with
community and work education, aesthetic education, pedagogy of school subjects,
art of productive and happy living, building of educational climate, organization of
field trips for educational activities, protection of environment, inclusive
education, emerging Indian society and educational trends, remedial teaching,
content of elementary education etc. need to be given prominent place.

Curriculum Framework for Elementary School Teacher Education

(a) Theoretical
• Principles, Status, Issues and Problems of Elementary Education.
• Emerging Indian Society (&) Elementary Education.
• Philosophy of Elementary Education - Main trends in the Indian and Western
context.
• Psychology of teaching and learning of Elementary School Child.
• Sociology (study of the development structure and functioning of human society)
of Education and Cultural Anthropology (study of human cultures and society)for
elementary school teacher.
(b) Practical Activities
• Internship at Elementary School for duration of one semester.
• Communication Skills - Mother Tongue and Regional language and foreign
language,
• Delivering of 80 supervised lessons.

(c) Evaluation:
1. The prospective teachers should be made aware of new evaluation techniques
and grading system. Its purpose should be to improve performance and develop the
capacity for self-evaluation.
2. The present mixture of internal and external evaluation is to be replaced by
internal evaluation only in course of time.
3. The whole concentration should be on bringing self-improvement in the
development of professional competency and performance competencies.
4. Evaluation has to be formative, summative and continuous as well as
Comprehensive.

Teacher Education for Secondary Schools

1. Secondary education occupies a very critical place in education, not only

because the children become more mature and develop additional psychological
characteristics but also because of its special educational functions.
2. The curriculum for this stage becomes enriched and stands in the midway of
elementary and senior secondary schools.
3. Further it is an independent stage of education for the majority of students who
prefer to enter into life.
4. This transformation requires a teacher education programme rich in content to
realize the following objectives:
• To maintain the continuity of elementary education and to prepare students for
the study of diversified courses and appropriate selection of subjects at the senior
secondary stage.
• To empower the prospective teachers to adopt disciplinary approach in teaching
and to develop among students interest in such studies.
• To enable them to understand the implications of liberalization, privatization,
globalization.
• To develop among the prospective teachers love for Indian culture, and its
contribution to the world and to inculcate a sense of national pride and identity.
• To enable them to develop the teaching competencies and performance skills for
the subjects they have to teach.

Since teachers at secondary stages have to deal with adolescents they must
understand their problems and offer solutions to them including their social
transformation and nurturing of their uniqueness.

Curriculum: The curriculum for the secondary school teacher education course
has to be developed keeping in view the concerns articulated here under:

1. Objectives of secondary education/teacher education, updated curricular content

with emphasis on competencies and values, appreciation of the regional conditions
and the main stream of nation's life, necessity to improve the standard and quality
of school education and utilization of the locally available resources.

2. The curriculum of secondary school teacher education needs to maintain

continuity with elementary school curriculum in certain respects. However, it has
to become an independent entity in itself as the teachers at this stage are required to
deal with mature students who have been exposed to many sided social and life
experiences.

3. The students at this stage acquire new psychological characteristics

for addressing appropriate teaching strategies have to be deployed.

4.The curriculum of teacher education secondary stage may include cultural

heritage of India, its unity and diversity, its relevance, Indian philosophy, emerging
Indian society, social problems, modernization, Westernization, evil effects of
violence and terrorism, challenges of value inculcation,HIV/AIDS preventive
education, educational experiments, psychology of teaching and learning, mental
health, deviant behaviour, sub-normal and abnormal children, pedagogical analysis
of certain areas of social sciences and sciences, concentration of attention,
environmental awareness.

Curriculum Framework for the Secondary School Teacher Education

(a) Duration: years (4 Semesters)
Theoretical Compulsory
• Principles, Status, Problems and Issues in Secondary Education in India and the
region concerned,
• Emerging Indian Society: (Emphasis on unity, diversity and regional specificity)
and Secondary Education,
• Philosophy of Secondary Education: Indian and Western: (Only trends and
educational implications),
• Sociology of Education and Cultural Anthropology (unity, diversity and the study
of regional culture be given due weight age),
• Psychology of learning and motivation of secondary school level students
(Regional and Group Specificities be given due weight age),
• Curriculum and instructional designs for secondary school level,
(b) Practical Activities
• Internship for one semester at secondary school,
• Teaching of two subjects and pedagogical analysis as is common in schools or
prescribed by the university - (minimum 60 lessons),
• Communication skills,
• Environment Protection,
• Ecosystem - Structure and Functions,

(c) Curriculum Transaction: At the present moment, the responsibility of the

curriculum transaction is on the teacher educators who by and large use lecture
method for this purpose. Student teachers of this stage are academically quite
mature and can share the burden of their own study; therefore, the teacher
educators should lay emphasis on non-conventional methods,
Self and independent study, group learning and discussion, field trips and
excursion, problem solving and preparation of projects, Multi-channel learning
system (MCLS). They have to learn to prepare tests and evaluation tools.

(d) Evaluation: Evaluation of student teachers at this stage need to be

comprehensive and continuous using formative and summative approaches. Due
weight age should be given to the opinions of supervisors and school teachers who
should be required to maintain the record of the progress of student teachers. The
capacity to organize thoughts and express them coherently, taking notes from
reading materials and using teaching aids and Information's communication
technique carefully at the appropriate moment need to be the items of
Evaluation.

Teacher Education for Senior Secondary School (Academic Stream)

The curriculum framework for quality teacher education 1998 made the important
recommendation of starting a separate programme of teacher preparation for the
teachers of senior secondary schools.
• Teachers at the senior secondary school possess an advanced educational
qualification. Instead of integrated approach for teaching subjects, they are
required to adopt disciplinary approaches for teaching different branches of social
sciences and sciences etc.,
• The streaming of academic and vocational studies will take place at this stage. A
certain percentage of students will join the higher education in both the streams,
but the majority is expected to join the work force and enter into life. In certain
respects, the situation demands that the courses be terminal and meet the demands
of market and society. This situation imposes new responsibilities on teachers.
• Students of this stage acquire new characteristics-physical, psychological, mental
and emotional.
• Maturity of body and mind, diversification of interests, aptitude, power of
abstract thinking, goal fixation, symbolization, self-consciousness, personal
preferences, self identity, self-respect, peer group influences, sex consciousness
and interest, , imitation of adult behaviour, idealism, egoism, self-expression and
self-exhibition etc.
Division of school system are 4 stages
1.Teacher Education for Elementary Schools .

2.Teacher Education for Secondary Schools.

3. Teacher Education for Senior Secondary School (Academic Stream)

4. Teacher Education for Senior Secondary Schools (Vocational Stream)

Curriculum:
Emerging Indian society, its problems and issues, compulsions and character of
knowledge society and economy, LPG, WTO, Outsourcing, ICT, impact of science
and technology,environmental crisis, alternative science and appropriate
technology, Indian culture and its contribution, psychology of teaching and
learning at this stage, place of senior secondary education in educational system,
its problems, issues and status, curriculum, pedagogy and evaluation at this
stage, pedagogical analysis of the subject to be selected for teaching, research
methodology and action research, history, problems and systems of education,
counseling and guidance, preventive education, adolesence education, philosophy
of education including Indian philosophy, sociology and cultural anthropology etc.
may be the some of the course contents of teacher education at this level.

A tentative curriculum frame work is given below to be suitably adopted.

Curriculum Framework for the Teachers of Senior Secondary Schools (Academic
Streams)
(i) Theoretical
• Emerging Indian Society (Indian heritage, its unity, diversity, regional
specificities modernization, post modernity, (Indian culture, globalisation,
knowledge economy and knowledge society etc. be given emphasis),
• Psychology of teaching and learning,
• Philosophy of education (Relevant parts of Indian and Western Metaphysics,
Epistemology and axiology),
• Sociology and Cultural Anthropology,
• Principles, Status, Problems, Issues and challenges of senior secondary education,
(ii) Electives
• Teaching of (Pedagogical analysis of two subjects : one advanced and the other
ordinary),
• Pedagogical analysis of Home Science,
• Pedagogical analysis of Foreign Language,
• Pedagogical analysis of Mother Tongue and Regional Language,
Any other need based subject of study,
(iii) Specialization : One
• History of Indian Education,
• History of Western Education,
• Comparative Education,
• Educational Technology,
• Education of the oppressed,
• Women education,
(iv) Practical activities
• Internship of one semester in a senior secondary school,
• Teaching 40 lessons in a subject opted at 'A' level and 20 at 'O' level,
• Pedagogical analysis of advanced and ordinary level subjects,
• Community survey and preparation of report
• Action Research, Field Work, Case Study one each,
(v). Evaluation: Evaluation would be of a comprehensive and continuous nature.
Its purpose would be to improve the performance of student teacher and improve
teaching competencies and performance skills. It should be formative and
summative in nature for which appropriate tools will have to be evolved. The art of
self-evaluation and evaluation by peer groups will have to be learnt by prospective
teachers who will have to be convinced about the advantagesof the continuous
evaluation.

Objectives of Teacher Education for Academic Stream

• To develop among teachers an acceptable desired perspective about academic

stream and understanding of its nature, purpose and philosophy.
• To make them aware of the philosophy, purpose and teaching learning strategies
of the subjects they have to teach.
• To empower them to make in-depth pedagogical analysis of the subjects they
have to teach and understand their relevance to tertiary education.
• To empower prospective teachers to comprehend the characteristics of students
for making suitable educational provisions for them.
• To develop among them the competencies to communicate abstract and complex
ideas and concepts in simple terms,

Teacher Education for Senior Secondary Schools (Vocational Stream)

It is believed that it is an education for the non-academic and intellectually inferior

students and for curtailing the pressure of numbers on higher education. In addition
to this middle class attitude,there are certain cultural constraints which also come
in the way of its success. The state has made many pious pronouncements for its
expansion, but substantial actions are yet to be initiated. Besides these, there are
the challenges of technology, market and job opportunities. Unless, vocational
education becomes rich in its educational, cultural and economic value its future is
not going to be encouraging. The content, practicum and the objectives of
vocational education, therefore, demand serious consideration.

Objectives of Teacher Education for Teaching of Vocational Subjects

The programme of teacher education for the vocational subjects has to achieve the
following targets in the domain of competencies of student teachers.
• To impart enriched vocational education which is essential for success in
competitive and open market economy,
• To transform the nature of traditional vocations and modernize them to achieve
success,
• To enable them to impart the skills of marketing, market survey, salesmanship
and advertisement,
• To empower them to develop higher and finer vocational skills and competencies
among the prospective teachers and the ability to foster them among their students,
• To enable them to design courses and competencies needed for self-employment,
Curriculum:
The curriculum of the teacher education at this stage may comprise Indian culture,
contemporary Indian society, economic problems and development, occupational
and educational psychology, marketing and salesmanship, survey of market
demand and advertisement, exhibition of products, managing financial resources
and machinery, fixation of price, accountancy, history,
status, problems and issues in vocational education, management and
organizational problems of vocations, learning and development of vocational
skills and competencies, organizational behaviour, project formulation and use of
computer and Information's communication technique.
modernization and enrichment of its courses. In professional education rigidity
become counter
productive and do not allow to experiment with new ideas and novel practices.

Unit III –IN- SERVICE EDUCATION

In-service education is designed for the manpower development of the school

system and the educational enterprise as a whole. If teachers are to perform their
functions effectively and efficiently, it becomes imperative for them to require
training in new skills and modern methodology. The higher the elvel of educational
attainment by teachers, the higher the level of educational standard in the country.
No wonder the national Policy on Education (2014) asserted that no level of
education can rise above the quality of its teachers. To meet the growing needs of
education in a global economy it becomes imperative to provide sound in-service
education for teachers to update their skills, knowledge and experience.

Concept of In-Service Education

In-service education can simply be defined as the relevant courses and activities in
which a serving teacher may participate to upgrade his professional knowledge,
skills, and competence in the teaching profession. Therefore, it encompasses all
forms of education and training given to a teacher who is already on the job of
teaching and learning. 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 programmes of
staff activities designed for the harmonious satisfaction of these needs. Generally,
the teachers are regarded as the hub of educational development. Therefore, in-
service education is concerned with the activities and courses in which a serving
teacher may participate for the purpose of upgrading his professional skills,
knowledge and interest, subsequent to initial training. In this case, in-service
education is designed to fill the gap of professional inadequacies of a serving
teacher. As Fisher (2003) has rightly pointed out the skill appropriate for
generation ago might no longer prepare students for the world beyond school.
Students are being tasked to be more creative and thoughtful in their daily
activities. In-service education is also referred to as continuing education that is
designed for the retraining, reskilling and updating the knowledge of manpower.
According to UNESCO (1985) continuing education can be regarded as the entire
body of educational processes whatever the content level and method, whether
formal or otherwise, whether they prolong or replace initial education in schools,
colleges and universities as well as in apprenticeship, whereby persons regarded as
adults by the society to which they belong develop their abilities, enrich their
knowledge, improve their technical or professional qualifications or turn them in a
new direction and bring about changes in their attitudes or behaviour in the two
fold perspective of full personal development and participation on balance and
independent social, economic and cultural development.

The need for in-service training for teachers:

1. The need for in-service training in schools is getting more attention for teachers
to equip with new knowledge and skills for them to face new challenges and
reformation in education.

2. In-service training can enhance the professionalism of teachers who can

contribute to the organization to achieve its goals.

3. In-service training is a professional and personal educational activity for

teachers to improve their efficiency, ability, knowledge and motivation in their
professional work.

4. In-service training offers one of the most promising roads to the improvement of
instruction.
5 .In-service training is the totality of educational and personal experiences that
contribute toward an individual being more competent and satisfied in an assigned
professional role.

6. The primary purpose of in-service training is to enable teachers to acquire new

understanding and instructional skills. It focuses on creating learning environments
which enable teachers to develop their effectiveness in the classroom.

7. It is vital that teachers keep up to date on the most current concepts, thinking
and research in their field and also promote professional growth among teachers in
order to promote excellent and effective teaching and learning environment for
students.

8. In-service training for teachers enables the teachers to be more systematic and
logical in their teaching style. In-service training is a planned process whereby the
effectiveness of teachers collectively or individually is enhanced in response to
new knowledge, new ideas and changing circumstances in order to improve,
directly or indirectly the quality of pupil’s education.

9. In-service training comprises two main elements that is the fulfillment of pupils
learning needs and ensuring personal and career development of the academic
staff. In-service training is a fundamental aspect for the enhancement of teachers
professionalism related to the teacher’s vision to improve the quality of their work.

10. Teachers who attend in-service training perform effectively in their work
concerning knowledge of the subject, classroom management, teaching method
and evaluation of students and also show that in-service training plays a major role
to improve the teacher’s performance in school.

11. In-service training also provide teachers with ample opportunities to learn new
concepts, methods and approaches through professional development.

12. In-service training can also change the attitude and skills of teachers and
further increase the performance of students. It also can help to change the
procedures, approaches and practices teacher teach, the way student learn and
would also help to create an excellent school culture in schools.
13. In-service training, teachers will schools management skills, evaluation
techniques and master wider content areas of their subjects. For this reason,
teachers and educational experts should increase their effort in fostering and
implementing in-service training in schools so as to improve the effectiveness of
development in schools.

14. In-service training for teachers should have a positive effect on teachers in
increasing knowledge, communication with their involvement i n planning school
activities and also it increased the staff motivation.

15.in service training gives the positive aspect concerning professional

development of teachers are that the program will make sure that learning activities
is planned and concentrated on empowering effective teachers to correct policies,
curriculum development, teaching and views on how to achieve high productivity
and students performance”.

16. In-service training for teachers will not only bring positive effect to the teacher,
but also students and school because the changes that is expected has a close
relation between teachers, students and schools

Objectives of In-service Education for Teacher

In-service education program is undoubted a significant program, aiming at the

continuous development of teachers in the desired direction.
Following are the chief objectives of in service education for teachers.

1. To provide incentive to the teachers to function more efficiently.

2. To help teachers to know their problems and to solve them by pooling their
resources and
Wisdom.
3. To help teachers to employ more effective methods of teaching.
4. To help teacher to get acquainted with modern techniques in education.
5. To broaden the mental outlook of teachers.
6. To upgrade the teacher knowledge and understanding of the contents.
7. To increase the professional efficiency of the teacher.

Indian Teacher Education Committee has specified the following objectives of in-
service education programme-
1. To help the teacher educators to upgrade the teacher education programme and
to lead in
the organization and development of education

2. To increase the knowledge of teacher educators continuously so that they may

remain
Aware with the progress of education in India and abroad and with the new
knowledge of
Their subject.
3. To motivate teacher educators to self study, independent thinking and creativity.
4. To help to initiate new techniques and to analyze the existing techniques in order
to prepare
good prospective teachers.
5. To promote teacher educators to leave the useless methods and to accept the new
scientific
techniques and ideas.
6. To develop positive attitudes in order to make him able to help in progress of the
nation.
In brief, we can say that the principal purpose of I.S.E. for teacher is to
encourage a desire to
Improve, a receptivity to change, a willingness to break inertia, while at the
same time assisting the individual to become a more competent, fully
functioning teacher and person.

Techniques of in-service education

In-service teacher training may be understood as professional development, or

sometimes as part of wider professional development or growth. The career
development is understood as growth through natural promotion, from one stage of
teacher’s professional career to another. The notion of the experiential growth is
usually anchored in a succession of a few clearly delimited stages. This category is
directly related to the professional and personal maturing of the teacher.
In –service teacher training is usually defined as the provision of organized
programmes for practicing teachers, meant to help them as one of the possible
systematic steps to support their development. These systematic steps, or planned
situations, offers, possibilities and events supporting teachers’ professional
development have been becoming more and more varied in the last two decades.
New information technologies, modern learning theories, a much better mobility of
teachers, and many more factors, is what makes for a variety of in-service teacher
training programmes expanding study of texts and other documents in the Internet,
e-learning discussion forums, international visits, student exchange programmes
and mainly in-school activities, such as action researches, project work,
supervision, visits, team teaching, discussion groups, and so on.Peretti et al(1998)
includes the following options of in-services training into the “plan of education”.
Visits to colleagues’ classes
;• Education through meetings with colleagues from other schools;
• Exchange of experience, excursions, and joint events;
• Internal formation at school, organized for teacher teams by external instructors;
• Team formation at school through work on specifically school-targeted projects
or studies;
• Self-study;
• Individual or team formation of school, in line with external offers (Seminars,
courses, Visits); Internal formation at school, organized by the staff;
• Open formation at school for groups of teachers, parents, and pupils (e.g. on
perspectives, professional orientation, work methods, etc.). So, besides their own
study, teachers can participate in events organized outside their schools or within.
The options of in-service teacher training have a lot of internal forms, differing in
how thoroughly organized or how much formal they are.
A lot of attention is devoted to activities arranged by external subject

SEMINAR- In a seminar some problems of education are taken up and there is

collective thinking. Discussions are held and conclusions are arrived at all under
the guidance of some experts.

REFRESHER COURSES: - A refresher course means an educational

programme organized for refreshing the knowledge of in-service teacher.
Generally they acquire the teachers with the new development in the field of
education. With the coming up of new education policy, refresher courses were
arranged all around for teachers of different categories.

WORKSHOPS: - Workshops are organized for giving in-service education to

teachers. They involve more of practical work and less theoretical discussion.
These types of programmes are more useful for the teachers. The teachers have to
work practically and come out with final materials to be seen by others.
Organization of workshops consumes more time than a seminar or conference.

CONFERENCE: - In a conference, there is a broad discussion of subjects of

practical interest. Generally there is a central theme around which several sub
topics are given. Teachers as per their interest, present paper at the time of
conference. The session ends with the concluding remarks of the president
STUDY GROUPS: - Forming study groups and using them as a technique for in-
service education for teachers can work wonders. A group of teachers of the same
subject and a subject expert in the college of education are combined and start
working. They choose some topics of common interest (or) it may be a problem
related to their teaching subject. Discussion is started under guidance and they
continue thinking, studying and discussing that subject. If need arises, someone
may be invited for extension lecture. The study groups may be meeting once in a
week or even once in a month.
A STUDY CENTRE OF PROFESSIONAL WRITINGS: - Generally the
materials are not under the reach of teachers. The college of education, the
extension service departments can help in this direction. Various publications of
N.C.E.R.T, some good books, materials produced by different centers of education
may be produced in the college library. The study of reading materials will help the
teacher to acquire sufficient knowledge in their subjects.

FUNCTIONS OF NCERT, SCERT AND EXTENTION DEPARTMENT

SCERT and NCERT both are same to function NCERT Working at central level
and SCERT working at State Level Research Development Training Pre- service
In - services Syllabus Text book

What is the role of SCERT?

SCERT is responsible for material development both for children and support
materials for teachers. Other functions include research in various aspects for
qualitative improvement of school education.

SCERT is in fact a counterpart of NCERT in the State. It has been given the
responsibility of overseeing the work done in the academic wing of the School
Education Board in the area of curriculum renewal and development of textbooks.

What is the role of NCERT?

National Council of Educational Research and Training (NCERT) is an apex

resource organization set up by the Government of India, to assist and advice the
central and state Governments on academic matters related to school education

National Council of Educational, Research and Training (NCERT)

The National Council of Educational Research and Training (NCERT) is an
autonomous organization setup in 1961 by the Government of India to assist and
advise the Central and State Governments on policies and programmes for
qualitative improvement in school education.

Establishment
In the Third Five-Year Plan (1961-66) it was proposed to establish a training and
research centre at the national level which should be an autonomous body and
work for the promotion of research and training facilities in varied fields of
educational activity. This led to the establishment of a National Council of
Educational Research and Training in 1961 under the Society Registration Act of
XXI Statute of 1860.

Governing Body
It has responsibility of managing, directing and controlling the NCERT in
accordance with its rules, regulations and ordinances. It consists of 12 members
with the Central Education Minister as the President. It has director as its head for
executing and controlling the day-to-day work who is assisted by a joint-director
and a full time secretary.

Functions of NCERT in the Context of Teacher Education

1. Teacher education is the most crucial input for improving the quality of school
education since the policies prepared for schools are to be implemented by the
teachers, the teachers, needs to be
Prepared accordingly.
2. The NCERT, therefore, addresses itself to the task of formulation and
organization of teacher education programmes both pre-service and in-service.
3.The programmes and activities of the Department of Teacher Education and
Extension (DTEE) focus on research, development of materials, capacity building
of teachers and teacher educators, academic support to the centrally—sponsored
institutions of teacher education like DIETs, SCERTs, CTEs and IASEs;promotion
of innovations and experimentations in teacher education and school education and
organization of extension programmes.

4. The main functions of the Department are:

• To perform the policy and advisory role in teacher education and provide
technical support to MHRD and State/UT governments in formulation,
implementation and evaluation of centrally Sponsored Schemes for Qualitative
Improvement of Teacher Education.
• To perform 'Think Tank' function in the area of teacher education and pedagogy
which include Review/renewal of pre-service teacher programmes at different
levels and formulation of
Models/designs of in-service education, continuing education and lifelong
education of the
Teachers.
• To adopt and assist SCERTs/SIEs for developing them as autonomous
professional institutions
in the States/UTs dealing with all aspects of school education and teacher
education.
• To promote innovations and experimentations in the field of school educaiton and
teacher
educaiton.
• To organize in-service and continuing educaiton programmes of varied duration
for teachers
and teacher educators/master trainers/key resource persons KRP at different levels
utilizing
emerging information and communication technologies (ICT) and facilities of
EDUSAT.

State Council of Educational Research and Training (SCERT)

Historical Background of State Council of Educational Research and Training
The National Policy on Education, 1986 & 1992 recommended the creation of
State Councils of
Research and Training (SCERTs) as part of decentralization of teacher education.
SCERTs were
Created as part of the centrally sponsored scheme for re-organization of teacher
education which
also includes creation of DIETs, CTEs and IASEs. Under the centrally sponsored
scheme, the SCERTs are to provide more focused leadership and support to
educational endeavors’ in states, as state partner institutions with NCERT.

Establishment of SCERTs

The SCERTs were set up in different states/union territories. At present, there are
SCERTs in 25
states (2009). A large number of SCERTs were created between 1988 through the
early 1990s.
Role of SCERT
The SCERT role needs to be viewed at multiple levels and agencies. Some of the
common roles of
SCERT as they emerge from various SCERTs are:
• Conducting policy research and advising state governments on policy
formulations
• Academic Authority under RtE
• Nodal agency for government and private ECCE and D.El.Ed. TEIs.
• Preparing State Curricular Framework for School Education
• Preparing textbooks in all curricular areas for all levels of school education
• Preparing other teaching-learning materials including ICT for school education
• Coordinating DIETs
• Organizing in-service teacher education annually for all teacher educators,SDM,
administrators,
secondary level teachers and ECCE practitioners
• In-charge of admissions, curriculum, examination and certification of ECCE and
ETE TE
• Developing models and demonstrating school improvement practices
• Overseeing quality of school education
• Providing academic support to state science, art fairs
• Developing database of teachers and teacher educators
• Participating in national level science talent, achievement surveys,school report
cards
• Preparing and implementing state perspective plan for TE
• Conducting research.

Functions of SCERT

SCERT is a structure that is meant to improve the quality of school education at all
levels. One of the major roles of SCERT would, therefore, include:
(1) Thinking about meaningful purposes of education for people in the State

(2) Given the diversity of contexts including language, culture, beliefs, systems
and aspirations in different parts of the community evolve a mechanism of
providing them not only education
that they feel is appropriate but also is along national goals and functioning.

(3) It needs to make it possible for all children to participate in the education
process equitably,
benefit from the process in their institutions, to feel empowered to lead themselves
and their
community towards a more wholesome participation in the processes around them.

(4) It has the responsibility to understand the principles of school education

enunciated in the
National Curriculum Framework 2005 and not only interpret them in the State's
own contexts
but also make it possible for the teachers and teacher educators in the State to
appreciate these
principles and their implications.

(5) It also has the responsibility of ensuring that the teachers feel academically
empowered and
have the opportunity to learn and grow.

(6) This is in addition to ensuring that their preparation as a teacher is also of a

high quality
The SCERT needs to function as a forum for all those who can and want to
contribute to quality
education in school education or in preparation of quality teachers. It has to serve
as a forum
for empowerment of teachers, a forum for motivating and encouraging teachers
and a forum
for providing space for teachers and teacher educators to explore and express their
ideas.

(7) One of the major gaps in the quality of educational process arises from the lack
of teachers and teacher educators linking the new learning in their discipline or to
disciplines that inform
education. The SCERT needs to be able to provide linkages with institutions of
higher learning
and itself create opportunities for teachers and teacher educators engaged with such
areas.

UNIT IV - DEVELOPMENT OF TEACHER EDUCATION

Administration of teacher education in Tamil Nadu.

Administrative Structure In the administrative structure of pre service teacher

education in India the apex body is Ministry of Human Resource Development
)MHRD), execites different programmes of teacher education through autonomous
body like NUEPA, NCTE, NCERT, RIEs. Secretary is the highest powering
officer under whom Additional secretary, Director, under secretary and section
officers works.
At state level state education officer is the apex authority of tecahe
education.Unnder whom State education secretary/Commissioner deal with all the
matters related to teacher educatin folloeed by Directorate of school education,
SCERT, IASEs, CTEs, Schemes like SSA. Directoirate of Schol education controls
and executes different programmes in teacher education. It has direct control over
DIETs, BITEs
The concept of educational administration is applicable in case of an educational
organization which has certain purposes or goals to fulfill. Educational
Administration means the capacity of an individual or organization to manage all
the activities of that educational institute. It is also defined as, the activity of a
government or state in the exercise of its powers and duties. It is concerned with
formulating general plans and policies for education. It is a discipline within the
study of education that examines the administrative theory and practice of
education in general and educational institutions and educators in particular.
Therefore, Educational Administration is regarded as the process of integrating the
appropriate human and material resources that are made available and made
effective for achieving the purposes of a programme of an educational institution.
So the purpose of doing such vital task is to fulfil different purposes which are
known as the objectives of educational administration and these are:
● To provide proper education to students
● To ensure adequate utilization of all resources
● To ensure professional ethics and professional development among
teachers
● To organize educational programmes for acquainting students with the art
of democratic living and giving them excellent training in democratic
citizenship
● To mobilize the community
● To organize co-curricular activities effectively for developing talent of
students and work efficiency of teachers
● To get the work done effectively, efficiently and with satisfaction among
the individuals and benefits to the society
● To prepare students for taking appropriate places in various vocations and
avenues of life
● To train the students in developing scientific attitude and objective outlook
towards all aspects and activities of life
● To ensure qualitative improvement of education.
National Council for Teacher Education (NCTE) is a statutory body
of Indian government set up under the National council for teacher education
act,1993 in 1995 is to formally oversee standards, procedures and processes in the
Indian education system.This council functions for the central as well as state
governments on all matter with regard to the Teacher Education and its secretariat
is located in the Department of Teacher Education and National Council of
Educational Research and Training (NCERT). Despite the successful functioning
in terms of educational field, it is facing difficulties in ensuring the maintenance of
the standards of teacher education and preventing the increase in the number of
substandard teacher education institutions in the country.
Before 1995, the NCTE had existed since 1973 as a government advisory body
(and not as a separate institution) to look after development and progress of
"teacher education". The NCTE was then only a department of the National
Council of Educational Research and Training. As per the NCTE's own admission,
it failed in its objective of overlooking and, to an extent, regularizing norms and
processes in teachers' education in India because of lack of formal jurisdiction. To
that effect, the National Policy on Education, 1986 allowed the setting up of a
government authorized institution with formal powers.
Objectives:

• To achieve planned and coordinated development of teacher education system

throughout the country.
• To regulate and properly maintain the Norms and Standards in the teacher
education system and for matters connected therewith.
• It aims at training individuals for equipping them to teach pre-primary, primary,
secondary and senior secondary stages in schools, non-formal and part-time
education, adult education (correspondence) and distance education courses.

Functions:

• Under take surveys and studies pertaining to all aspects of the teacher
education and publish the corresponding results.
• For the preparation of suitable plans and programmes regarding the field of
teacher education, it makes recommendations to the state and central
governments, universities, University Grants Commission (UGC), and other
recognized institutions.
• It co-ordinates and monitors the teacher education system throughout the
country.
 • It lays down the guideline for the minimum qualifications need for an
individual to be a teacher in schools and recognized institutions.
• It lays downs guidelines for the provision of physical and infrastructural
facilities, staffing pattern etc. for the compliance by recognized institutions.
• It lays down standards with respect to examinations, the major criteria for
such admission as well as schemes for courses or training.
• It promotes and conducts research and innovation in schools and recognized
institutions and then disseminates the results thereof.
• It examines its own laid-down guidelines, norms and standards for the
improvement.
• It identifies the recognized institutions and set up new institutions for the
developmental programmes of teacher education system.
• It takes up necessary steps for the prevention of the commercialization of
teacher education.
• It also performs other function that is entrusted to it by the central
government.
The Directorate of Teacher Education Research and Training (DTERT) was
formed in the year 1990. Initially it was the State Institute of Education I n1965
and then later upgraded to State Council of Education Research and Training in the
year 1970. This State Council of Education Research and Training was renamed as
the Directorate of Teacher Education Research and Training in the year 1990. The
purpose of this Directorate was to identify the problems in the education system
and to provide a solution to them.

All the teacher training institutions including the Government aided colleges are
under the control of the Directorate of Teacher Education, Research and Training.

Some of the Activities of DTERT

The Diploma in Teacher Education course was revised by the Directorate of

Teacher Education Research and Training by revising the syllabus for the same.
The school dropouts and the early childhood education were considered for action
by the Directorate for the first time. School teachers were given literacy
programmes in Computers.

The Directorate ensured that minimum level of competency and learning are
acquired throughout the state. This was a new concept that was taken by the
Directorate of Teacher Education Research and Training. At the district level the
number of D.I.E.Ts increased dramatically with good performance.
Active Learning Methodology

The Active Learning Methodology is implemented at the district levels so that it is

effective on the education system. This Active Learning Methodology training is
given to the District Level faculty so that it is taken across down the levels.
Training for this is organized in all the districts for two or three days and the
faculty members are requested to attend the same.

SECONDARY EDUCATION IN FIVE YEAR PLAN

Teacher Education in Five Year Plans– In five year plans teacher education got
10% share of the total education, resulting into an increased output in training
schools and training colleges. Output of training schools doubled during 1951 to
1961. It increased three times in 1966. There were 29 institutions in 1966
providing M.Ed. and PhD courses. NCERT was set up in September 1961. NCERT
started teacher education programme in 1964. Establishment of SIE (State
Institutes of Education) and SIScE (State Institutes of Science Education) took
place in 1964 to upgrade science education at high school level. Science Institutes
were opened.

During 1969 to 1979 priority was given to expansion of elementary education with
special emphasis on backward sections and girls. Correspondence and in service
programmes were emphasized. Fourth and Fifth plans provided correspondence
courses to about 1, 40,000elementary teachers,17,600 secondary teachers. With the
assistance of NCERT and UGC an organized correspondence and in service
programmes, B.Ed. course was started by Himachal University and later by Jaipur
University and several universities in South India. There are training colleges
which are exclusively run by Government. Regional Colleges are being run by
NCERT –Ajmer, Mysore, Bhuvaneshwar and Bhopal. In Uttar Pradesh there are
two types of training colleges –JTC and JBCT. Teachers trained by these JBTC
colleges work in Junior High School. JTC works in primary school.

Regional Colleges carried out programme for primary teachers (B.Ed.

Primary);training of teachers for pre-primary level and for students like mentally
retarded children, physically handicapped children. NCTE Act was passes in 1993
by the Parliament by which it is the responsibility of 27 NCTE to look after the
Teacher Education of the country. The Eleventh plan is quality plan in respect of
the education sector.
 The following specific programmes are proposed to be taken up in teacher
education during the Eleventh Plan.

• Strengthening Teacher Education by

(i) Developing teacher education Information Base in Public Domain,

(ii) (ii) creating additional support systems inthe field, and

(iii) (iii) strengthening academic capacity. Augmenting teacher

educationcapacity in SC/ST and minority areas.

• Professional development of teacher through training programmes.

• Professional development of teacher educators through Refresher Courses

and Fellowship programmes.

• Support to NGOs.

• Technology in teacher education. • Integrating elementary teacher

education with higher education.

Unit V Evaluation

Two types of teacher’s evaluation:

CBTE: Competency based teaching evaluation.

PERT: Programme evaluation review techniques.

Purpose of Evaluation: The main purpose of evaluation is:

1. For determining the teaching-learning process.

2. For revision of the curriculum.

3. To provide an objective basis for reporting progress of students.

4. For securing effective co-operation from the parents and the community,

5. For determining the policies of promotion, and

6. To provide suitable guidance to pupils, on the basis of their evaluation.

A good evaluation rests upon:

i. Learning and behavior changes,

ii. Tools and techniques of evaluation, and
iii. Educational objectives.
Evaluation: Porch, pendant, Butler.

1. Clarity, 2. Teaching aids, 3. Variability, 4. Enthusiasm, 5. Student content.

Scales for Rating (Evaluation Tool):

Ruth strang: The judgment of one person by another. “Rating is, in essence,
directed observation.

Rating is a term applied to expression of opinion or judgment regarding some

situation, object or character. Opinions are usually expressed on a scale or values.
Rating techniques are devices by which such judgments may be quantified.

Characteristics:

Rating scales:

The specific trait or mode of behavior must be defined properly. For example, we
want to rate a child’s originality in performing a task; first of all we must formulate
a definition of originality and then try to rate it.

1. The scale should be clearly defined, i.e., we are rating at a three, four or
five-point scale.

2. The trait to be treated should be readily observable.

3. Uniform standards of rating scale should be observed.

4. The rater should observe the rates in different situations involving the trait
to be rated. This will bring reliability to the judgment of the rater.

5. The number of characteristics to be rated should be limited.

6. In the rating scale card, some space may be provided for the rater to write
some supplementary material.

7. The directions of using the rating scales should be clear and comprehensive.
 8. Several judges may be employed to increase the reliability of any rating
scale.

9. Well-informed and experienced persons should be selected for rating.

Type of Rating Scales:

1. Descriptive Rating Scales.

2. Numerical Scale.

3. Graphic Scale.

4. Standard Scale.

Graphic Scale: Very high, high, average, low, very low.

Very- effective, Slightly- effective, Average- Nil, Slightly-

ineffective, Very- ineffective.

New Techniques: Achievement Tests, Anecdotal Records, Aptitude Tests, Attitude

and Behavior Testing Tools, Autobiographical Method, Case History, Intelligence
Tests, Interview, Personality Tests, Projective Tools, Pupil’s Dairy, Questionnaires
and check lists, Rating Scales, Sociometric Tools.

Types of Evaluation:

1. Diagnostic Evaluation.

2. Formative Evaluation.

3. Summative Evaluation.

Educational Technology aims to improve the quality of human learning.

Teaching: The teaching process is represented below .

TEACHING

Content Communication
Instructional Designs

Method of teaching

Media & Communication of Teaching.

Non-Projected Media. Projected Media.

Educational technology is often considered to be the intermix of tow aspects –

Technology of education and technology in education.

What is evaluation of teaching?

Evaluation of teaching involves collecting evidence, from various stakeholders,
for the purpose of improving the effectiveness of the teaching-learning
process. A successful evaluation generates outcomes that are valid, reliable and
indicate directions and action for development.

Teacher's Evaluation by his Students (Pupil Rating)

Instruction: The following are the statements related to your teacher’s

performances and behaviors with students. You have to express your views based
on the basis of your observation and experiences about the teacher on three point
scale—Good/Average/poor, you have to mark either of one point. Your responses
will be kept confidential.
Items Good Average Poor
Criteria of Teacher's Performance
1. Mastery on the subject matter.
2. Analyzing the content logically in his presentation.
3. Efforts for realizing teaching objectives.
4. Ability of planning his lesson for teaching.
5. Using planned lesson in his presentation.
--------- --------- ---------
Teacher Evaluation by his Students in India: The education commissions and
committees have recommended the process of teacher evaluation by his students.
In India the term teacher is denoted by respectable term 'Guru' process teacher's
evaluation by his students may not appear tangible or applicable. The educational
recommendations and policies are emphasizing the implementation of this
evaluation process. Some works have been introduced in the promotion scheme of
teaches.
There is need to have some research studies on this process of evaluation. The
empirical studies may provide the solid basis and to minimize the subjectivity. The
factors influencing the process of evaluation of teachers by his students may also
be studied. This may develop the criteria of evaluation of teacher performance.

Teacher Evaluation by his students

The opening sentence of Kothari Commission (1964-66) is that "The destiny of
India is being shaped in her classroom."
This statement is the basis of our education system. The responsibility and
accountability of classroom is of our teachers. A teacher plan and organizes the
classroom to generate conductive learning situations, so that students gain
experiences and perform some activities which bring change in the learner's
behavior. In this way terminality development takes place of the learners.
The students are promising citizen of our country. Some leadership characteristics
are developed so that the students can provide leadership in different fields of
social life. The education is always given for future. The teacher plays significant
role in the development of child. There are several educational technologies but no
technology can replace the teacher. It assists the teacher to work efficiently.
Therefore, it is essential to know about teacher as much as we can.
Several research studies have been conducted on teacher effectiveness and teaching
effectiveness in India and other countries but there is no consiste4ncy in the
findings. There may be several reasons. Teaching is a social activity which begins
from nursery to university level. There is a great variation in the teaching subjects.
Every nation has own needs and requirements as well as social philosophy. Nation
has own system of administration.
These may be reasons that findings on teacher-effectiveness have no stability and
consistency.
The measuring instruments of this area are not objective and valid. The criteria of
effectiveness are not adequate, generally three criteria-presage, process and
product are used for this purpose.
The student's achievement and attitudes are considered as product criteria. The
student's achievement has been frequently used as one of the product criterion.
This may not be a valid criterion because student's achievement is not attributable
to classroom teaching only. There are several factors which are responsible for
student's achievement. The classroom observation can be not be analyzed in
normal situation or actual environment.
Development of 'Teacher Evaluation by his Students': In this context, there is very
old phrase-
The students are the best critic of their teacher." The students are active
participants in teaching activities and they observe his teacher activities for months
together. Therefore, teachers all aspects of his personality are assessed by his
students. Teacher evaluation by his students is continuous process. It is not a
formal process of evaluation of teachers. The student's perception is also changed
about his teacher. Therefore, teacher evaluation by his students is meaningful and
valid process. An effective teacher is remembered by his students through of their
life. The teacher has a significant interaction in their personality development.
Several Commissions and Committees of education have been formed for last four
decades and they have recommended about teachers evaluation. Sen Committee of
education was formed in 1977. It has recommended for teacher's profession,
professional ethics and teacher's accountability of classroom teaching. The new
pay scale and promotion scheme for teachers have been applied.