MASTER OF ARTS

IN EDUCATION
SEMESTER – I

EDU 1.4: TEACHER EDUCATION

CREDIT: 4
BLOCK: 1,2,3,4

AUTHOR:
BHABGRAHI BISWAL, Ph.D, RETD., PROFESSOR IN
EDUCATION, IGNOU

UTKAL UNIVERSITY,
Accredited with Grade – A+ by NAAC
VANIVIHAR, BHUBANESWAR, ODISHA-751004
 Teacher Education

CENTRE FOR DISTANCE AND ONLINE EDUCATION (CDOE), UTKAL

UNIVERSITY, VANIVIHAR, BHUBANESWAR

Programme Name: Master of Arts in Education, Programme Code -010305

Course Name: Teacher Education

SEMESTER:- I CREDIT – 4 BLOCK – 1 TO 5 UNIT NO- 1 to 16

EXPERT COMMITTEE
Prof. Krishna Chandra Rath,
Director, CDOE, Utkal University, Vanivihar, Bhubaneswara
Prof. S. P. Mishra
Retd. Professor, Regional Institute of Education, NCERT, Bhubaneswara
Prof. Smita Mishra
Retd. Professor, Former Principal, Radhanath Institute of Advanced Studies in Education,
Cuttack
Dr. Sujit Kumar Acharya
Assistant Professor (Stage-III) in M.B.A Department, CDOE

COURSE WRITER

BHABGRAHI BISWAL, Ph.D, RETD., PROFESSOR IN EDUCATION, IGNOU

COURSE EDITORS

Dr. Diptansu Bhusan Pati, Faculty, Department of Education, CDOE, Utkal University,
Vanivihar, Bhubaneswara

Ms. Anita Nath, Faculty, Department of Education, CDOE, Utkal University, Vanivihar,
Bhubaneswara

MATERIAL PRPDUCTION

DDCE, Utkal University

 Teacher Education

DDCE,
EDUCATION FOR ALL
CENTRE FOR DISTANCE AND ONLINE EDUCATION (CDOE),
UTKAL UNIVERSITY, VANIVIHAR, BHUBANESWAR-751007
From the Director’s Desk
The Centre for Distance and Online Education, originally established as the University Evening
College way back in 1962 has travelled a long way in the last 62 years. ‘EDUCATION FOR ALL’ is our
motto. Increasingly the Open and Distance Learning institutions are aspiring to provide education
for anyone, anytime and anywhere. DOE, Utkal University has been constantly striving to rise up to
the challenges of Open Distance Learning system. Nearly ninety thousand students have passed
through the portals of this great temple of learning. We may not have numerous great tales of
outstanding academic achievements but we have great tales of success in life, of recovering lost
opportunities, tremendous satisfaction in life, turning points in career and those who feel that
without us they would not be where they are today. There are also flashes when our students figure
in best ten in their honours subjects. In 2014 we have as many as fifteen students within top ten of
honours merit list of Education, Sanskrit, English and Public Administration, Accounting and
Management Honours. Our students must be free from despair and negative attitude. They must be
enthusiastic, full of energy and confident of their future. To meet the needs of quality enhancement
and to address the quality concerns of our stake holders over the years, we are switching over to self
instructional material printed courseware. Now we have entered into public private partnership to
bring out quality SIM pattern courseware. Leading publishers have come forward to share their
expertise with us. A number of reputed authors have now prepared the course ware. Self
Instructional Material in printed book format continues to be the core learning material for distance
learners. We are sure that students would go beyond the course ware provided by us. We are aware
that most of you are working and have also family responsibility. Please remember that only a busy
person has time for everything and a lazy person has none. We are sure you will be able to chalk out
a well planned programme to study the courseware. By choosing to pursue a course in distance
mode, you have made a commitment for self improvement and acquiring higher educational
qualification. You should rise up to your commitment. Every student must go beyond the standard
books and self instructional course material. You should read number of books and use ICT learning
resources like the internet, television and radio programmes etc. As only limited number of classes
will be held, a student should come to the personal contact programme well prepared. The PCP
should be used for clarification of doubt and counseling. This can only happen if you read the course
material before PCP. You can always mail your feedback on the course ware to us. It is very
important that you discuss the contents of the course materials with other fellow learners.

We wish you happy reading.

DIRECTOR
 Teacher Education

EDU-1.4: TEACHERS EDUCATION

BRIEF CONTENT
BLOCK BLOCK UNIT UNIT
NO NO
1 1. Meaning and scope of teacher education, objectives
of teacher education atElementary, secondary and
CONCEPT OF collage level.
TEACHERS 2. Development of teacher education inIndia,
EDUCATION. Recommendation of the Education Commission
1964-66 and NPE (1986-1992) on teacher education.
BLOCK BLOCK UNIT UNIT
NO NO
2 3. Aims and objectives, organizational structure and
administration, National Council of teacher
Education and State Records ofTeacher Education.
4. Their Structure and functions, Curriculum structure
PRE-SERVICE of the Pre-service teacher education programme.
TEACHER Organization of practice teaching andother practical
EDUCATION. work.
5. Modification of teacher behaviour- team teaching,
simulation,
Role playing micro teaching and models teaching.
BLOCK BLOCK UNIT UNIT
NO NO
3 6. Needs, aims and objectives, organizational structure
and administration.
7. Agencies for organizing in-service teacher
educationprogrammes, DIETS, CTEs, IASEs,
IN-SERVICE SCERT and NCERT.
TEACHER 8. Methods of variousin-service programmes, direct
EDUCATION. teaching, distance education system and
multimediamethods, refresher courses.
BLOCK BLOCK UNIT UNIT
NO NO
.4 9. Teacher Effectiveness: Meaning and Definition,
Measurement of teacher’seffectiveness, criteria for
TEACHER measuring.
EFFECTIVENESS 10. Cognitive flexibility: teaching functions, uses of
AND hardware and software; attitude towards profession.
PROFESSIONAL 11. Self and others teaching strategies, Teacher-
GROWTH. indirectness and classroom performance, Strategies
for analyzing teacher behaviour- Flander’s
interaction Analysis Categories (FIAC).
12. Other evaluative scales of teacher behaviors, Baroda
General Teaching Competence Scale(GTC) and
Teacher Assessment Batting(TAB).
13. Professional Growth: Meaning and purposes,
strategies of professional
 Teacher Education

Growth, self study, acquisition of higher learning,

conducting research and publications.
14. Teachers Accountability- Meaning, teacher’s role in
school, community and the nation. Parent Teacher
Association, Assessing accountability. Research
trends in Teachers Education.
BLOCK BLOCK UNIT UNIT
NO NO
.5 IMPROVEMENT 15. Role of the following
OF QUALITY OF Organizations- Indian Association of pre-school
TEACHER Education(I.A.P.E), Indian Association of Teacher
EDUCATION Education(I.A.T.E), Primary and secondary
Teachers Organizations.
16. National Council for Teachers Education(N.C.T.E),
National
Assessment and Accreditation Council (NAAC).
 Teacher Education

EDU-1.4: TEACHERS EDUCATION

CONTENTS
BLOCKS/UNITS Page No
BLOCK 01: CONCEPT OF TEACHERS EDUCATION 1-33
Unit 01: Meaning and scope of teacher education, objectives of teacher education at Elementary,
secondary and collage level.
Unit 02: Development of teacher education in India, Recommendation of the Education
Commission 1964-66 and NPE (1986-1992) on teacher education.

BLOCK 02: PRE-SERVICE TEACHER EDUCATION. 34-100

Unit 03: - Aims and objectives, organizational structure and administration, National Council of
teacher Education and State Records of Teacher Education.
Unit 04: -Their Structure and functions, Curriculum structure of the Pre-service teacher education
programme.
Unit 05:-Organization of practice teaching and other practical work. Modification of teacher
behaviour- team teaching, simulation, Role playing micro teaching and models teaching.
BLOCK 03: IN-SERVICE TEACHER EDUCATION. 101-134
Unit 06:- Needs aims and objectives, organizational structure and administration.
Unit 07:-Agencies for organizing in-service teacher education programmes, DIETS, CTEs,
IASEs, SCERT and NCERT.
Unit 08: - Methods of various in-service programmes, direct teaching, distance education system
and multimedia methods, refresher courses.
BLOCK 04: TEACHER EFFECTIVENESS AND PROFESSIONAL GROWTH. 135-260
Unit 09:- Teacher Effectiveness: Meaning and Definition, Measurement of teacher’s effectiveness,
criteria for measuring.
Unit 10:-Cognitive flexibility: teaching functions, uses of hardware and software; attitude towards
profession.
Unit 11:-Self and others, teaching strategies, Teacher-indirectness and classroom performance,
Strategies for analyzing teacher behaviour- Flanders’s interaction Analysis Categories (FIAC).
Unit 12:-Other evaluative scales of teacher behaviours, Baroda General Teaching Competence
Scale (GTC) and Teacher Assessment Batting (TAB).
Unit 13:- Professional Growth: Meaning and purposes, strategies of professional Growth, self
study, acquisition of higher learning, conducting research and publications.
Unit 14:- Teachers Accountability- Meaning, teacher’s role in school, community and the nation.
Parent Teacher Association, Assessing accountability. Research trends in Teachers Education.
BLOCK 05: IMPROVEMENT OF QUALITY OF TEACHER EDUCATION. 261-296
Unit 15:-Role of the following Organizations- Indian Association of pre-school
Education(I.A.P.E), Indian Association of Teacher Education(I.A.T.E), Primary and secondary
Teachers Organizations.
Unit 16:-National Council for Teachers Education (N.C.T.E), National Assessment and
Accreditation Council (NAAC).
 Teacher Education

BLOCK 01: CONCEPT OF TEACHERS EDUCATION

• Unit 01: Meaning and scope of teacher education, objectives of

teacher education at Elementary, secondary and collage level.

• Unit 02: Development of teacher education inIndia,

Recommendation of the Education Commission 1964-66 and NPE
(1986-1992) on teacher education.

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 Teacher Education

UNIT –I
CONCEPT OF TEACHERS EDUCATION
STRCTURE

1.1.Learning Objectives
1.2.Introduction
1.3.Meaning Teacher education
1.4. Nature of Teacher Education:
1.5.Objectives of teacher education
1.6. Objectives of Teacher Education at Elementary stage
1.7.Objectives of Teacher Education at Secondary stage
1.8. Objectives of Teacher education at elementary, secondary and college level
1.9. Summary
1.10. Unit End Exercises
1.11.Further Reading

1.1.LEARNING OBJECTIVES
After studding this unit you will be able to
Give Meaning and Scope of Teacher Education
State Objectives of Teacher education at elementary, secondary and college level
Explain Recommendations of Education Commission (1964-66) and NPE (1986,1992 ) on
Teacher Education
1.2. INTRODUCTION
It is well known that the quality and extent of learner achievement are determined primarily by
teacher competence, sensitivity and teacher motivation. The National Council for Teacher
Education has defined teacher education as A programmed of education, research and training of
persons to teach from preprimary to higher education level.
1.3. MEANING TEACHER EDUCATION
Teacher education refers to the policies and procedures designed to quip prospectiveTeachers
with the knowledge, attitudes, behaviors and skills they require to perform theirTasks effectively
in the classroom, school and wider community. Teacher education is a programmed that is

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 Teacher Education

related to the development of teacher proficiency and competence that would enable and
empower the teacher to meet the requirements of the fission and face the challenges therein.
According to Goods Dictionary of education Teacher education means, all the formal and
nonformula activities and experiences that help to qualify a person to assume possibilities of a
member of the educational profession or to discharge his responsibilities moreeffectively.
In1906-1956, the program of teacher preparation was called teacher training. It prepared teachers
as mechanics or technicians. It had narrower goals with its focus being only on skilltraining. The
perspective of teacher education was therefore very narrow and its scope was limited. As W.H.
Kilpatrick put it, ―Training is given to animals and circus performers, while education is to
human beings. Teacher education encompasses teaching skills, sounddagogical theory and
professional skillsTeacher Education = Teaching Skills pedagogical theory + Professional skills.
Teaching skills would include providing training and practice in the different techniques,
approaches and strategies that would help the teachers to plan and impart nstruction, provide
appropriateenforcement and conduct effective assessment. It includes effective classroom
management skills, preparation and use of instructional materials and communication skills
Pedagogical theory includes the philosophical, sociological and psychological considerations that
would enable the teachers to have a sound basis for practicing theteaching skills in the
classroom. The theory is stage specific and is based on the needs andrequirements that are
characteristic of that stage. Professional skillsinclude the techniques, strategies and approaches
that would help teachers to grow in theprofession and also work towards the growth of the
profession. It includes soft skills, counseling skills, interpersonal s kills, computer skills,
information retrieving and management skills and above all lifelong learning skills. An
amalgamation of teachingskills, pedagogical theory and professional skills would serve to create
the right knowledge, attitude and skills in teachers, thus promoting holistic development
1.4. NATURE OF TEACHER EDUCATION:
1. Teacher education is a continuous process and its pre Service and in service components are
complimentary to each other.
2. According to the International Encyclopedia of Teaching and Teacher education
(1987),Teacher education can be considered in three phases Preserves, Induction and In-service.
The three phases are considered as parts of a continuousprocess. 2)Teacher education is based on
the theory that ―Teachers are made, not born‖ in contraryto the assumption,Teachers are born,

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 Teacher Education

not made. Since teaching is considered an art and ascience, the teacher has to acquire not only
knowledge, but also skills that are called ricksof the trade.
3) Teacher education is broad and comprehensive. Besides pre service and in- erviceprogrammes
for teachers, it is meant to be involved in various community programmers andextension
activities, Teacher education adult education and non oral education programmers, literacy
anddevelopment activities of the society.
4)It is ever evolving and dynamic. In order to prepare teachers who are competent to face
thechallenges of the dynamic society, Teacher education has to keep abreast of recent
developments and trends.
5) The crux of the entire process of teach er education lies in its curriculum, design,structure,
organization and transaction modes, as well as the extent of its appropriateness.
6) As in other professional education programmers the teacher education curriculum hasa
knowledge base which is sensitive e to the needs of field applications and comprisesmeaningful,
conceptual blending of theoretical understanding available in several cognatedisciplines.
However the knowledge base in teacher education does not comprise only anadmixture of
concepts and principles from other disciplines, but a distinct gestalt‘ emergingfrom
the ̳conceptual blending‘, making it sufficiently specified.
7) Teacher education has become differentiated into stage- specific programmers. Thissuggests
that the knowledge base is adequately specialized and diversified across stages,which should be
utilized for developing effective processes of preparing entrant teachers forthe functions which a
teacher is expected to perform at each stage.
8) It is an s system that involves an interdependence e of its Inputs, Processes and
Outputs.Definition and Meaning of Teacher Education
Good’s dictionary of Education defines Teacher Education as “All formal and informalactivities
and experiences that help to qualify to a person to assume the responsibility as amember of the
educational profession or to discharge his responsibility most effectively”
Wikipedia: Teacher education refers to the policies and procedures designed toequip
prospective teachers with the knowledge, attitudes, behaviors and skills theyrequire to perform
their tasks effectively in the classroom, school and widercommunity. Although ideally it should
be conceived of, and organized as, a seamless continuum, teachereducation is often divided into
these stages which are below:

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 Teacher Education

Initial teacher training / education (a pre-service course before entering the classroom asA fully
responsible teacher);
Induction(the process of providing training and support during the first few years ofTeaching
or the first year in a particular school)
Teacher development or continuing professional development (CPD) (an in-service Process
for practicing teachers).
Britannica:Teacher education, any of the formal programs that have been establishedfor the
preparation of teachers at the elementary- and secondary-school levels.
1.5. SOME OF THE MOST IMPORTANT OBJECTIVES OF TEACHER
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 subjectMatter 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 bythe
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 appreciatethe
difficulties experienced by children so as to bring about new modes and methods ofachieving 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 towardsteaching
as a result of which he will be able to maximize the achievements from both thematerial and
human sources. T here is also development of a proper perception of theproblems 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 ofhimself in terms
of:

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 Teacher Education

(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 theschool
by means of improvisation of instructional facilities.
7. Enabling teachers to understand the significance of individual differences of childand to take
appropriate steps for their optimum development:The objective of teacher education is to know
the causes of individual differences as a resultof which he will be able to develop the ability to be
a child with children, an adult with theadults, a responsible citizen among the community.
8. Development of the ability to give direct satisfaction of parents from the achievementof
children in terms of:
(a) Proper habits of taking care of the body,
(b) Proper attitudes reflected in the behavior of the children at home, in the school, in thestreets,
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, highersecondary schools. Hence the scope of teacher education is very vast.
The duties of theteacher in different stages of education depend on the foundational general
education of theteacher. Emphasis is to be on the practical aspects rather than theory.
1.6. OBJECTIVES OF TEACHER EDUCATION AT ELEMENTARY , SECONDARY
AND COLLEGE LEVEL
Teacher education reaches teachers at all levels of education namely Pre primary,Primary,
Secondary, Higher Secondary and Higher Education. The need and requirements of students and
education vary at different levels. Hence level and stage – specific teacher preparation
inessential.
Objectives of Teacher Education at Elementary stageThe objectives of teacher education at
elementary stage are such that it helps the individual to
possess knowledge of first and second language, mathematics, topics related to socialand
natural sciences.
Develop skills to identify, select and organize learning experience pertaining tosubjects
mentioned above and also the skills to conduct them.

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 Teacher Education

Possess theoretical and practical knowledge in respect of the child health, physicaland
creational activities, work experiences, play games, creative art, music and the skills to conduct
these activities.
Develops understanding of the major psychological principles pertaining to growthand
development oif children under his /her care.
Possess theoretical and practical knowledge in respect of childhood educationincluding
integrated teacher.
Develops understanding of the majore principles of learning in formal and informalsituation.
Conducts action research
understands the role of the school, the peer groups and community in shaping thepersonality of
the child and also develops an amicable home and school relationship
understands the role of the school and teachers in changing the society.
Some other objectives are
• To make the teachers aware of the nature, purpose, problems and issues of
elementaryeducation.
• To enable them to understand the nature and maturity of children for imparting educationand to
ensure their many sided development.
• To enable them to manage and mobilize community resources for the school and teaching.
• To empower pupil teachers to impart and organize instruction of unified and integratedsubjects,
their nature and purpose in the new educational and social context.
• To develop holistic approach for understanding and solving the problems of life.
• Tocreate environmental awareness with the intent of promoting its protection / preservation
• To prepare them to use the latest constructivist pedagogy and evaluation techniques and
• To enable them to impart value education, life skills education, work education and feeltheir
responsibility towards the education of eglected sections of society including thoseaffected by
diseases and deprivation of various forms.
1.7. OBJECTIVES OF TEACHER EDUCATION AT SECONDARY STAGE
Aims and objectives – secondary stage are –
To possess competency to teach subject of specialization of accepted principles ofteaching and
learning in the context of new school curriculum

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 Teacher Education

Terminal Behaviour:
Depth of their understanding of the concept pertaining to the concern discipline.
Makes an external and internal judgement of the quality of an article through the
principles against criterion.
Locates the deficiencies, short falls and observes deficiencies and pit fall’s.
Knows the ways through which adolescent learns
Understand the concept of work and experience
appreciates the rational of curriculum
Possess the skills to teach
Develop understanding, skills , interests and attitude which would enable them tofoster the
around growth of the child.
Terminal Behavior
1. Understands the total concept of personality
2. Knows the various techniques through which total personality developmenttakes place.
3. Understands the significance of enabling the child to make a wholesomepersonality
development.
4. Possess communication mental and social skills to interact with pupils.
5. Manifests psychomotor skills in formal and informal institutional situations.
6. Shows a positive and warm attitude about optimum physical, intellectual ,emotional and social
development ofthe child.
7. Shows a interest in development of the child indicated by
Intrinsic and extrinsic readings pertaining to adolescent growth problems and needs.
Organization of sociocultural functions and excursion terms.
Conference with the adolescents.
Possess sufficient theoretical and practical knowledge about an adolescent’s healthand
physical education programmed, work experience and recreational activities.
Terminal Behaviour
1. Knows the sources institutional, home, neighbourhood and the local of the institutionwhich
influence health.
2. Knows the structure and functiomning of various bodily system

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 Teacher Education

3. Knows about the roole of physical education, games, trecreational activitiesin thehealth of an
adolescent is able to detect causes showing health disorders.
4. She is able to make a healthy guess about nature oif bodily disorder and type oftreatment
required.
5. Applies first aid techniques on whom needed
Develops skills in identifying, selecting, innovating, organizing, learning
experiencespertaining to subject of experiences pertaining to subject of specialization.
Develops understanding about the psychological principles of growth anddevelopment,
individual difference and similarities and cognitive, conative andattitudinal learnigs.
Develops skills in guiding and counselling the learners in academic and
vocationalsubjects growth as well as in their academic and personal problems.
Understands the role of school , home and peer groups in shaping the persaonality
ofchild and also develops a relationship between school and home to their mentalbenefits
Understands the role of school s and teacher in changing socirty.
Understands the action research/experimental research projectds or
investigatoryprojects to improve his own teaching effectiveness in enabling children to
developtheir capacities
To maintain the continuity of elementary education and to prepa
re students for the study of diversified courses and appropriate selection of subjects at thesenior
secondary stage.
• To empower the prospective teachers to adopt disciplinary approach in teaching, and todevelop
among students interest in such studies.
• To enable them to understand the implications of liberalization, privatization,
globalization(LPG) free market, W.T.O. and Outsourcing etc. on education and adopt
precautionarymeasures against their unsound effects.
• To train them in the use of ICT, its advantages, disadvantages and safeguards,
• To curtail the educational and cultural gap between the rich and the poor the schools meantfor
them by adopting suitable educational approaches.
• To develop among the prospective teachers love for Indian culture, and its contribution tothe
world and to inculcate a sense of national pride and identity.

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 Teacher Education

• To enable them to develop the teaching competencies and performance skills for thesubjects
they have to teach, using appropriate aids including ICT, organize supplementaryeducational
activities and elicit community cooperation,
• To enable them to integrate yogic, health, physical, aesthetic and inclusive education withother
educational activities.
• To enable the prospective teachers to orient and sensitize the students with care and
cautionabout Life Skill education. HIV / AIDS preventive education, reproductive health, etc.
1.8. OBJECTIVES OF TEACHER EDUCATION AT HIGHER SECONDARY STAGE
Aims and objectives- the higher secondary stage is
• To develop among teachers an acceptable desired perspective about academic stream
andunderstanding of its nature, purpose and philosophy,
• To make them aware of the philosophy, purpose and teaching learning strategies of thesubjects
they have to teach
• To enable them to guide learners and prepare them for self – study, independent learning,
todevelop reference skills, undertake group learning, critical thinking, conceptualization, self –
evaluation of their own performance and derive knowledge information from ICT, & massmedia
• To develop among them the competencies to communicate abstract and complex ideas
andconcepts in simple terms
• To develop among them the skills for promoting patriotic feeling national consciousness,social
cohesion, communal harmony and universal brotherhood.
•To enable them to orient and sensitize the students about HIV / AIDS, preventive educationand
to bring attitudinal change in understanding numerous problems relating to healthy life,life skill
development, stigma and discrimination etc.
1.9. OBJECTIVES OF TEACHER EDUCATION AT COLLEGE LEVEL
Aims and objectives – higher education is
The future teachers for collegiate stage should possess competency to teach thesubjects of
specialization on the basis of accepted principles of teaching and learningalso by striving to keep
himself abreast with the latest knowledge in subjects ofspecialization in the methodology of
teaching

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 Teacher Education

Develops understanding of the aims and objectives of education in general anfdhigher

education in particular and also aware of his role in building up a democratic,secular and
socialistic society in Indian contest.
Develops skills to make use of educational technology in the teaching of subject of
hisspecialization i.e. vocational and/or academic subjects
understands the bio-psycho-social needs of adolescent and s/he is also aware ofproblems
arising out of the infulfilment of these needs and develops skills to help theadolescent to solve
academic and personal problems.
students Understands investigation research project, action research, experimental
research,research projects to solve problems pertaining to pupil behaviour modifications inand
outside the classroom.
understands the role of teacher and school in changing the society.
• To impart enriched vocational education which is essential for success in competitive andopen
market economy?
• To enable them to design courses and competencies needed for self – employment,
• To enable the prospective teachers to inculcate dignity and morality of work and producework
culture among their students.
1.10. SUMMARY
Teacher education refers to the policies and procedures designed to quip prospectiveTeachers
with the knowledge, attitudes, behaviors and skills they require to perform theirTasks effectively in
the classroom, school and wider community. Teacher education is a programmed that is related to
the development of teacher proficiency and competence that would enable and empower the
teacher to meet the requirements of the fission and face the challenges therein. According to Goods
Dictionary of education Teacher education means, all the formal and nonformula activities and
experiences that help to qualify a person to assume possibilities of a member of the educational
profession or to discharge his responsibilities more effectively. In1906-1956, the program of
teacher preparation was called teacher training. It prepared teachers as mechanics or technicians. It
had narrower goals with its focus being only on skill training. The perspective of teacher education
was therefore very narrow and its scope was limited. As W.H. Kilpatrick put it, ―Training is
given to animals and circus performers, while education is to human beings. Teacher education
encompasses teaching skills, sound dagogical theory and professional skills Teacher Education

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 Teacher Education

1.11 UNIT END EXERCISE

1. Describe the nature of Teacher Education.

2. Explain the meaning of Teacher Education.

3. Explain the need for Teacher Education.

4. Describe the scope of Teacher Education.

5. Enumerate the objectives of Teacher Education.

1.12 FURTHER READING

1. Richard, Ingersoll; M, Smith, Thomas (1 January 2004). "Do Teacher Induction and
Mentoring Matter?". Gse Faculty Research.
2. Wong, Harry K. (2004). "Induction Programs That Keep New Teachers Teaching and
Improving". NASSP Bulletin. 88 (638): 41–58.
3. Ashby, P., Hobson, A., Tracey, L., Malderez, A., Tomlinson, P., Roper, T., Chambers,
G. and Healy, J. (2008). Beginner teachers' experiences of initial teacher preparation,
induction and early professional development: a review of literature. London: DCSF
4. Huling-Austin, J. A synthesis of research on teacher induction programs and practices;
paper presented to the Annual Meeting of the American Educational Research
Association, New Orleans LA, April 5–9, 1988
5. Jump up to:a b Villegas, A.; Lucas, T. (2002). "Preparing culturally responsive teachers
rethinking the curriculum". Journal of Teacher Education. 53 (1): 20–32.
6. Jabbar, Abdul and Hardaker, Glenn (2013) The role of culturally responsive teaching for
supporting ethnic diversity in British University Business Schools. Teaching in Higher
Education , 18 (3). pp. 272–284.
7. Turner, Y (2006). "Chinese Students in a UK Business School: Hearing the Student
Voice in Reflective Teaching and Learning Practice". Higher Education
Quarterly. 60 (1): 27–51.

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 Teacher Education

UNIT –2
DEVELOPMENT OF TEACHER EDUCATION ININDIA

STRCTURE

2.1. Learning Objectives

2.2. Introduction
2.3. Need of teacher education
2.4. Development of teacher education in India
2.5.The need for teacher education is f felt due to the following reasons.
2.6.pre-service and in-service training programmers.
2.7. Scope of Teacher Education.
2.8. Teacher Education at different levels of Education:
2.9. Triangular Basis of Teacher education.
2.10.Buddhist Period (500 B.C. to 1200 A.D.)
2.11. MuslimPeriod (1200 A.D. to 1700 A.D)
2.12. British Period (1700 A.D. to 1947 A.D.)
2.13. Teacher education in independent India (1947 up to this date)
2.14. Ancient and Medieval Period (2500 B.C. to 500 B.C.)
2.15. Summary
2.16. Unit End Exercises
2.17.Further Reading
2.1. LEARNING OBJECTIVES
1. After reading this unit, you will be able to :

2. Explain the meaning of teacher education.

3. Discuss the nature of teacher education.

4. Enumerate the objectives of teacher education.

5. Describe the scope of teacher education.

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6. Explain the changing context of teacher education in the Indian scenario.

7. Analyze the changing context of teacher education in the global scenario

2.2. INTRODUCTION
An educational institution performs a significant function of providing learning experiences to
lead their students from the darkness of ignorance to the light of knowledge. The key personnel
in the institutions who play an important role to bring about this transformation are teachers. As
stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education, ―The teacher is
the most important element in any educational program. It is the teacher who is mainly
responsible for implementation of the educational process at any stage.‖ This shows that it is
imperative to invest in the preparation of teachers, so that the future of a nation is secure. The 2
importance of competent teachers to the nation‘s school system can in no way be
overemphasized. The National Curriculum Framework 2005 places demands and expectations on
the teacher, which need to be addressed by both initial and continuing teacher education

2.3. NEED OF TEACHER EDUCATION

The American Commission on Teacher Education rightly observes, “The quality of a
nationdepends upon the quality of its citizens. The quality of its citizens depends not
exclusively,but in critical measure upon the quality of their education, the quality of their
educationdepends more than upon any single factor, upon the quality of their teacher.”In his Call
for Action for American Education in the 21 St Century in 1996, Clinton
indicated that : ― Every community should have a talented and deicated teacher in
everyclassroom. We have enormous opportunity for ensuring teacher quality well into the
21Stcentury if we recruit promising people into teaching and give them the highest
qualitypreparation and training”.
The need for teacher education is f felt due to the following reasons;
1)It is common knowledge that the academic and professional standards of teachersconstitute a
critical component of the essential learning conditions for achieving the educational goals of a
nation. The focus of teacher preparation had to shift from training toeducation if it had to make a
positive influence on the quality of curriculum transaction in

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Classrooms and thereby pupil learning and the larger social tnsformation. The aspects thatneed
greater emphasis are; the length of academic preparation, the level and quality ofsubject matter
knowledge, the repertoire of pedagogical skills that teachers possess to meetthe needs of diverse
learning situations, the degree of commitment to the profession,sensitiveity to contemporary
issues and problems and the level of motivation. This is notpossible if teacher preparation
focused only on training. Holistic teacher building isnecessary and therefore teacher education
needed more emphasis than mere training.
2) Educating all children well depends not only on ensuring that teachers have the
necessaryknowledge and skills to carry out heir work, but also that they take responsibility for
seeingthat all children reach high levels of learning and that they act accordingly.
3)People come to teacher education with beliefs, values, commitments, personalities andmoral
codes from their upbringing and schooling which affect who they are as teachers andwhat they
are able to learn in teacher education and in teaching. Helping teacher candidatesexamine
critically their beliefs and values as they relate to teaching, learning and subjectmatter and form a
vision of good teaching to guide and inspire their learning and their workis a central task of
teacher education (Fieman-Nems er, 2001).
4)The National Academy of Education Committee‘s Report (Darling
- Hammond and Bransford, 2005) wrote that: ―On a daily basis, teachers confront
complexdecisions that rely on many different kinds of knowledge and judgement and that
caninvolve e high stakes outcomes for students‘ future. To make good decisions, teachers mustbe
aware of the many ways in which student learning can unfold in the context of
development, learning differences, language and cultural influences, and individualtemperam
ents, interests and approaches to learning. In addition to foundational knowledgeabout the areas
of learning and performance listed in the above quotation, teachers need toknow how to take the
steps necessary to gather additional information that willallow them to make more grounded
judgements about what is going on and what strategiesmay be helpful. More importantly,
teachers need to keep what is best for the student at thecentre of their decision making.
5) Teacher education like any other education al intervention, can only work on
thoseprofessional commitments or dispositions that are susceptible to modification. While
wecan‘t remake someone‘s ersonality, we can reshape attitudes towards the other and develop
a professional rather than a personal role orientation towards teaching as a practice.

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6)The Ministry of Education document ―Challenge of Education: A Policy Perspective (1985)

has mentioned, ―Teacher performance is the most crucial input in the field ofeducation
Whatever policies may b e laid down, in the ultimate analysis these have to beimplemented by
teachers as much through their personal example as through teaching
learning processes.India has reached the threshold of the development of new technologies
which are likely torevolutionise the classroom teaching. Unless capable and committed are
teachers in service,
the education system cannot become a suitable and potential instrument of
nationaldevelopment.The teacher is required to acquire adequate knowledge, skills, interests
andattitudes towards the teaching rofession. The teacher‘s work has become more
complicatedand technical in view of the new theories of psychology, philosophy, sociology,
modern
media and materials. The teacher can be made proficient with well planned, imaginative.
2.4. PRE-SERVICE AND IN-SERVICE TRAINING PROGRAMMES
Scope of Teacher Education
The scope of teacher education can be understood in the following
ways;
Teacher education at different levels of education
Triangular basis of teacher education
Aspects of teacher education
2.5.TEACHER EDUCATION AT DIFFERENT LEVELS OF EDUCATION
Teacher education reaches teachers at all levels of education, namely Pre-primary, Primary,
Elementary, Secondary, Higher Secondary and the Tertiary. The needs and requirements
ofstudents and education vary m at each level. Hence level and stage- specific teacherpreparation
is essential. Teacher education also helps in the development of teaching skills inteachers of
professional institutions. The teachers in rofessional institutions have only thetheoretical and
practical knowledge of their respective subject They require specializedteacher training inputs to
deal with students entering their professions. Teacher educationalso reaches special education
and physical education. Thus where there are teachers, therewould be teacher education The
knowledge base is adequately specialized and diversifiedacross stages, in order to develop

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effective processes of preparing entrant teachers for thefunctions which a teacher is expe cted to
perform at each stage.

2.6. TRIANGULAR BASIS OF TEACHER EDUCATION

Construction of the relevant knowledge base for each stage of education requires a highdegree of
academic and intellectual understanding of matter related to teacher education ateach stage. This
involves selection of theoretical knowledge from disciplines cognate toeducation, namely,
psychology, sociology and philosophy, and converting it into forms
suitable for teacher education. Teacher education derives its content from the disciplines
ofPhilosophy, Sociology and Psychology. These disciplines provide the base for
betterunderstanding and application of Teacher education. The Philosophical basis
providesinsights to the student teachers about the implications of - the various school s of
philosophy,ancient and modern philosophical thoughts, educational thoughts of philosophical
thinkerson education and its various aspects such as curriculum construction and discipline.
TheSociological basis helps the student teachers to understand the role of society and its
dynamics in the educational system of a nation and the world at large. It encompasses theideals
that influence national and international scenes. The Psychological basis helps thestudent
teachers develop insights into student s‘ psychological make - up. This enables thestudent
teachers to understand their self, their students and the learning situations such that
they are able to provide meaningful and relevant learning experiences to their students.
Aspects of Teacher Education:
Teacher education is concerned with the aspects such as, who (Teacher Educator),
whom(Student teacher), what (Content) and how (Teaching Strategy). Teacher education
isdependent upon the quality of teacher educators.The quality of pedagogical inputsin
teachereducation programmes and their effective utilization for the purpose of preparing
prospectiveteachers depend largely on the professional competence of teacher educators and the
ways inwhich it is utilized for strengthening the teacher education programme. Teacher
education,thus, first deals with the preparation of effective teacher educators. Teacher education
reaches out to the student teachers by providing the relevant knowledge, attitude and skills
tofunction effectively in their teach ing profession. It serves to equip the student teachers withthe
conceptual and theoretical framework within which they can understand the intricacies of

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the profession. It aims at creating the necessary attitude in student teachers towards
theStakeholder s of the profession, so that they approach the challenges posed by theenvironment
in a very positive manner. It empowers the student teachers with the skills(teaching and soft
skills) that would enable them to carry on the functions in the most
efficient and effective manner. Teacher education therefore pays attention to its contentmatter.
Objectives: Vision of teacher education:
Teacher education has to become more sensitive to the emerging demands from the
schoolsystem. For this, it has to prepare teachers for a dual role of; Encouraging , supportive
andhumane facilitator in teaching learning situations who enables learners (students) to
discovertheir talents, to realize their physical and intellectual potentialities to the fullest, to
developcharacter and desirable social and human values to function as responsible citizens;
and,An active member of the group of persons who make conscious effort to contribute
towardsthe process of renewal of school curriculum to maintain its relevance to the changing
societalneeds and personal needs of learners, keeping in view the experiences gained in the past
andthe concerns and imperatives that have emerged in the light of changing nationaldevelopment
goals and educational priorities. These expectation ns suggest that teacheroperates in a larger
context and its dynamics as well as concerns impinge upon herfunctioning. That is to say,
teacher has to be responsive and sensitive to the social contextsof education, the various
disparities in the background d of learners as well as in the macronational and global contexts,
national concerns for achieving the goals of equity, parity,
social justice as also excellence. To be able to realize such expectations, TE has to comprisesuch
features as would enable the student teachers to Care for children, and who love to bewith
them;Understand children within social, cultural and political contexts;View learning asa search
for meaning out of personal experience;Understand the way learning occurs,possible ways of
creating conductive conditions for learning, differences among students inrespect of the kind,
pace and styles of learning. View knowledge generation as a continuouslyevolving process of
reflective learning. Be receptive and constantly learning. View earningas a search for meaning
out of personal experience, and knowledge generation as acontinuously evolving process of
reflective learning. View knowledge not as an externalreality embedded in textbooks, but as
constructed in the shared context of teaching-learning

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and personal experience. Own responsibility towards society, and work to build a betterworld.
Appreciate the potential of productive work and hands-on experience as a pedagogicmedium
both inside and outside the classroom. Analyze the curricular framework, policyimplications and
texts. Have a sound knowledge base and basic proficiency in language. Theobjectives of teacher
education would therefore be to, Provide opportunities to observe andengage with children,
communicate with and relate to children Provide opportunities for self-learning, reflection,
assimilation and articulation of new ideas; developing capacities for self
directed learning and the ability to think, be self- critical and to work in groups.
Provideopportunities for understanding self and others (including one‘s beliefs, assumptions
andemotions); developing the ability for self analysis, self-evaluation, adaptability, flexibility,
creativity and innovation. Provide opportunities to enhance nderstanding, knowledge
andexamine disciplinary knowledge and social realities, relate subject matter with the
socialmilieu and develop critical thinking.Provide opportunities to develop professional skills in
pedagogy, observation, documentation, analysis, drama, craft, story - telling and
reflectiveinquiry.
Development of Teacher Education in India
The history of teacher education in India is as old as the history of Indian education itself.India
has one of the largest systems of teacher education in the world. Education of teachersmust have
been born
in India in 2500 B.C. The history of Indian teacher education may be divided into five parts:
Ancient and Medieval Period (2500 B.C. to 500 B.C.)
Buddhist Period (500 B.C. to 1200 A.D.)
MuslimPeriod (1200 A.D. to 1700 A.D)
British Period (1700 A.D. to 1947 A.D.)
Teacher education in independent India (1947 up to this date)
Ancient and Medieval Period (2500 B.C. to 500 B.C.)
In the beginning of Hindu civilization teaching was concerned with teaching of „Vedas‟. Outof
four classes of Hindu society, Brahmins
served as teachers of the community devoting themselves to the work of acquisition,conservation
and promotion of knowledge and it transmission to posterity.In the VedicIndia, the teacher
enjoyed a special status and position. He was held in high esteem by the

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society and this was due not only to learning and scholarship, but also to qualities of head,heart
and hand. The Guru or the teacher was an embodiment of good qualities, a fountain ofknowledge
and an abode of spirituality. The selection and prep aration of a teacher was donewith much
rigour. Manu remarked that the son of the teacher sometimes helped his father, byteaching in his
father's place. The teacher was
sometimes assisted in his work by some of the older and abler pupils who acted as moni tors.This
monitorial system, which was a method
of inducting pupils to the position of teachers, was the contribution
of the ancient education system. Teaching in the Upanishadic period was known for thepersonal
attention paid to the student.There was an ntimate relationship between the teacher andthe
disciple. The freedom to accept a disciple rested with the teacher, but once he accepted a
disciple it became his moral dutyto see that the disciple grew. Similarly, a disciple or student had
thefreedom to choose his teacher. Knowledge was transmitted orally(since writing developed
later)and explanation was one of the important methods of teaching. Themethods used by
teachers were emulated and adopted by the disciples and handed over fromone generation of
teachers to another.
The transmission of method through initiation and repetition continued. Good teachersdevised
their own methods and made the matter nteresting and meaningful to students by dayto day
examples. Listening to the spoken words,c omprehension of meaning, reasoningleading to
generalization, confirmation by a friend or a teacher and application were the fivesteps to realize
the meaning of a religious truth practiced in ancient India.

2.7. BUDDHIST PERIOD(500 B.C. TO 1200 A.D.):

The formal system of teacher‟s training emerged during this period. As the importance ofteacher
education was recognized it got an expansion. The monastic system which was animportant
feature ofBuddhism required that every novice on his admission should placehimself under the
supervision and guidance of a preceptor Upajjhaya). The disciple would'choose an upajjhaya
with much care and showed him the utmost respect. The upajjhaya, onhis part,had much
responsibility to the novice, the Saddhiviharika. He was to offer spiritualhelp and promote
learning through religion among the disciples by teaching, by putting

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question to him, by exhortation, by instruction. The teacher was to look after thedisciplefully.
The teachers employed other methods besides oral recitation such as exposition,
debatediscussion, question answer,use of stories and parables. In Vihars and monastic
schools,HetuVidya or the inductive method was adopted and the intellect of the disciple was
trainedthrough it. The subject Logic was introducedwhich helped in sharpeningthe intellect of
the mlearner.
2.8. MUSLIM PERIOD(1200 A.D. TO 1700 A.D.)
During this period there was no formal system of teacher training. In the holy Koran,education is
urged as a duty and in Muslim countries, education was held in high esteem.Education was
public affair.The Mohammedan rulers in India founded schools (Maktabs), Colleges
(Madrassahs) andlibraries in their dominions. In the Maktab, often attached to a mosque, the
students receivedinstruction in the Koran which they had to recite, and reading, writing and
simple arithmetic
was also taught. The medium of "instruction was Persian but the study of Arabic
wascompulsory.In Madrassahs the course included grammar, logic, theology,
metaphysics,literature, jurisprudence and sciences.The teachers teaching in the Maktabs were
mostlymoulvis,but in the adrassahs scholarly persons were employed. The method of teacher
preparation was mostly initiation of what the old teachers practiced. Good and
experiencedteachers with a discerning eye identified able students and appointed them tutors to
lookafter and teach the junior students in their absence. Thus the monitorial system was in vogue
during the medieval times too and was the method of preparing the future teachers. Theteachers
were held in high esteem and were respected by the society and their students.Cramming and
memorising were prevalent during this period.The method of teaching wasoral. The teachers
adopted the lecture method. Students were encouraged toconsult books.racticals were also
conducted in practical subjects like medicine. Analytical andinductive methods were also used to
each subject like religion, logic,philosophy and politics.
2.9. BRITISH PERIOD (1700 A.D TO 1947 A.D.)
The Britishers changed the above educational system according to their own system, theirneed
and philosophy. Advanced system of education was incorporated. Before the arrival ofthe
Britishers in India theuropean Missionaries first started scholars and later initiatedteacher
training institutions. The Danish Missionaries established a normal school for thetraining of

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teachers at Serampur near Calcutta. In Madras Dr. Andrew Bell started theexperiment of
Monitorial System whichformed the basis of teacher training programme forthe time being.
Itwas used in England and known as Bell Lancaster system. Mr. Campbell,Collector of Bellary,
in his Minute dated 17th August 1823, commended this system bywhich the more advanced
scholars are asked to teach the less advanced and this was wellreceived in England. Sir Munro, in
his Minute dated 13 December 1823, gave so me ideas for
the improvement of the education of teachers. He suggested an increase in their allowanceand
different types of syllabi for Hindu and Muslim teachers. In June 1826, the first normalschool
was started in Madras under the management and with the finances of the Britishgovernment
Initially it prepared teachers for the district schools. Later, this normal schooldevelop ped into
the Presidency College. In 1847,in Bombay a normal school was startedin the Elphinstone
Institution and in1849, Calcutta too had a normal school.Teacher Education in Pre Independent
India: Monitorial System(1880)In India, the idea of formal teac her training originated out of an
indigenous technique,called „Monitorial System‟. It was based on the principle of mutual
instruction. The whole
class was splitted into a number of small groups and by placing each group under the chargeof a
brilliant pupil, called monitor.Teacher’sTraining schools. The first formal teacher‟s
training School in India was set up at Serampur in Bengal in the name of “Normal
School”byCarey, Marshman and Ward in 1793. In Bombay, the Native Education Society
trained anumber of teachers for the improvement of teaching in primary schools. In Bengal
theCalcutta School Society did pioneering work for the training of teachers for
indigenousschools. The Ladies Society of Calcutta started a training class for training women
teachersin the Calcutta Central School for girls. A number of government training schools were
alsoset up in the first half of the nineteenth century.
2.10. WOOD'SDESPATCH (1854)
The Wood's Despatch (popularly known as Magna Charta of English
Education in India), an important educational document was released on 19 July, 1854. It
wasrightly been called the most important document on English education in India. It gave
somevery valuable suggestions for the improvement of the education of t eachers. It suggested
thatallowances be given to persons who possess and aptness for teaching and who are willing

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todevote themselves to the profession of school master.The Despatch urged the estab lishmentof
training schools in India. The De spatch suggested the introduction of pupil teacher
system (as prevailed in England) in India and an award/ stipend to the pupil teachers and asmall
payment to the masters of the school to which they were attached. On successfulcompletion of
the training rogrammme they were to be given certificates and employment.So the Despatch
introduced sufficient incentive for the would be teachers. Lord Dalhousie,Governor General of
India also sugge sted implementation of Wood's De spatchwhichbrought into existence a numb
er of normal schoolsLord Stanley'sDespatch (1859)In 1959, Lord Stanley, Secretary of State for
India, greatly emphasized on teacher training.The Despatch very emphatically stated that the
administration should desist from procuringteachers from England and that teachers for
vernacular schools should be made availablelocally.In 1859, the new grant in aid rules provided
that salary grants to schools be given tothose teachers who had obtained a certificate of teacher
training. In 1882 there existed 106Normal Schools, including 15 institutions meant exclusively
for women. About the trainingof secondary teachers, training classes were added to the following
schools:
(i) Government Normal School, Madras (1856)
(ii) Central Training School, Lahore (1877)
In 1886, the first training college to prepare secondary school teachers was set up at Saidapetin
Madras followed by the opening of a econdary Department in the Nagpur TrainingSchool in
1889. Towards the end of nineteenth century, there were only six training collegesin India.
Government of India Resolution on Education Policy (1904)
This is one of the most important educational documents which laid down the policies for
thefuture educational system. Lord Curzon, the then Viceroy of India felt the need of the
trainingof teachers. It made some very vital suggestions for the improvement of the
teachertraining Programme. These were:
(a) Training Colleges:
The Resolution enunciated that if Secondary Education was to be improved then theteachers
should be trained in the art of teaching. There were five teacher training colleges inall at places
like Madras, Kurseong, Allahabad, Lahore and Jubbulpur. Intermediates orGraduates could seek
admission to these Colleges. The general principles upon which thetraining institutions were to
be developed, were:

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(i) To enlist more men of ability and experience in the work of higher training,
(ii) To equip the training colleges well,
(iii)To make the duration of the training programmes two years and for graduates, oneyear. The
course would comprise knowledge of the principles which underlie the art ofteaching and some
degree of technical skill in the practice of the art,
(iv)The course would culminate in a university degree or diploma,
(v)There should be a close link between theory and practice and practicing schools shouldbe
attached to each college. There should be a close link between the training colleges andthe
school, so that the students do not neglect the methods learnt in the college.
(b) Training Schools: The Resolution recommended opening of more trainingschools, particular
ly in Bengal. The normal schools were mostly boarding schools wherestudents with vernacular
education came for training and were given stipends. They receivedgeneral education combined
with the instruction in the methods of teaching and practice in
teach ing. The Resolution recommended a minimum course of two ears. It mentionedcourses of
training especially suited for teachers of rural schools.Thus, it can be observedthat the
recommendations and uggestions of the Resolution were of far reachingimportance. Universities
instituted B.T. degree for graduate teachers.The Government ofIndia Resolution on Education
Policy(1913)The second resolution on educational policy suggested many useful measures with
regard to mimprovement of Primary education. The resolution suggested that teachers should be
drawnfrom the class of the boys whom they will teach and they should have passed the
middlevernacular examination and undergone a year's training. It suggested periodical
repetitionand improvement courses for teachers. The resolution emphasized that no teacher
should beallowed to teach without a certificate and that there should be a constant exchange
ofideasamongst the training college staff members and that they should visit different colleges
2.11.CALCUTTA UNIVERSITY COMMISSION (1917)
This Commission, known as the Sadler Commission suggested opening of post
graduatedepartment of education in Universities, each epartment with a Professor, a Reader anda
number of assistants and institute a post graduate degree in Education. It recommended
theintroduction of Education as an optional subject at the Graduation and P.G. level. The
recommendations of the Sadler Commission had salutary effect on the teacher
trainingProgramme in India Mysore University started a faculty of Education in 1925.The

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Hartog Committee (1929)The work initiated by the Sadler Commission was further carried on by
the HartogCommittee. The Committee was primarily concerned with primary education but it
made farReaching recommendations for teacher training as well. It suggested that teachers for

ruralareas should be inducted from persons who were close to rural society. It also suggested
mthat journals for teacher in the vernacular, refresher courses, confere nces and meetings
ofteacher associations can do much to brighten the lives of the teachers and improve theirwork.
For the secondary school teachers too, the committee had the same
suggestions.Working on the recommendations of the Sadler mission13 out of 18universities set
up faculties of education. The Lady Irwin College was setup in New Delhi.Andhra University
started a new degree the B.Ed. in 1932. Bombay launched a post graduatedegree the M.Ed. in
1936. Some other important changes in the field of education alsotook place in the thirties. The
Central Advisory Board of Education was revived. BasicEducation was started by Mahatma
Gandhi in 1937, leading to the training of teachers forbasic schools. In 1938, a Basic Training
College was set up at Allahabad and theVidyamandir Training School was started at Wardha in
1938.
2.12.THE ABBOTT WOOD REPORT (1937)
This report submitted in 1937 is again a landmark in the field of education. It primarilyanalyzed
the position of vocational education but also made valuable suggestions aboutteacher education.
According to the report the duration of training should be 3 years to enablethe pupil to continue
with general education along with professional training. It furthersuggested a refresher course for
the teacher so that he could get a wider experience. Althoughthere was improvement in the
percentage of trained teachers from56.8% in 1937 to 61.3% in1942, yet there was much still to
be done for achieving qualitative improvement. In 1941,
there were 61 2 normal schools out of which 376 were for men and 236 for women.
Theseschools provided one or two years' training. There were 25 training colleges for
graduateswhich were inadequate to meet the needs of the time. In 1941, the Vidya Bhawan
teacher'sCollege was started in Rajasthan and the Tilak College of Educationin Poona. Bombay
tookthe lead in starting a doctorate degree in education in the same year.

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2.13.THE SARGENT REPORT (1944)

The Central Advisory Board of Education (CABE) in 1944 presented a scheme ofeducation
"Postwar Educational Development in India", popularly known as the
"SergeantPlan"recommended that suitable boys and girls should be picked out into the
teachingprofession after high school; practical training should be provided, refresher courses be
planned and research facilities be provided. It suggested a two year course forpreprimaryand
junior basic schools (after high school) and a three year course for the seniorbasic schools. The
non-graduate teachers in high schools wereto go for two year training andthe graduates for one
year training. The first year of the two years training should be devoted
to the study of the general and professional subjects. It should be upported by school
visits,discussions and other experien ces to kindle the trainee's interest in education. It
proposedrevised pay scales for all categories of teachers, to attract better teachers. In 1947,
thenumber of secondary teachers training colleges in the country had risen to 41.
2.14. TEACHER EDUCATION IN INDEPENDENT INDIA
University Education Commission (1948-49)–
The first commission in free India,University Education Commission, in 1948 criticallyscanned
the existing courses in teacher training
Programmed and suggested that the coursesmust be flexible and adaptable to local circumstances
.In this context, the commissionrecommended that the courses should be remodeled, suitable
schools to be used for practicaltraining and more time to be given to school practice.In 1950, the
First Conference ofTraining Colleges in Indiawas held at Baroda to discuss programmes and
functions oftraining olleges. In thiscommission, teacher training‟was given a new nomenclature
and itbecame „teacher education‟.
Secondary Education Commission (1952-53) –
This commission suggested reforming of secondary education. It recommended that duringone
year of training graduate teacher should be trained in methods of teaching in at least twosubjects.
The practical training should not consist only of practice in teaching, observation,
demonstration and criticism of lessons, but should include such subjects as construction
andadministration of scholastic tests, organization of supervised study and students‟societies,
conducting library periods and maintenance of cumulative records. FordFoundation Term
(1954)–Government of India in collaboration with Ford Foundationappointed an International

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team of eight experts in 1954 that studied in greater detail themajor recommendations of
Secondary Education Commission and recommended that the mtraining institutions should
organize and conduct demonstration or laboratory schools whereexperiments are made in
curriculum construction and progressive methods of teaching
are used.
Pires Committee (1956)–
This committee recommended that practical work should be given as much weightage as
thetheory portion. The examination papers should be reduced to four as stated below-
1.Principles of Education and School Organisation
2.Educational Psychology and Health Education
3.Methods of Teaching Two School Subjects
4.Current Problems in Indian Education.
Education Commission (1964-66)–
The Education Commission (1964-66) also known as Kothari Commission showed keeninterest
in teacher education. It observed that a sound programme of professional educationfor teachers
was essential for the qualitative improvement in education at all levels of teacher
education to meet the requirements of the national system of education. According toNational
Policy Statement on Education (1968), of all the factors which determine the qualityof education
and its contribution to national development, teacher is undoubtedly the mostportant.Teacher,
must therefore, be accorded an honoured place in society. Theiremoluments and other service
conditions should be adequate and satisfactory with respect totheir qualifications and
responsibilities.
First Asian Conference on Teacher Education–
This conference, jointly sponsored by Association of Teacher Educators (IATE) and
theInternational Council on Education for Teaching (ICET) was held from 14th to 19th June
1971at Bangalore. The conference recommended that the programs of school education and
mteacher education in each country should be modified to meet the newchallenges.‘ITEP’ Plan
of National Council of Educational Research and Training–Theteacher education Department of
National Council of Educational Research and Training,launched a plan for the prehensive
improvement of teacher training under the name„Intensive Teacher Education Programme‟
(ITEP) to work cooperatively with the training

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colleges to bring about desirable changes and improvement in teacher education .Efforts of
Indian Association of Teacher Educators (IATE)–
The Indian Association of Teacher Educators, formerly known as All India Association
ofTraining Colleges, the only national organization of teachers of training institutions, havebeen
organizing annual onferences beginning with their first meet at Baroda in 1950. IATEconstituted
a study group popularly known as Baroda Study Groupto revitalize the B. Ed.
Programme.National Commission on Teachers–I (1983-85)–In National ommission on Teachers
–I (forschool teachers), a four year training course after senior secondary, or preferably a 5
yearcourse leading to graduation and training is recommended. For elementary teachers it
isdesirable to have a two year training course after Class XII. The integrated four yearcurriculum
for a degree in education should consist of general education and professionalpreparation.
Training curriculum for elementary teachers should emphasize on mastering oflanguage and
communication skills.The teacher educators in colleges of education should be drawn from
disciplines of variousschool subjects and educational disciplines like psychology, sociology,
philosophy etc. Theminimum qualification for a teacher educator should be post-graduate degree
in the subjectand a B.Ed.,preferably a M.Ed. degree. The minimum qualification for a teacher
educator forthe elementary training institutes should be a post graduate degree with B.Ed.
training.This commission also suggested that the practice teaching should be replaced by
theword„nternship‟The National Policy of Education (NPE)in 1986 recommended that teacher
education is aContinuous process and its pre-service and inservice components are inseparable.
TheNational Policy of Education (NPE), in 1986and its Programme of Action made a strong
casefor improving the quality of teacher education because it was the prerequisite to improve
thequality of school education. Some training schools were upgraded to District Institutes
ofEducation and Training (DIETS) and some trainingcolleges were upgraded to Colleges
ofTeacher Education (CTEs) and Institutes ofAdvanced Studies in Education (IASES).
The Acharya Ramamurti Committee (1990)
in its review of the NPE 1986 observed that an internship model for teacher training shouldbe
adopted because “...the internship model is firmly based on the primary value of actualfield
experience in a realistic situation, on the development of teachingskills by practice overa period
of time.”

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 Teacher Education

Yashpal Committee (1993)

noted that inadequate programme of teacher preparation leads tounsatisfactory quality oflearning
in school. Therefore the B.Ed. programme should offer the possibility ofspecialization in
secondary or elementary or nursery education.The duration of theprogramme should either be
one year after graduation or fouryears after higher secondary.
The contents of the programme should be restructured toensure its relevance to the changingneed
of school education. The emphasis in theseprogrammes should be on enabling thetrainees to
acquire the ability for self-learningand independent thinking. By the year 1998-
99 there were 45 District Institutes of Education and Training (DIETS), 76 Colleges ofTeacher
Education (CTEs) and 34 Institutes of Advanced Studies in Education (IASES). Thestatutory
NCTE further came out with a Curriculum Framework (1998) to provide guidelinesin respect of
the content and methodology of teacher education. As a result of this, manyuniversities and state
governments revised the courses of teacher education. ThestatutoryNCTE further came out with
a Curriculum Framework (1998)to provide guidelinesin respect of the content and methodology
of teacher education. As a result of this, manyuniversities and state governments revised the
courses of teacher education. The NationalCurriculum Framework (NCF) 2005 for school
education places different demandsand expectations on the teacher, which need to be addressed
by both initial and continuingteacher education. Teacher quality is a function of severalfactors:
teacher‟s status,remuneration and conditions of work, teacher‟s academic andprofessional
education.
National Knowledge Commission (2007) has made considerable progress in schooleducation
since independence with reference to overall literacy, infrastructure and universalaccess and
enrolment in schools.
National Curriculum Framework for Teacher Education (NCFTE) 2010 highlighted thatthe
education and training of a prospective teacher will be effective to the extent that it hasbeen
delivered by teacher educators who are competent and professionally equipped for thejob. To
improve thequality of teacher education program, the National Council for Teacher Education
(NCTE) took up a number of initiatives during the last decade. It joined handswith the National
Assessment and Accreditation Council (NAAC) to foster quality assuranceand sustenance.
The Right of Children to Free andCompulsory Education (RT E) Act, 2009, which became

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 Teacher Education

operational from 1st April,2010, has important implications for teacher education in thecountry.
To enhancequality of school education Teacher Eligibility Test (TET) for Teachersand
PrincipalEligibilityTest (PET) are conducted at both level at state and at central level. For
teacher educationUGC conducts National Eligibility Test (NET)at national leveland State Level
EligibilityTest (SLET/SET)at state level.
Teacher Education in Five Year Plans–
In five year plans teacher education got 10% share of the total education, resulting into
anincreased output in training schools and training colleges. Output of training schools
doubledduring 1951 to 1961. It increased three times in 1966. There were institutions in
1966providing M.Ed. and PhD courses.NCERT was set up in September 1961. NCERT
startedteacher education programme in 1964. Establishment of SIE (State Institutes of
Education)and SIScE (State Institutes of Science Education) took place in 1964 to upgrade
scienceeducation at high school level. Science Institutes were opened. During 1969 to 1979
prioritywas given to expansion of elementary education with special emphasis on backward
sectionsand girls. Correspondence and inservice programmes were emphasized. Fourth and
Fifthplans provided correspondence courses to about 1, 40,000elementary teachers,17,600
secondary teachers. With the assistance of NCERT and UGC norganized correspondenceand
inservice programmes, B.Ed. coursewas started by Himachal University and later byJaipur
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 bythese JBTC colleges work in Junior High School. JTC worksin
primary school. RegionalColleges carried out programme for primary teachers (B.Ed.
Primary);training of teachers forpre-primary level and for students like mentally retarded
children, physically handicappedchildren. NCTE Act was passes in 1993 by the Parliament by
which it is the responsibility ofNCTE to look after the Teacher Education of the country.The
Eleventh plan is quality plan inrespect of the education sector. The following specific
programmes are proposed to be takenup in teacher education during the Eleventh Plan.
• Strengthening Teacher Education by
(i) Developing teacher education Information Base in Public Domain, (ii) creating
additionalsupport systems inthe field, and

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 Teacher Education

(iii) strengthening academic capacity. Augmenting teachereducationcapacity in SC/ST and

minority areas.
• Professional development of teacher through training programmes.
• Professional development of teacher educators through RefresherCourses and
Fellowshipprogrammes.
• Support to NGOs.
• Technology in teacher education.
• Integrating elementary teacher education with higher education.
In the Twelfth FYP, an important thrust area would be to introduce technology in
teachereducation in order to promote openness for adaptability to new technology for
developingprofessionalism. The Teacher Education Scheme should beimplemented in
partnership with states.Recommendations of Education Commission (1964-66) and NPE (1986,
1992 ) onTeacher EducationThe Report of National EducationCommission (1964-66) states:
“The destiny of India is nowbeing shaped in her classrooms.”National Policy on Education
(1986/92) states: “The statusof teacher reflects the socio-cultural ethos of the society; it is said
that no people can riseabove the level of its teacher”.The education commission under the
chairmanship ofD.S. Kothari has pointed out clearly the major weaknesses in the existing
systemof professional education Visualizing weaknesses in teacher training program e. The
commission made many ecommendations which may be clarified in to follow
ing groups.; -
Removing isolation of teacher training from the mai
n academic life.
Improving the quality of teachers training programme.
Expansion of teacher training facilities.
Making adequate provision for continuing professional education of all teachers.
Creating appropriate agencies for the maintenance of standards both at the Centre
andStates.National Policy of Education (1986) looked at the role of the teacher and the
expectation oflistic perspective. It mentioned that the Government and thecommunity should
endeavor to create conditions which will help, motivate and inspireteachers on constructive and
creative lines. Teachers should have the freedom to innovate, todevise appropriate methods of

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 Teacher Education

communication and activities relevant to the needs andcapabilities of students and the concerns
of the community.
2.15. SUMMARY
Teaching is a highly professional activity which demands specialized knowledge, skill and
behavior. Teacher professionalism comprises competence, performance and behavior which
reflect on teacher‟s personality in school and society. Professional competence fundamental in
teaching profession which includes preparation of teacher for lassroom processes, acquisition of
knowledge of subject and facilitates personality development of children. Competencies of an ef-
fective teacher include interpersonal communication, pedagogical mpowerment and
organizational leadership. Professional competence results nperformance of teacher in terms of
overall development of children.The competent teacher is supposed to perform better in the
interest of the children and society as well. It has been aptly remarked, “If you educate a boy,
you educate one individual but if you educate a girl, you educate the whole family and if you
educate a teacher, you educate the whole familyand if you educate a teacher, you educate the
whole community”. Teacher education is not teaching the teachers how to teach. It is to kindle
his initiative, to keep it alive, to minimize the evils of the “hit and miss” process and to save
time, energy, money and trouble of the teacher and taught.Teacher education is needed for
developing a purpose and
for formation of a positive attitude for the profession. The success of the educational process
depends to a rigid extent on the characteristics and ability of the teacher who is the corner stone
of the arch of education.
The expansion of teacher education was observed in terms of uantitative and qualitative aspects.
All the above described commissions and report emphasis on the quality of teachers in general
and teacher educator in specific. At present teachers are not the mere transmitters of information
but facilitators in the path of students urge for more knowledge. The existing teacher training
institutions of the state has yet lot to do for teachers in order to articulate innovations in terms of
approach, pedagogy for qualitative improvement of school education so that they can response to
the various demands of the student community
2.16. UNIT END EXERCISES
1. Explain the changing context of Teacher Education in the Indian scenario.

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 Teacher Education

2. What is teacher education? Explain its nature and scope.

3. Explain the changing scenario of teacher education in global context and its impact on India.
the changing context of Teacher Education in the Global scenario.

3. Write Short Notes :

a) Triangular basis of teacher education

b) Vision of teacher education

2.17.FURTHER READING
Aggrawal, J.C. (1996). Teachers and Education in a DevelopingSociety. New Delhi: Vikas
Publishing House Pvt.
Balwaria, R., & Gupta, P. (2014). Historical Perspective of Teacher Education in
India.International Educational E-Journal, 3(1), 54-65.
Dr. Sachdeva, M.S. (1996). A New Approach to Teacher and Education in Indian
Society.Ludhina: Vinod Publications.Govt. of India. (1966).
The Education Commission (1964-66).New Delhi: Govt. of India.Govt. of India. (1986).
National Policy on Education - 1986.New Delhi: MHRD.
Mohanty, J. (2003). Teacher Education.New Delhi: Deep and Deep Publications Pvt. Ltd.
Ranjan, R., Pandey, A., & Ranjan, V. (2014).
Education in Pre Independence Period-a review.American International Journal of Research in
Humanities, Arts and Social Sciences,
5(1),137-142Salam, A., & Khan, Z.U. (2013).
Teacher Education at School Level in Assam.InternationalGlobal Research Analysis, 2(11),28-
31.
Saxena, N.R., Mishra, B.K., & Mohanty, R.K. (2012).
Teacher Education. Meerut: R. LallDepot.
Singh, L.C. (1990). Teacher Education in India: A Resource Book. Delhi:
NCERT.https://www.ijhsss.com/files/Jayeeta-Bhattacharje

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 Teacher Education

BLOCK 02: PRE-SERVICE TEACHER EDUCATION.

• Unit 03: - Aims and objectives, organizational structure and

administration, National Council of teacher Education and State
Records ofTeacher Education.
• Unit 04: -Their Structure and functions, Curriculum structure of
the Pre-service teacher education programme.
• Unit 05:-Organization of practice teaching andother practical
work. Modification of teacher behaviour- team teaching,
simulation, Role playing micro teaching and models teaching.

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 Teacher Education

UNIT –3
PRE-SERVICE TEACHER EDUCATION.
STRCTURE

3.1. Learning Objectives

3.2. Introduction
3.3. Pre Service Teacher Education
3.4. The main objectives of pre-service training are
3.5. The induction phase usually attempts
3.6. Organizational Structure and Administration of Pre service Teacher Education
3.7. Education Act, 2009
3.8. Summary
3.9.Unit End Exercises
3.10.Further Reading
3.1. LEARNING OBJECTIVES
After going through this unit you will be able to
State Aims and objectives of Pre-service Teacher Education
Describe Structure and functions of pre serice teacher education.
Explain Curriculum structure of the Pre-service teacher education programmed.
Analyze Organization of practice teaching and other practical work,
Identify strategies for Modification of teacher behavior
3.2. INTRODUCTION
Pre-service teacher education is the education and training provided to student teachersbefore
they have undertaken any teachingTeacher education program in India serve thevarying needs of
the diploma /degree level of teacher education and prepare teachers from
Pre primary level to Institution/University level. In context to Indian contemporaryeducation
system different areas like, subject related pedagogical t heory and practicalcomponents,
community work, practice teaching, internship, etc are being covered underteacher education
programs. Teacher education in India prep are teachers at all levels ofeducation, namely Pre-
primary, Primary, lementary,Secondary, Higher Secondary and theTertiary. In thecoming
paragraphs various stages of pre-service teacher education arediscussed along with innovations
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 Teacher Education

in v arious stages of pre-service teacher education.It is a part of our study in teacher education. It
refers to academic terms of study in auniversity level institution with a period of education,
generally lasting for the academicsession. It consists of combined or alternative studies and the
theory and practice of teachingwith elements of psychology.Educational philosophy and
sociology of education and some helpful instruction aboutteaching of certain specific subjects
this phase of training exposes the teacher topsychological, sociological, philosophical and
technological aspects and the principles relatedto education.This part is carried out with a view
to developing in him/her a basic insight into the professional and some key skills required for
various teaching-learning tasks. These coursesare provided by the college where the student is
introduced to the knowledge and skills needed to do a professional job in teaching.In this phase
the trainees are introduced to principles underlying teaching such as the aims of education,
curriculum, nature and characteristics of child development, methods of teachingand learning
and resources on which pupils and teachers can draw for the purpose of teachingand learning.
3.3.PRE SERVICE TEACHER EDUCATION
Pre-service teacher education is the education and training provided to student teachersbefore
they have undertaken any teachingTeacher education program in India serve thevarying needs of
the diploma /degree level of teacher education and prepare teachers from
Pre primary level to Institution/University level. In context to Indian contemporaryeducation
system different areas like, subject related pedagogical t heory and practicalcomponents,
community work, practice teaching, internship, etc are being covered underteacher education
programs. Teacher education in India prep are teachers at all levels ofeducation, namely Pre-
primary, Primary, lementary,Secondary, Higher Secondary and theTertiary. In thecoming
paragraphs various stages of pre-service teacher education arediscussed along with innovations
in v arious stages of pre-service teacher education.It is a part of our study in teacher education. It
refers to academic terms of study in auniversity level institution with a period of education,
generally lasting for the academicsession. It consists of combined or alternative studies and the
theory and practice of teachingwith elements of psychology.Educational philosophy and
sociology of education and some helpful instruction aboutteaching of certain specific subjects
this phase of training exposes the teacher topsychological, sociological, philosophical and
technological aspects and the principles relatedto education.This part is carried out with a view
to developing in him/her a basic insight into theprofessional and some key skills required for

[36]
 Teacher Education

various teaching-learning tasks. These coursesare provided by the college where the student is
introduced to the knowledge and skills
needed to do a professional job in teaching.In this phase the trainees are introduced to principles
underlying teaching such as the aims of
education, curriculum, nature and characteristics of child development, methods of teachingand
learning and resources on which pupils and teachers can draw for the purpose of teachingand
learning.
3.4. THE MAIN OBJECTIVES OF PRE-SERVICE TRAINING ARE
(i) To provide they would be teacher with proper understanding regarding the aims andobjectives
of education.
(ii) To promote in prospective teachers a proper understanding of the basic principles of
childgrowth, development and process by which pupils learn.
(iii) To enable them to plan and present subject- matter in a manner which will promote
theinterest, sense of purpose and an understanding process of pupil's growth.
(iv) To develop communication and psychomotor skills and abilities conductive to
humanrelations for interacting with children in order to promote learning in them both inside
andoutside the classroom.
(v) To develop understanding, interests, attitudes and skills which would enable him promoteall-
round development of children under his/her care.
(b) Induction Phase:
The induction phase of training is designed to make newly appointed teachers familiar withthe
practices and activities of die institution where they are to be appointed. It is usuallyidentified
with the period of problem. It is die preparation required to equip a new member of
the staff for the duties and responsibilities of his/her specific inlay assignment.With a systematic
manner, it can send several purposes. This is the only activity provide; newteacher with the
required knowledge understanding and skill necessary to begin and helpful
develop right values towards the school and his neither job. Proper induction benefits schoolsas
it paves the way for proper and full utilization of the teacher's abilities.
3.5. THE INDUCTION PHASE USUALLY ATTEMPTS:
(i) To acquaint a new teacher with school organization and its policy.
(ii) To acquaint him with general and s| duties and responsibilities.

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 Teacher Education

(iii) To inform him about "equipment, materials and facilities available in the institution.
(iv) To provide him help in the conduct of various recreational and social activities.
3.6. ORGANIZATIONAL STRUCTURE AND ADMINISTRATION OF PRE SERVICE
TEACHEREDUCATION
The Teacher Education Policy in India has evolved over time and is based onrecommendations
contained in various Reports of Committees/Commissions on Education,the important ones
being the 1.Kothari Commission (1966),
2. the Chattopadyay Committee
3. (1985), the National Policy on Education (NPE 1986/92),
4. Acharya Ramamurthi Committee(1990),
5. Yashpal Committee (1993),
6. the National Curriculum Framework (NCF, 2005).
7. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
becameoperational from 1st April, 2010, has important implications for teacher education in
thecountry.Legal and Institutional FrameworkWithin the federal structure of the country, while
broad policy and legal framework onteacher education is provided by the Central Government,
implementation of variousprogrammes and schemes are undertaken largely by state
governments. Within the broadobjective of improving the learning achievements of school
children, the twin strategy is to
(a) prepare teachers for the school system (pre-service training);
and (b) improve capacity ofexisting school teachers (in-service training).
For pre-service training, the National Council of Teacher Education (NCTE), a statutory bodyof
the Central Government, is responsible for planned and coordinated development ofteacher
education in the country. The NCTE lays down norms and standards for variousteacher
education courses, minimum qualifications for teacher educators, course and contentand duration
and minimum qualification for entry of student-teachers for the various courses.It also grants
recognition to institutions (government, government-aided and self-financing)
interested in undertaking such courses and has in-built mechanism to regulate and monitortheir
standards and quality.For in-service training, the country has a large network of government-
owned teachertraining institutions (TTIs), which provide in-service training to the school
teachers. Thespread of these TTIs is both vertical and horizontal. At the National Level, the

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 Teacher Education

NationalCouncil of Educational Research and Training (NCERT), along with its six
RegionalInstitutes of Education (REIs) prepares a host of modules for various teacher training
courses
and also undertakes specific programmes for training of teachers and teacher
educators.Institutional support is also provided by the National University on Education al
Planning andAdministration (NUEPA). Both NCERT and NUEPA are national level
autonomous bodies.At the state level, the State Councils of Educational Research and
TrainingSCERTs),prepares modules for teacher training and conducts specialised courses for
teacher educatorsand school teachers. The Colleges of Teacher Education (CTEs) and Institutes
for AdvancedLearning in Education (IASEs) provide in-service training to secondary and senior
secondaryschool teachers and teacher educators. At the district level, in-service training is
provided bythe District Institutes of Education and Training (DIETs). The Block Resource
Centres(BRCs) and Cluster Resource Centres (CRCs) form the lowest rung of institutions in the
vertical hierarchy for providing in-service training to school teachers. Apart from these,
inservicetraining is also imparted with active role of the civil society, unaided schools andother
establishments.Financing of programmes and activitiesFor pre-service training, the government
and government-aided teacher education institutionsare financially upported by the respective
State Governments. Further, under the Centrally
Sponsored Scheme on Teacher Education, the Central Government also supports over
650institutions, including the DIETs, CTEs and the IASEs.For in-service training, financial
support is largely provided by the Central Governmentunder the Sarva Shiksha Abhiyan (SSA),
which is the main vehicle for implementation of theRTE Act. Under the SSA, 20 days in-service
training is provided to school teachers, 60daysrefresher course for untrained teachers and 30 days
orientation for freshly trained recruits.Central assistance for in-service training is also provided
to District Institutes of Educationand Training (DIETs), Colleges of Teacher Education (CTEs)
and Institutes of AdvancedStudies In Education (IASEs) under the Centrally Sponsored Scheme
on Teacher Education.State Governments also financially support in-service programmes.
Several NGOs, including mmulti-lateral organizations, support various interventions, including
in-service trainingactivities.Implications on Teacher Education of the Right of Children to Free
and Compulsory.
3.7. EDUCATION ACT, 2009

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 Teacher Education

The Right of Children to Free and Compulsory Education Act, 2009 has implications on
thepresent teacher education system and the Centrally Sponsored Scheme on Teacher
Education.The Act inter alia provides that :
The Central Government shall develop and enforce standards for training of teachers;
Persons possessing minimum qualifications, as prescribed by an academic authorityauthorise
by the Central Government, shall be eligible to be employed as teachers;
Existing teachers not possessing such prescribed qualifications would be required toacquire
that qualification within a period of 5 years.
The Government must ensure that the Pupil-Teacher Ratio specified in the Schedule
ismaintained in each school
Vacancy of a teacher in a school, established, owned, controlled or substantiallyfinanced by the
Government, shall not exceed 10% of the sanctioned strength.
3.8. SUMMAR
For pre-service training, the National Council of Teacher Education (NCTE), a statutory bodyof
the Central Government, is responsible for planned and coordinated development ofteacher
education in the country. The NCTE lays down norms and standards for variousteacher
education courses, minimum qualifications for teacher educators, course and contentand duration
and minimum qualification for entry of student-teachers for the various courses.It also grants
recognition to institutions (government, government-aided and self-financing)
interested in undertaking such courses and has in-built mechanism to regulate and monitortheir
standards and quality.For in-service training, the country has a large network of government-
owned teachertraining institutions (TTIs), which provide in-service training to the school
teachers. Thespread of these TTIs is both vertical and horizontal. At the National Level, the
NationalCouncil of Educational Research and Training (NCERT), along with its six
RegionalInstitutes of Education (REIs) prepares a host of modules for various teacher training
courses
and also undertakes specific programmes for training of teachers and teacher
educators.Institutional support is also provided by the National University on Education al
Planning andAdministration (NUEPA). Both NCERT and NUEPA are national level
autonomous bodies.At the state level, the State Councils of Educational Research and Training.
3.9.UNIT END EXERCISES

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 Teacher Education

1. Explain the meaning of Teacher Education.

2. Explain the need for Teacher Education.

3. Describe the scope of Teacher Education.

4. Enumerate the objectives of Teacher Education.

3.10.FURTHER READING
Ranjan, R., Pandey, A., & Ranjan, V. (2014).
Education in Pre Independence Period-a review.American International Journal of Research in
Humanities, Arts and Social Sciences,
5(1),137-142Salam, A., & Khan, Z.U. (2013).
Teacher Education at School Level in Assam.InternationalGlobal Research Analysis, 2(11),28-
31.
Saxena, N.R., Mishra, B.K., & Mohanty, R.K. (2012).
Teacher Education. Meerut: R. LallDepot.
Singh, L.C. (1990). Teacher Education in India: A Resource Book. Delhi:
NCERT.https://www.ijhsss.com/files/Jayeeta-Bhattacharje

UNIT –4

DIFFERENT TEACHERS EDUCATION PROGRAMME

STRUCTURE AND FUNCTIONS.

STRCTURE

4.1. Learning objectives

4.2. Introduction
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 Teacher Education

4.3 national curriculum framework on teacher education

4.4. Administrative structure
4.5.national council of teacher education and state resource of teacher education
4.6. (ncert). National council of educational research and training.
4.7. Ncte functions through the following standing committees
4.8. Scertstate council of educational research and training
4.9. SCERT
4.10. Functions of cte
4.11. Functions of iase
4.12. University departments of education (ude)
4.13. University grants commission (ugc)
4.14. Teacher education committees
4.15. Centre for advanced studies (case)
4.16.NCERT
4.17. Gencies at the international level
4.18.highlights of prof poonam batra report
4.19.curriculum
4.20. Summary
4.21.unit end exercises
4.22.further reading
4.1. LEARNING OBJECTIVES
1. State Aims and objectives of Pre-service Teacher Education
2. Describe Structure and functions of pre serice teacher education.
3. Explain Curriculum structure of the Pre-service teacher education programmed.
4. Analyze Organization of practice teaching and other practical work,
5. Identify strategies for Modification of teacher behavior
4.2. INTRODUCTION
The implementation of the restructured scheme imperatives involves a lot of governanceand
management reforms, both at the levels of Government as well as the differentcollaborative
institutions. Recent restructuring of the scheme has accorded overriding priorityon :
strengthening of the DIETs and extending their mandate for training of teachers at thesecondary
level; establishment of BITEs as Elementary Teacher Education Institutions in SC/ ST / Minority
concentration districts; strengthening of CTEs and IASEs as well as creationof new CTEs;
strengthening and up=gradation of SCERT, and many other related innovativeactivities which
would necessitate a series of governance & management functions atdifferent levels.
4.3 NATIONAL CURRICULUM FRAMEWORK ON TEACHER EDUCATION
The National Council of Teacher Education (NCTE) has prepared the National
CurriculumFramework of Teacher Education, which was circulated in March 2009. This
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 Teacher Education

Framework hasbeen prepared in the background of the NCF, 2005 and the principles laid down
in the Right
of Children to Free and Compulsory Education Act, 2009 which necessitated an
alteredframework on Teacher Education which would be consistent with the changed philosophy
ofschool curriculum recommended in the NCF, 2005. While articulating the vision of teacher
education, the Framework has some important dimensions of the new approach to
teachereducation, as under:
Reflective practice to be the central aim of teacher education;
Student-teachers should be provided opportunities for self-learning, reflection,assimilation and
articulation of new ideas;
Developing capacities for self-directed learning and ability to think, be critical and towork in
groups.
Providing opportunities to student-teachers to observe and engage with children,communicate
with and relate to children. The Framework has highlighted the focus,specific objectives, broad
areas of study in terms of theoretical and practical learnings,and curricular transaction and
assessment strategies for the various initial teachereducation programmes. The draft also outlines
the basic issues that should guide
formulation of all programmes of these courses. The Framework has made
severalrecommendations on the approach and methodology of in-service teacher
trainingprogrammes and has also outlined a strategy for implementation of the Framework.As a
natural corollary to the NCFTE, the NCTE has also developed ‘model’ syllabifor various teacher
education courses.Reforms in Regulatory Framework
The National Council for Teacher Education (NCTE) was constituted under the NationalCouncil
for Teacher Education Act, 1993 for achieving planning and coordinateddevelopment of teacher
education in the country, for regulation and proper maintenance ofnorms and standards in the
teacher education system. In the recent past the NCTE hasundertaken various steps for systemic
improvements in its functioning and in improving theteacher education system, as under :
Based on the study of demand and supply of teachers and teacher educators of thevarious
states, the NCTE has decided not to receive further applications for severalteacher education
courses in respect of 13 States. This has led to substantialrationalisation in the demand-supply
situation across States;

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 Teacher Education

The Regulations for grant of recognition and norms and standards for various teachereducation
courses were revised and notified on 31st August, 2009. The applicationsfor grant of recognition
are now processed strictly in chronological order. The newRegulations make the system more
transparent, expedient and time bound, withreduction in discretionary powers of the Regional
Committees;
e-Governance system has been introduced by way of providing online facility for furnishing of
applications and online payment of fees. MIS has been developed tostreamline the process of
recognition;
The National Curriculum Framework for Teacher Education has been developedkeeping in
view NCF, 2005;
Academic support is being provided through preparation of Manual for the teachereducation
institutions and publication and dissemination of Thematic Papers onTeacher Education.
Various quality control mechanisms have been developed, including re-compositionof the
Visiting Teams, periodical monitoring of the teacher education institutions andde-recognition of
institutions not conforming to the Norms and Standards prescribedby the NCTE.
Organizational structure at Central Level. In India the pre service organizational structure
isheaded by Govt. Of India under which Ministry of Human resource development is there
whichapex unit of the teacher education. Under MHRD National council of Teacher Education
(NCTE), National Concil of Educational Research and Training NCERT), Centrally
sponsoredschemes for restructuring and reorganization schemes, University Grants Commission
works for
teacher education. Under NCTE regional committees followed by 13867 teacher
educationinstitution training 1.1 million teachers annually. Similarly under NCERT five
Regionla Instituteof Education provide teacher education throughout the country.In the country
29 SCERTs and
555 District Institute of Education and Training cater the need of teacher education
incollaboration with Centrally sponsored schemes for restructuring and reorganization
schemes.University Grants ommission at state level linked with National University of
EducationalPlanning and Administration, 32 Institute of Advanced Studies in Education and 98
schools of m Education followed by 104 college of Teacher Education that conducts teacher
educationalprogrammes.

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 Teacher Education

n states of country the state Govt Directorate provide teacher Education through
74524 Cluster resource centers
29 SCERTs
State institute of Educational Management and Training
104 college of Teacher Education (intake 20,031)
31 IASE
196 Block Institute of Teacher Education (BITE) , under 12th plan
6676 Block Resource Center (BRCs)
13867 Teacher education Institutes (1.1 million new teache training)
555 District Institute of Education and Training (DIETS)
4.4. ADMINISTRATIVE STRUCTURE
In the administrative structure of pre service teacher education in India the apex body isMinistry
of Human Resource Development )MHRD), execites different programmes ofteacher education
through autonomous body like NUEPA, NCTE, NCERT, RIEs. Secretaryis the highest powering
officer under whom Additional secretary, Director, under secretaryand section officers works.
At state level state education officer is the apex authority of tecahe education.Unnder whomState
education secretary/Commissioner deal with all the matters related to teacher educatinfolloeed
by Directorate of school education, SCERT, IASEs, CTEs, Schemes like SSA.irectoirate of
Schol education controls and executes different programmes in eachereducation. It has direct
control over DIETs, BITEsursuant to the recommendations of NPE, 1986, the Centrally
Sponsored Scheme (CSS) ofRestructuring and Reorganization of Teacher Education was
initiated in 1987 in the country,incorporating the establishment of DIETs Elementary TEIs),
CTEs and IASEs (SecondaryTEIs). The State of Odisha had rolled out the Centrally Sponsored
Scheme for TEIs in 1988-
1989, i.e. the initial year of the scheme, in order to improve the quality of Teacher Educationin
the State and had expanded the same in a hased manner in subsequent plan periods(during 8th,
9th, 10th and 11th plans) in response to the revision of the scheme at the nationallevel, to achieve
its targets. The scheme has been recently revised for the 12th Plan (2012-2017).The first
restructuring of the state-run TEIs to centrally sponsored institutions in the state in1987 had
expanded their roles and functions, and broad-based their operational structuresthereby creating
crucial governance and management challenges for the State to be ddressed .

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 Teacher Education

As a sequel to the first restructuring of TEIs (1988-1989), as centrally sponsored institutionsin

the state, Government of Odisha, between 1989 and 1993, had abolished, through a boldpolicy
decision (by an Act), the the-then TEIs under private management in the state andclosed down
the correspondence B.Ed programme as well as Private B.Ed. rogramme run inthree important
Universities (Utkal University, Sambalpur University and BerhampurUniversity) to enhance
quality and capacity of its Teacher Education system and to meet thequality standard of Teacher
Professional Preparation and Professional Development, as
envisaged in Centrally Sponsored Guidelines, 1989. Hence,since 1989, as a matter of policy,
governance of TE system in the State has been conductedexclusively through Government
mechanism.
As a major governance initiative to transform, regulate and improve the performance ofthe
centrally sponsored TEIs, the status of the SCERT, established by way of up-gradation ofthe
erstwhile SIE, a way back in 1979, was upgraded to a Directorate and re-designated as the
Directorate of Teacher Education and SCERT in 1990.
Since the date of such up-gradation, all the TEIs (both state-run and centrally
sponsoredinstitutions) in the state have been functioning under the administrative control and
technicalsupervision of the DTE and SCERT. Prior to this, the Elementary Teacher
EducationInstitutions (S.T. Schools) except DIETs were under the control of the Director,
SecondaryEducation and the Secondary TEIs (Training colleges, CTEs and IASEs) were under
thecontrol of the Director, Higher Education. Teacher Education programme in the state hasbeen
operationalized by the DTE and SCERT in collaboration with NCTE as per the CSguidelines,
revised from time to time, since such up-gradation.
The mandates of NCFTE, 2009, guided, particularly, by the two significant developmentsi.e.
the NCF, 2005 and the RTE (RCFCE ) Act , 2009 as well as the fundamental tenants ofthe
constitution, has rovided necessary space and vision for a congruence between schoolcurriculum
and education of the Teachers. The challenge in this regard lies in enabling anappropriate
institutional response for the concrete realization of this new vision through fiveyearplan
schemes. It is with this back round the restructuring of centrally sponsored for the12th plan
period has been conceived and implemented.

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 Teacher Education

The implementation of the restructured scheme imperatives involves a lot of governanceand

management reforms, both at the levels of Government as well as the differentcollaborative
institutions. Recent restructuring of the scheme has accorded overriding priorityon :
strengthening of the DIETs and extending their mandate for training of teachers at thesecondary
level; establishment of BITEs as Elementary Teacher Education Institutions in SC/ ST / Minority
concentration districts; strengthening of CTEs and IASEs as well as creationof new CTEs;
strengthening and up=gradation of SCERT, and many other related innovativeactivities which
would necessitate a series of governance & management functions atdifferent levels.
The recent JRM report (2013) on Teacher Education in the State has identified certainkey
issues relating to governance and management of Teacher Education and has given
theirrecommendations in the context of restructuring of Centrally Sponsored Teacher
EducationInstitutions in the state.In the above context, the State Government in the epartment of
School and Mass Educationis currently engaged with a serious commitment to transform its
Teacher Education system inresponse to the mandates of the CSS (2012) on Restructuring and
Reorganization of TeacherEducation. This reform initiative covers a broad spectrum of concerns
of which theStructure and Governance of Teacher Education system in Odisha is a
criticalcomponent .Current Situation in Odisha StateThe bifurcation of erstwhile Department of
Education and Youth services into twoDepartments namely, Department of Higher Education &
Department of School and MassEducation was made in 1992. In the event of such bifurcation the
Teacher Education systemremained under the control / jurisdiction of the Department of School
& Mass Education andhas been continuing till date.The present governance situation in respect
of Teacher Education in the state is portrayedhereunder in terms of administrative structure, level
specific institutional arrangements and
human resource management.The administrative structure relating to Governance of Teacher
Education System in the stateis presented in the following organogram.
Under the administrative control of the Department of School and Mass Education,
theDirectorate of TE and SCERT is functioning as the executive organ of Government (Head
ofthe Department and ontrolling Authority) in respect of Teacher Education in the exercises
dministrative and technical control over the TEIs, provides technical / academicsupport to all the
TEIs and advises Government in the matter of policy formulation andimplementation on School
Education and Teacher Education in the stat

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 Teacher Education

At present, there are four Deputy Directors (one academic, one administration, oneteacher
education, one science education) to assist the Director. There are 15 AssistantDirectors handling
different branches / Departments.
The Directorate prepares the budget, manages TEIs, admission policy and
procedures,Teacher Education curriculum and the standard of teacher preparation and
professionaldevelopment of TeacherEducators.
The Directorate of Secondary Education supplies manpower (teacher educastate-run
elementary TEIs (Government S.T Schools) on receipt of requisition from the DTEand SCERT
as per their requirement. Hence, the Directorate of TE and SCERT does notexercise control over
the cadre of Teacher Educators working in statTeacher Education Institutions (S.T.
Schools).Similarly, the Department of Higher Education supplies manpower (Lecturers,
Readers,Professors) for state-run Teacher Training Colleges, Centrally Sponsored Institutions
namely,
CTEs and IASEs as well as in the Directorate of TE and SCERT on receipt of requisition asper
their requirement. Hence, the Department of School and Mass Education does notexercise total
control over the cadre of the Teacher Educators working in both stateand centrally sponsored
secondary TEIs in the State.Similarly, the Department of Higher Education supplies manpower
(Lecturers, Readers,Professors) for state-CTEs and IASEs as well as in the Directorate of TE and
SCERT on receipt of requisition asper their requirement. Hence, the Department of School and
Mass Education does not exercise
total control over the cadre of the Teacher Educators working in both statesponsored secondary
TEIs in the State.
oAt present there are 33 government S.T. school (statefunctioning as the Elementary Teacher
Education Institutions in the state. Apart from this, thereare two state-run S.T schools and two
B.Ed training colleges functionSC department of government. One S.T school for minority group
is functioning under privatemanagement (missionary trust) over which govt. has no control.
There are 02 state-run B.Ed training colleges, 12 centrally sponsoreand 02 IASEs) in the
state to manage the secondary teacher education programme.
4.5.NATIONAL COUNCIL OF TEACHER EDUCATION AND STATE RESOURCE OF
TEACHER EDUCATION
Structure and functions,

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 Teacher Education

NCTE
National Council of Teacher Education (NCTE) :
Kothari commission Report (1964-66) criticized Teacher Education Programme
beingconventional, rigid and away from reality. Therefore it expressed the need of
establishingNational council of Teacher Education in order to improve the standard of
TeacherEducation. In September 1972, Central Advisory Board in Education accepted the said
proposal which was supported by fifth National plan. Thereafter by aw,Indian EducationMinistry
established NCTE on 21st May 1973. NCTE has got independent constitutionalstatus since 1993.
National Council for Teacher Education (NCTE) is an Indiangovernment body set up under the
National Council for Teacher Education Act, 1993 (#73,
1993) in 1995 is to formally oversee standards, procedures and processes in the Indian education
system. This couincil function for the central as well as state governments onall mattter with
regards to the Teacher Education and its Secretariat is located in theDepartment of Teacher
education.
4.6. NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.
(NCERT).
Despite the successful functioning in terms of educational field, it isfacing difficulties in
ensuring the maintenance of the standards of teacher education andpreventing the increase in the
number of substandard teacher education institutions in thecountry.
Objectives
To achieve planned and coordinated development of teacher education systemthroughout the
country.
To regulate and properly maintian the Norms and Standards in the teacher educationsystem
and for matters connected therewith.
To work especially towards planned and coordinated development of teachereducation.
To improve the standard and functioning of teacher-educators.
It aims at training individuals for equipping them to teach pre-primary, primary, secondaryand
senior secondary stages in schools, non-formal and part-time education, adult
education(correspondence) and distance education courses
Functions :
According to the Act 1993, NCTE performs the following functions :

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 Teacher Education

•Undertake survey and studies relating to various aspects of teacher-education and publishthe
results.
•Making recommendations to the center and State government Universities, the U.G.C andother
institutions in the preparation of plans and programmme’s in the field of teachereducation.
•Coordinating and monitoring teacher education and its development in the country.
•Preparing a guideline with regard to minimum qualifications for the candidates to beemployed
as teacher- educators at different levels.
•Developing norms for any specified category of courses or training in teacher-
education,including minimum eligibility criterion for admission.
•Preparing a guideline and specified requirements for starting new courses and programmesunder
teacher education.
•Developing a guideline for general teacher-education programme.
•To advise central government on matters like teacher - education (in building pre-service / in-
service training), evaluation of thecurricula for teacher -- education and periodical review with
respect to revision of curricula.
•To advise state governments on any matter of their concern.
•To review the progress of planof teacher- education, submitted by central stategovernments.
•To advise the government on ensuring adequate standards in teacher - education.
•To give approval to teacher - education institutions.
•To lay down norms for maintaining standards of teachers - education.
•Promoting innovations and research studies and organize them periodically or annually.
•Supervising the teacher education programmes and providing
financial assistance.
•Enforcing accountability of teacher development programmes in the country.
•Preparing a programme for in-service teacher education for orienting teachers for
latestdevelopment.
4.7. NCTE FUNCTIONS THROUGH THE FOLLOWING STANDING COMMITTEES
•Pre – Primary, primary teachers’ education committee.
•Secondary college - teacher education committee.
•Special education - teacher education committee.
•In-service - teacher - education committee.

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 Teacher Education

Activities of NCTE are with respect to :

•Research - Extension services.
•Development programmes.
•Training.
•Evaluations.
Programme Administration of Pre service ProgrammeState Resource of Teacher EducationTo
enhance quality of education and quality of educational institutions, to update
educationalmethodology and to offer publicity to educational innovations by conducting various
types ofeducational research every state establishes some institutes, council and associations. In
thisunit, we will discuss the role andfunctions of the following state agencies :
- State Institute of Education (SIE)
-State Council of Educational Research andTraining (SCERT)
-State Board of Teacher Education(SBTE):
-Kothari Commission for the first time in 1966 recommended for establishing SBTE, whosemain
function was to develop teacher education in the state to be administered by the stateboard. State
boards were established in M.P in 1967, and Maharashtra, Jammu And Kashmir
and Tamil Nadu in 1973. Ministry of Education forced states to have SBTE suggestions
NCERT such boards almost all states established.
Functions
Determine the standards of TE Institutions.
Modifying and improving the curriculum, text books and the system of TE of thestate.
Developing the criterion for the recognition of the TE institutions.
Organizing the guidance facility of TE institutions.
Developing the criteria for admission in TE and evaluating the teacher efficiency ofpupil
teachers.
Preparing the plan for the qualitative and quantitative development of teachereducation
Providing guidance to the Universities and State institutes for improving andmodifying
curriculum, textbooks and examination system of teacher-education.
Determining the educational and physical conditions of the teacher educationinstitutions for
affiliations.

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 Teacher Education

Developing the sense of cooperation among university departments and other

traininginstitutions
Providing financial assistance –different facilities for TE at different levels.
Provide suggestions for the development of state teacher-educators.
4.8. STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERTS)
(SCERT): In many states a state institute of Education (SIE) modified to SCERT for quality
improvement of school education it(SCERT) carries the responsibility of teacher education,
research and evaluation.
Objectives :
It‘s objectives are :
-To enhance quality of education by conducting various types of educational research.
-To improve teacher education
-To enhance quality of educational institutions
-To upgrade educational methodology
-To offer publicity to educational innovations.
Structure :
It is headed by Director of education. It‘s various departments are looked after by secondclass
gazzeted officer. It has an advisory Board presided by Education Minister of the State.
Role and Functions :
The Role and functions are primarily concerned with ensuring quality in respect of
PlanningManagement Research Evaluation and Training
Its functions are as under:
1. To improve school -education, continuing education, non-formal education and
specialeducation.
2. To impart in service -training to the inspectors of pre primary to higher secondary education.
3. To impart in service -training to the teachers from pre-primary to higher secondary schools.
4. To make available extension -services to teacher -education -institutions and co-ordinate
thesame.
5. To prepare teaching aids for educational institutions.
5. To motivate teachers to undertake /investigative research regarding content cummethodology.
4.9. SCERT

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 Teacher Education

functions through following departments :

1. Teacher -education department.
2. Extension services department.
3. Research department
4. Evaluation department
5. curriculum development department
6. Population Education department.
7. Publicity Department.
Teacher Education Department of SCERT
It relates to different academic activities pertaining to the teacher education programmes.
Itprovides leadership and coordinates different types.
Objectives:
- Coordinate the academic activities on teacher education.
- Develop Curriculum Frameworks and Model Syllabi.
- Prepare guidelines for conducting academic activities in Teacher Education Institutions
(TEIs).
- Conduct Research in the field of Teacher Education. - Provide Resource support in the field of
teacher education.
- Develop database on various aspects pertaining to the teacher education.
4.10. FUNCTIONS OF CTE
It is envisioned that CTEs play the major role in the field of secondary teacher education
anddevelopment, also guiding the various secondary teacher educationinstitutions in the
districtsunder them.
They have to see themselves as Centre’s for developing excellence in secondary
teachereducation and in secondary classrooms at school.
The CTEs, in order to improve the quality of secondary education, shall conduct trainingneed
analysis and base line surveys for organizing training programs.
They shall prepare context specific teacher handbooks and training modules for qualitytraining.
They shall also undertake the impact studies to study the effect of training programs
onclassroom processes and learning outcomes.

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 Teacher Education

They shall prepare implementation guidelines for conducting plan activities includingtraining
and projects for ensuring optimum utilization of funds with financial accountability.
They should design a training program that is open-ended, leaving more scope for thetrainee
for self-learning and to equip himself/herself to meet the challenging needs anddemands of the
profession.
Another point to be examined is whether it is possible and desirable to have an omnibustype of
teacher training which would equip the teacher at different levels
A program of teache rpreparation derives its theoretical sustenance from a basic philosophyof
education ,the historical, sociological forces shaping education and psychological view-Points on
how human beings learn. The philosophical andsociological considerationshavealready been
referred to before. What remains to be done is a consideration of thedifferent theoretical stances
of psychology regarding the understanding of humanbehaviourand its modification especially as
they influence teacher education practices.
Organize pre-service teacher education courses for preparation of secondary teachers.
Organize subject oriented (3-4 weeks duration) and short theme-specific (3-10 daysduration)
in-service teacher education programmers at least one subject-oriented
training course every 5 years, apart from short term specific courses.
Provide extension and resource support service to secondary schools, schoolcomplexes and
individual teachers
Conduct experimentation and innovation in school education
Provide training and resource support for new areas of educational concern, e.g.value-oriented
education, population education, education technology, computerliteracy, vocational section and
Science Education
4.11. FUNCTIONS OF IASE
Provide support to professional bodies
Encourage community participation in teacher preparation program.
In addition to the above functions, these institutions will perform the following
functions:
Conduct programs in elementary teacher education, so as to prepare elementaryteacher
educators
Conduct in service courses for

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 Teacher Education

(i) elementary and secondary teacher educators,

(ii)principals of secondary schools,
(iii) persons involved with supervision of secondaryschools etc.
Organize pilot programs in teacher education
Conduct advanced level fundamental, applied and experimental research ineducation,
especially of inter-disciplinary nature, e.g. sociology of education andeconomic development,
educational psychology etc.
4.12. UNIVERSITY DEPARTMENTS OF EDUCATION (UDE) :
Education is now considered anindependent field of study; UGC provides the grants to
theUniversity Department of education. Higher level training is essential for teachers for
theirdevelopment. Department of Education (DOE) provide training for
educationaladministrators and curriculum specialists to improve evaluation procedures as well
examination system. University DOE organize the M.Ed, B.Ed, and M.Phil classes as well
asresearch work for Ph.D and D.Litt degree in education. In 1917, first education departmentwas
started at Calcutta University. At present there are departments of education in all the
Indian Universities for M.Ed and Ph.D Degrees.
Functions :
•Develop the post graduate studies and research work.
•Organize training for school teachers.
•Provide solid programmes for teacher education and developing research work.
•Starting and organize some programmes for post graduate teachers which are not organizedat
other centers.
•Developing language laboratory, preparing instructional material and use new innovationsand
practices in TE.
•Encouraging the interdisciplinary courses and interdisciplinary research studies so that
therequirements of other departments can be fulfilled.
•Organize extension lectures and programmes to encourage the teachers and research workersto
contribute in the discipline of education.
•Providing awareness of new methodology and technology to
upgrade the standard of TE.

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 Teacher Education

•Developing the effective procedure of evaluation of theory and practicals in education.A very
strong academic and administrative machinery at the state level should further aimateconomy
and ntegration of divergent elements, avoid duplication of efforts, consider andexamine the
needs of different types of institutions, give a proper turn to arising ideologiesand tendencies and
eliminate corruption and exploitation. There should be a University ofteacher education in every
state on its own. It should be unitary as well as affiliating for allthe teachers’, colleges at
graduate and post graduate levels within the state.

4.13. UNIVERSITY GRANTS COMMISSION (UGC) :

Established on 28thDecember, 1953, at New Delhi. UGC was given
autonomy by govt. ofIndia in 1956.
Functions :
•It provides financial assistanceto universities and colleges to meet their requirement.
•It extends the financial aid for the development of Universities and maintenance
•It provides a guide-line to Centerand State Govt. for giving grant to a University.
•It provides the grants for five years to establish as new University
in the state. It provides the grants for five years to start new department or any
academicprogramme in the University but now state concurrence is essential.
•It encourages higher level research work and teaching activities by providing
financialassistance.
•It provides the grants for higher education and new programmes
in the Universities and colleges.
•It provides the fellowship for teachers and project work for University and college teachers.
4.14. TEACHER EDUCATION COMMITTEES :
•To upgrade the standard of education Teacher-education committees were formed consisting m
of seven members for two years duration.
•It provides awareness of new innovations and research in teacher-education.
•The national fellowship and teacher fellowship are granted for encouraging research
andteaching work.
•UGC provides travel grants to the university lecturers for attending international conferencesand
seminars.

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 Teacher Education

•Visiting professors are appointed from among the University professors for inter
changeprogrammes and delivering lectures.
•Residential facilities for universityand college teachers are also provided.research associates are
appointed for post doctor work.
Research :
•UGC is giving substantial grantsto University teachers for conducting their own researches.In
1953-54, Ministry of Education initiated a scheme providing grants to teachers, collegesand
departments of education in the Universities in order to enable them to carry out researchon
educational problems selected by them and approved by the central ministry.
•The main purpose of the scheme is to provide facilities for research which, in manyinstances,
has been held up owing to dearth of funds. It is to be carried on by the staff of thetraining
colleges assisted by some researchfellows assigned to them and some financialfacilities.
Equipment is provided to facilitate the completion of the projects.
4.15. CENTRE FOR ADVANCED STUDIES (CASE) :
•For the improvement of standards of teaching and research in ndia.UGC has set up CASEin
different branches of knowledge. It selected the faculty of Education and Psychology,Baroda as
the CASE in Education which functions on an all India basis and aims at raising
standards of teaching and research in education. It has built up its programme in
collaborationwith researchworkers from outsideNational Institute of Educational Planning
andAdministration.
Functions :As the highest organization ofeducational planning and Administration- has the
followingfunctions to perform:
•Providing training of educational planning and administration to develop the abilities
andcompetencies in the educational administration as the in-service program.
•Providing training facilities ineducational planning and administration at state level andregional
level to develop efficiency at their level.
•Integrating educational studies and researches under the area of ducational planning
andadministration and make co ordinations in these activities.
•Encouraging the teachers to solve the problems of educational planning and administrationby
organizing seminars and workshops.

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 Teacher Education

•Arranging extension programs for new developments and innovations in the area of
planningand administration.
•Establishing contact with other countries to understand the developments and innovations of
mthe developed countries.
•Providing guidance at National and State levels in the area of planning and administration.
•Multi –dimensional activities- under extension programs– journal on educational planningand
administration and other books are published.
•Review of educational planningand administration of other countries- used to develop
oureducational system and solve educational problems.
•Orientation programs for educational administrators- provide awareness of newdevelopments in
this area.
•Educational research reports are published. The publication unit established the
coordinationbetween theory and practice.
•Seminars and workshops are organized and their discussions and results are published.
•Training Institutions for special fields for school and colleges- these provide elementary
inspecial fields like- computers, educational technology and fine arts.
Language Institutions :
•Kendriya Hindi Sanasthan.
•Central Institute of English, Hyderabad,
•Central Institute of Indian Languages, Mysore. Language training is given.

4.16. National Council of Educational Research and Training (NCERT)

Introduction :
•Due to knowledge explosion, there is a spread of education not only in India, but all over
theworld. Due to this change, social needs have changed accordingly.A teacher is expected
toface the new changes by undergoing through training for new trends in education. Such
training - needs are satisfied by following National level agencies of Teacher Education
PROGRAMME NCERT and NCTE.
National Council of Educational Research and Training(NCERT) :
Establishment :

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 Teacher Education

Ministry of Education of Indian Government established NCERT in 1961. NCERT is

anautonomous - organization, working as an academic wing of the Ministry of Education.
Itassists the said ministry in the formulation and implementation of its policies andprogrammes
in the field of Education. It is expected to encourage student teachers and
teacher educators to conduct educational research. In order to fulfill these main objectives, ithas
established National Institute of Education (NIE) at Delhi and 4 regional colleges ofeducation at
Ajmer, Bhopal, Bhubaneswar and Mysore. It also works in collaboration with the departments in
the states, the universities and institutes, following objectives of schooleducation. It also
maintains close-contact ithsimilar national and international institutionsthroughout the world.It
communicates results of its researches to a common man by publishing books and journals.
Objectives :
•To launch, organize and strengthen research works in various aspects of education.
•To arrange for pre-service and in-service training at the higher level.
•To publish necessary textbooks, journals and other literature for achieving the objectives.
•To organize extension centers intraining institutes with the cooperation of state governmentsand
extend facilities pertaining to new methods and technologies among them.
•To establish a National Institute of Education and manage for the
development of research and higher training for educational administrators and teachers.
•To provide guidance and counselling services on a large scale.
a) Major function of NCERT are as under/ Role of NCERT :
•To monitor the administration of NIE /Regional colleges of Education.
•To undertake aid, promote and co-ordinate research in all branches of education forimproving
school-education.
•To organize pre-service and in-service education programmes for teachers
•To prepare and publish study material for students and related teacher’s handbooks.
•To search talented students for the award of scholarship in science, Technology and
socialsciences.
•To undertake functions assigned by the Ministry of education (Now HRD) for improvingschool
–education It is quite interesting to know how following constituent institutes works.
•National Institute of Education (NIE) In order to fulfill the objectives of NCERT, NIE
Functions through 9 departments, 7 units and 2 cells as Under :

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 Teacher Education

Departments of NIE :
•Academic Depts.
•Production Department.
•Dept of Maths Education
•Dept. of textbooks
•Dept of Teacher education
•Dept of Teaching Aids
•Dept of Educational Psychology Publication Department.
•Dept of Educational Psychology Workshop Department
•Dept of Text - books.
Units of NIE
Cells of NIE
•National Talent Search unit Primary Curriculum
•Survey and Data processing Unit Journals cell
•Policy, planning and Evaluation Unit
•Library and Documentation Unit
•Vocationalisation of Education Unit
•Examination Reform unit
•Examination Research unit
b) Central institute of Educational Technology (CIET) :
Functions of CIET are as under –
•To encourage the use of Educational technology in the spread of education.
•To organize training programmes in connection with school-broadcasting and
EducationalTelevision.
•To develop learning aids based on Educational technology.
C) Regional Institutesof Education (RIE) :
•NCERT established Institutes of Education asmodel institutes in different regions of thecountry.
•Besides Teacher Education programme (4 years integrated B.Ed Course), these collegeconduct
programme with respect to in-service - training, extension services and Research.

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 Teacher Education

•They run 4 years B.Ed. course with a view that Education is a professional subject
likeengineering, medicine and B.Ed. student should be trained in the content and
methodologysimultaneously.
•This course offers B.Sc. B.Ed. (Science) and BA, B.Ed (languages) degree.
•These colleges conduct one-year B.Ed. course especially in science, agriculture, commerceand
languages.
•They also run M.Ed course.
•These. Colleges are situated at Ajmer, Bhopal, Bhubaneswar and Mysore as centers
ofexcellence for the four regions of India.

The role of NCERT in Indian Education :

•NCERT organizes / conducts various programmes with respect to Research, Development,
Training, Extension-services, publishing study - material, and evaluation.
•It aims at qualitative improvement of school - education.
•It aims at qualitative improvement of school - education rather than quantitative expansion.
•It wants to make our education relevant to national objectives and social needs.
•Besides researches conducted atNIE, NCERT offers financial aid to research projects of
theteachers.
•It also organizes summer Institutes to school teachers and teacher - educators for attainingtheir
professional growth. Through these measures NCERT wants to achieve qualitative improvement
in Education.

4.17. GENCIES AT THE INTERNATIONAL LEVEL :

UNESCO :
At no time in human history was the welfare of nations so closely linked to the quality
andoutreach of their higher education systems and institutions. (World Conference on
HigherEducation Partners, June 2003). As the only United Nations agency with a mandate in
higher
education, UNESCO facilitates the development of evidence-based policies in response tonew
trends and developments in this field emphasizing its role in achieving the

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 Teacher Education

MillenniumDevelopment Goals and particularly poverty eradication. The Organization fosters

innovationto meet education and workforce needs and examines ways of increasing higher
educationopportunities for young people from vulnerable and disadvantaged groups. It deals
withcross-border higher education and quality assurance, with a special focus on mobility and
recognition of qualifications, and provides tools to protect students and other stakeholders mfrom
low-quality provision of higher education.
UNESCO promotes policy dialogueand contributes to enhancing quality education,strengthening
research capacities in higher education institutions, and knowledge sharingacross borders.
Teacher education :
•Global leadership on teachers,
•Their status,
•Their professional training,
•Their management and administration and key policy issues.
•The UNESCO/ILO Recommendations concerning the Status of eachers and provide
theframework for the same.
•The Teacher Training Initiative for Sub-Saharan Africa (TTISSA) is a core initiativeaddressing
key issues in the African context.
What UNESCO is doing for Teacher Training- (ROLE AND FUNCTIONS) :
UNESCO promotes the development of a professionally-trained corps of teachers whoprovided
the human contact, understanding and judgment necessary to prepare our childrenfor the world
of tomorrow. UNESCO and Teachers :Good teachers are the cornerstone ofquality education. On
a daily basis, teachers contributeto sustainable development by
building its human foundation – nurturing each child’s capacity and desire to learn.
Withoutteachers Education for All (EFA) by 2015would be an unobtainable dream.
Teachers :
Creating hope for tomorrow :
•Teachers are at the very heart of UNESCO’s work. Each day, over 60 million teachers carefor 1
billion children, cultivating their souls and minds. Any process that attempts to improvethe
quality of education promote peace and harmony and eliminate discrimination requires
teachers. Teachers work with children who will be the leaders of tomorrow.

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•But for teachers to be effective,they must be well-trained, motivated, have a decent

workenvironment, good pay and an attractive career path. UNESCO enables the world’s
teachersby building on the standards for the professional, social, ethical and material concerns of
teachers set in the 1966 and 1997 recommendation concerning the status of teachers
andeducation personnel.
•There is currently a severe shortage of teachers worldwide. UNESCO helps adjust
nationalpolicies to reverse teacher flight, teacher drop-out and assists countries with
theprofessionalization of “volunteer”teachers recruited by hard-pressed governments to fillcrisis-
level gaps.
UNESCO and Teacher Education :
•Emphasizing the essential role teacher training and education policy play in
nationaldevelopment goals.
•Producing and disseminating policy guidelines on open and distance learning, e-learning,and
use of ICTs in teacher education.
•Advocacy to improve the training and status of teachers worldwide.
•Integrating international standards regarding HIV/AIDS and life
skills into national teacher education policies.
•Promoting exchange of good national practices and lessons learnt within groups of
countrieswith common teacher-related agendas through networking and exchange.
•UNESCO promotes the development of a professionally-trained corps of teachers
whoprovidedthe human contact, understanding and udgment necessary to prepare our children
for the world of tomorrow.
UNESCO’s Teacher Training Initiative in Sub-Saharan Africa :
•UNESCO’s Teacher Training Initiative is a new 10-year project to dramatically improveteacher
training capacities in 46 sub-Saharan countries.
•The programme is designed to assist countries to synchronize their policies, teachereducation,
and labour practices with national evelopment priorities for Education for All andthe Millennium
Development Goals (MDGs) through a series of four-year cycles. Teachertraining for the
achievement of Education for All :

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•The acute shortage of qualified teachers has been identified as one of the biggest challengesto
EFA. If EFA is to be achieved by 2015, then between 15and 30 million more teachers areneeded
worldwide. In sub-Saharan Africa, 4 million additional teachers will be needed by
2015 to meet the goal of Universal Primary Education alone. Additional teachers will beneeded
for non-formal education and literacy training, as well as in-service training ofteachers.
•UNESCO recognizes that teacher education is integrally related to quality education andclosely
linked to curriculum renewal, improved learning outcomes, and a positive schoolenvironment. At
the end of four years, eachcountry participating in the Teacher TrainingInitiative isexpected to
integrate a comprehensive teacher education plan into the nationaleducation plan, improve the
quality of training in teacher education, address the issues ofsevere teacher shortage and the
status of teachers, and implement an internationallyprescribed standard and national policy
regarding HIV prevention education.
UNESCO’s teacher training activities :
•Dynamic national information mapping completed in Angola, Zambia, and Niger and inprogress
in Burundi
•Providing of a full-time country-designated expert in seventeen countries for the first phaseof
the Initiative
•Establishing and maintaining comprehensive and integrated national databases concerningthe
state of teacher education
•Assisting countries in analysing their teacher shortages and in implementing policies
andstrategiesto increase the number of qualified teachers and professionalize currently
underqualified teachers
•Encouraging consultations between governments and teachers in planning and
implementingfully EFA reforms
•Sharing and distributing good teacher policies and practices
•Coordinating relevant research to guide EFA policies and disseminating good teacherpolicies
and practices
•UNESCO’s Teacher Training initiative is aimed at redirecting policies, improvinginstitutional
capacity, improving teacher quality, andstemming the teacher shortage in orderto achieve
Education for All by 2015.
•The UNESCO Chair for Teacher Education is an addition to theUNITWIN / UNESCO

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Chairs Programmethat is already well established in the region. The Chair has beenestablished in
East China Normal University,Shanghai, PR China. The purpose of the Chair isto promote an
integrated system of research, training, information and documentation in thefield of teacher
education and training, and educational research. It will serve as a means offacilitating
collaboration betweenhigh-level, internationally recognized researchers andteaching staff of the
East China University and other institutions in China, and South EastAsia region.Curricular
structure, Practice Teaching and Other Practical Activities in Pre Service
Teacher EducationFor pre-service training, the National Council of Teacher Education (NCTE),
a statutorybody of the Central Government, is responsible for planned and coordinated
developmentof teacher education in the country. The NCTE lays down norms and standards for
various teacher education courses, minimum qualifications for teacher educators, courseand
content and duration and minimum qualification for entry of student-teachers for thevarious
courses. It also grants ecognition to institutions (government, government-aidedand self-
financing) interested in undertaking such courses and has in-built mechanism toregulate and
monitor their standards and quality.
The literal meaning of structure is building, construction , arrangement of parts or particlesin a
substance, manner of organization and an logical manner or form. The structure ofteacher pre
service teacher education means the logical arrangement of the units orcomponents of
educational courses, their objectives, modes of admission etc. which serves asmeans to attend the
ends. NCTE IN 2014 has provided following structure and curriculum ofteacher education in the
country.
In 2012 – Justice Verma Commission report. May 2014 – NCTE onstituted a Committeefor
reviewing the existing regulatory functions of NCTE regarding grant of recognition andrelated
functions under the Chairpersonship of Prof. Poonam Batra. In July 2014 following
Views / Comments / Observations on the Report of Committee constituted forimplementation of
Recommendations No. 2,3,6,9 and 11 of Justice Verma Commission.
4.18.HIGHLIGHTS OF PROF POONAM BATRA REPORT
• Duration of the B.Ed course (and other courses)
• Student intake suggestions
• Curriculum revision
• Practicum and School internship

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• Assessment
• B.Ed faculty qualifications and requirements
The B.Ed. programme shall be of duration of two academic years including a minimumperiod
of school internship of 16 weeks. At least 200 working days should be dedicated.Eeach year
exclusive of admission and inclusive of the period of classroom transaction,
practicum, school internship and examination. The institution shall work for a minimum ofthirty
six hours in a week (five or six days). Duration and number of working days
Student Intake Basic unit of One hundred (100) students divided into two sections of fifty(50)
each for general sessions and not more than twenty (20) students per teacher tor aschool subject
or methods courses and other practical activities of the programme to facilitateparticipatory
teaching and learning.
Distribution of students Suggested constitution
Mathematics : 20 Students
Social Studies : 20 Student
First Language : 20 Students
General Science : 20 Students
English Language : 20 Students
Fees The institution shall charge only such fee as prescribed by the provisions of
NCTE(Guidelines for Regulations of tuition fees and other fees chargeable by unaided
teachereducation institutions) Regulations, 2002, as amended from time to time .
Curriculum Three broad curricular areas:
1. Foundations of Education.
2. Curriculumand Pedagogy
3. School Internship.
Curriculum Studies Courses designed in knowledge and curriculum with units of studythat
include the syllabi of graduation level as the case may be in each of the major disciplinesof
language, mathematics, social sciences and natural sciences. The courses shall aim todevelop in
tudents an understanding of the school curriculum, linking school knowledgewith community
life.
Colloquia Colloquia would form an integral part of the B.Ed. programme.
Colloquiumprovides for a platform where students draw theory-practice connections in order to

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interactwith children and prepare resources for them. Students are expected to present term
papers,
practicum reports and participate in group discussions. Colloquia shall include a school
contact programme,
literature for adolescents, theatre in education, developing a resource
centre in schools…
School Internship :Minimum duration 16 weeks for a two-year programme including aninitial
phase of one week for observing a regular classroom with a regular teacher and wouldalso
include peer observations, teacher observations and faculty observations of practice teaching
lessons.
The Internship shall be conducted in two phases The first year would include 4 weeks
oforientation, of which: one week is to be dedicated to classroom observations, one week
forcommunity experiences and two weeks for unit planning & teaching in opted teachingsubject.
The Internship shall be conducted in two phases Teaching during the second year ofschool
internship would be spread over 12 weeks spread over secondary and/or seniorsecondary level.
In the second year, interns will be expected to: be in school for 4 continuousdays of a week. 2
days in a week shall be dedicated to planning, developing materials,reflective journal writing,
and interacting with faculty at the institute. One faculty to support amaximum of 7 students in a
school for feedback, support, guidance and assessment
Programme Implementation Enter into an MoU with at least ten schools indicating
theirwillingness to allow the internship as well as other school based activities of the programme.
Assessment in the B.Ed. Programme For each theory course, at least 30% shall beassigned for
continuous internal assessment and 70% for external examination.
Academic Faculty For intake of 100 students, the faculty-student ratio shall be I:15
Profiles of Faculty Required Foundations Courses (2 posts) Post-graduate degree
inPsychology/Sociology Or M.Phil/Ph.D. in areas of the area of psychology /sociology
ofeducation (Degree of education is a desirable qualification for these posts)
Curriculum and pedagogy – science, mathematics, social science, language educationPost-
graduate degree in the subject (language, science, maths etc) andM.Ed./M.A.(Education) Or
Post-graduate degree in subject and B.Ed The faculty appointedon these qualifications shall be
appointed subject to the condition that an M.Ed. degree shall

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be acquired in the subsequent five years or a Ph.D. degree in a relevant area shall be acquiredin
the subsequent eight years from the date of their appointment. Or Research
degree(M.Phil./Ph.D.) in the area of relevant Education (science education, social science etc)
Physical infrastructure and equipment The minimum essential space for an instituteoffering
B.Ed programme includes: an administrative wing, an academic wing and otheramenities.The
institutions shall possess: 3000 sq mts of exclusive well demarcated land forthe initial intake of
one hundred students out of which 2500 sq mts shall be the built up areaand the remaining space
will be for lawns, play-fields etc..
Physical infrastructure For an additional intake of thirty five students or part thereof itshall
possess additional land of 500 sq m. For an annual intake beyond two hundred and uptothree
hundred, it shall possess land of 3,000 sqm.
Classrooms Classrooms: The Institute shall have three classrooms, with space andfurniture to
accommodate 100 students. Tutorial Rooms: Institute shall provide a minimum offive rooms of
the size of 30 sqm.
Library Shall have a seating capacity for at least fifty percent students equipped withminimum
1,000 titles and 3,000 books. These include text and reference books related toall
courses of study, readings and literature related with the approaches delineated in theB.Ed.
Programme, educational encyclopedias,lectronic publications (CD ROMs) Minimumfive
professional research journals of which at least one shall be an international publication.
Library resources will include books and journals published and recommended by
NCTE,NCERT and other statutory bodies. There shall also be provision of space for reading
andreference in the library that can accommodate at least sixty persons at a time. At least
ahundred uality books will be added to the library every year. The library shall
havephotocopying facility and computer with Internet facility for the use of faculty and students.
Library
The Resource Centre Teacher Education Institute shall provide an integrated
ResourceCentre for science, mathematics, arts. psychology. lCT, health and physical
educationAudiovisual equipment's - TV, DVD Player, LCD Projector, films (documentaries,
children'sfilms, other films of social concerns, issues of conflict, films on education); camera and
otherrecording devices. It shall have multiple sets of science apparatus required to preform

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anddemonstrate the experiments prescribed in the syllabus for secondary/senior

secondaryclasses. Chemicals, etc. should be provided in the required quantity.
Health and Physical Education Centre: Adequate games and sports equipment forcommon
indoor and outdoor games should be available. Multipurpose Hall: Institute shallhave one
seminar hall with seating capacity of one hundred and minimum total area of 190sqm.T his hall
shall be equipped for conducting seminars and workshops.
Faculty Room: A faculty room, with individual workspaces, a functioning computerspaces
shall also be provided. Administrative Office Space: Institute shall provide anadequate working
space for the office staff with furniture, storage and computer facilities.Common room(s):
Institute shall provide at least two separate common rooms, for womenand men.
Toilets: A minimum number of four toilets shall be provided by the Institute, two forstudents
(one each for women and men) and two for faculty members. Store: Adequate spacefor storage
shall be provided. VIEWS/COMMENTS/OBSERVATIONS
on the Report of Committee constituted forimplementation of Recommendations No.2,3,6,9 and
11 of Justice Verma
Background For the purpose of implementing the recommendations 2,3,6,9 and 11 ofJustice
Verma, the NCTE constituted a Committee under the Chairpersonship of Prof.Poonam Batra.
The Committee had since finalised its report and submitted to NCTE forfurther onsideration –
this is available on the NCTE portal. All the stakeholders/ general
public are requested to kindly go through the report and submit their comments/ observationson
the report of the Committee by 5th August 2014
Recommendation 3 “Teacher education should be a part of the Higher Education system.The
duration of programme of teacher education needs to be enhanced, in keeping with
therecommendations of the Education Commission (1966), the implementation of which is long
overdue.” (P.95, JVC Report)
32. Recommendation 4 “It is desirable that new teacher education institutions are locatedin
multi- and inter-disciplinary academic environment. This will have significant implicationsfor
the redesigning of norms and standards of various teacher education courses specified by
the NCTE. This will also have implications for employment and career progression
ofprospective teachers. Existing teacher education institutions may be encouraged to

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takenecessary steps towards attaining academic parity with new institutions.” (P.95, JVC
Report).
Modalities of implementing Recommendations No. 3 and 4 This Committee proposes thatthe
restructuring of TE in line with the Justice Verma Commission recommendations is to bedone in
a phased manner over five years. It will cover five academic cycles beginning withthe year 2015-
16 and concluding with the academic year 2019-20.
University Affiliation All existing Teacher Education Institutions (TEIs),
governmentandprivate, shall obtain affiliation from local universities by the academic year 2016-
17. This ismandatory as the first batch of students studying the new
curriculum will commence theprogramme in that academic year. TEIs must meet the requisite
norms laid down by theaffiliating institution including norms on infrastructure, faculty and
support staff, academic accreditation, instituting internal processes.
Multi and Inter-disciplinary Institutions TEIs merge with existing
compositeinstitutions/colleges offering degrees in liberal arts, sciences, social sciences and
humanities.or TEIs/colleges start programmes in liberal arts, sciences, social sciences and
humanities. OrTEIs partner with existing composite institutions/colleges offering programmes of
liberalarts, sciences, social sciences and humanities in a phased manner.
Structural and Institutional aspects Stop admissions to 1-year B Ed. programme in2015.June
2014 should be the last batch admitted – 2015 will be a ‘gap’ year for admissionswhich will be
used to prepare for the 2-year programme to be launched in 2016. States mayexercise the option
of admitting the first batch of a two-year programme in 2015 providedinstitutes are fully
prepared to do so. Offer 2-year B Ed. Programme in June 2016.
Recommendation No. 6 “In keeping with the recommendations of the EducationCommission
(1966), every pre-service teacher education institution may have a dedicatedschool attached to it
as a laboratory where student teachers get opportunities to experimentwith new ideas and hone
their capacities and skills to be become reflective practitioners” (p.95, JVC Report).
Modalities for Implementing Recommendation No. 6: A Roadmap All teacher
educationinstitutions, private as well as government, shall be required to have a dedicated
schoolattached to it. It is recommended that an attached school is either located within the
campusof the institute conducting pre-service teacher education or in close proximity (within 2
km)to the institute. The association between the school and the teacher education institution

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couldbe made on the basis of a MoU that elineates specific aspects that allow both institutions
tobenefit from the ollaboration. By Academic Year 2015-16, all TEIs are required to have
entered into MoU with the attached school.
Recommendation No. 11 “The idea of creating opportunities for teaching practitioners to teach
in teacher education institutions, as visiting faculty, may be explored. Similarly, teachereducators
could be considered as visiting faculty in schools.” (p. 96, JVC Report).
Modalities for Implementing Recommendation No. 11 The exchange of faculty membersfrom
both institutions, TEIs and schools, shall be done mutually or otherwise. During thecourse of one
academic year, a maximum of two faculty exchanges shall be permitted. Theduration of each
exchange shall be from within a range from three months to one year, with provision of
extension, during the regular academic session. School Teachers should bedeputed to TEIs with
which the school has entered into an MoU. Teachers shall be offeredopportunities to take up a
range of activities within TEIs. Teacher educators shall be offeredpportunities to be associated
with schools for a given duration and in different capacities.Structural and administrational as
well as curricular aspects of pre service teacher educationin Indian context are as follows.
Diploma in early childhood education programme leading to Diploma inPre-school Education
(DPSE):
This pre school education aims at the total child development in a learningenvironmet that is
joyful, child centred, play and activity based.
Aims at preparing teachers for preschool programmes such as nursery,
kindergarten and preparatory schools.
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Institutonshould work
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are
permissible initially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsofstate.central govt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002

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Curriculum: Curriculum consist of Theory, Practicum and Internship

Theory:Theory course categorized as Foundation course, content and
pedagogy keeping in view the integration.
Foundation course includes Early childhood care and education in india,understanding child
and childhood, Health and nutrition of child, Gender,Diversity and discrimination,
Content and pedagogy courses shall include pre school education curriculum:principles and
priorities, methods and materials for pre school education,development of mathematical concepts
in education, development of languageand literacy in children, developing understanding of
environment, planningand organizing pre school education programme, working with children
with mspecial need, working with parents and community
Practicum:Each theory course shall associated with practicals that aims atenabling student
teachers to internalise or understand theorybetter throughlinking it with field situation, develop
appropriate pedagogical competenciesand skills, activities supplementing theory include
observing children, family,institutes, doing case studies, creating and practising use of teaching
learningmaterials, aids and activity plans, planning , conducting activities related todifferent
developmental and subject domain , planninhgg designing continuing
and comprehensive evaluation.
School Internship: It envisaged as a three stage process that includes
observation of pre school classes in different setting , planned practice
teaching i school clkasses for part of day, full time internship or mmersion inpre school
programmes across range of provision public private, NGO.Aminimum of 20 weeks of
ointernshipin pre school shall be organized during 2year duration of this four weeks would be
dedicated to classroom observationof during first year and 16 weeks during the second year for
internsjhip in preschools.. it is desirable thayt it has attached pre school of its own. Theinstitution
shall make rrangement with atleast 10 pre school/pre primaryschools indicating their willingness
to allow internship as well as other schoolbased activities of the programme.The pr schools shall
form basic conbtact
point for all practicum activities and related work during the course of theprogramme. The
district,block office of the stat education department mayallot schools to different TTIs.

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Assessment : 20% 30 % for continuous internal assessment and 70 % to 80%by examination

Elementary teacher education programmes leading to Diploma in ElementaryEducation
(D.EI.ED).
It aims to prepare teachers for elementary stage of education from class I TO VIII
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.

Qualification :50% marks in higher secondary or in equivalent examination.Reservation and

relaxation to SC/ST//OBC/PWD according to normsofstate.central govt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002
Curriculum : The D.El.Ed programme designed the study of childhood, socialcontext of
education, curric=ulum and pedagogic course, and there shall be a optionalcourse in pedagogy.
The theory course shall include foundation, perspectives ofeducation in three broad rubrics
namely child studies, contemporary studies andeducational studies,. The theory course shall also
include language proficiency andcommunication, relevant field based units of study. Including
assignments andprojects. The curriculum and pedagogy courses include pedagogy for primary
and upper primary curriculum area. Pedagogy courses in language, mathematics, environmental
studies for primary stage are compulsory. Optional pedagogy courses in social science education,
language education, mathematics education and science
education are offered for teaching at upper primary stage.
Practicum: Field engagement course s are designed to give opportunities to
acquirementrepertoire of professional skills and capacities in craft, fine arts, work and
education,creative drama, there is education, self development, children’s physical andemotional
health, school health and education.
School Internship: A minimum of 20 weeks of ihnternship in school during thecourse of which
4 weeks would be dedicated to classroom observation etc during thefirst year. Second year

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school internship will be for minimum period of 16 weeks inthe elementary classes including
primary and upper primary.
Bachelor of Teacher elementary education programme leading to Bachelor ofelementary
education (B.EI.ED)degree.
It aims to prepare teachers for elementary stage of education from class I TO VIII. Inaddition the
programme prepare students with professional and academic options inelementary education
including teaching in elementary schools with specialorientation forgovernment schools, leading
elementary school system with variouscapacities, , teaching and research in govt. and non Govt.
elementary sectors, pursuingpost graduate and research studies in education and other
disciplines, and working asteacher educator in various state institute and university Department
and collegeoffering programmes in elementary education . This programme is offered only in a
constituent or affiliated college of universityoffering undergraduate studies in liberal arts,
humanities, social sciences, commerce,mathematics and sciences.or a or affiliated college of
university offering multipleteacher education programme or a university with multidisciplinary
faculties.
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002
Curriculum:The B.Ed is designed to integrate the study of subject knowledge,human
development, pedagogical knowledge and communication skilkl.Theprogramme comprised of
compulsory and optional theory courses, compulsorypracticum course and a omprehensive
school internship.
Theory Courses: The theory course cpomprise of perspectives in education orfoundation
courses, discipline based courses and curriculum and pedagogic courses.The theory course shall
include relevant field based units of study includingassignments and projects. The theory and

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practicum courses allotted weightage in theproportion of 60:40. The theory course include
following course types:
(a) Perspectives pore foundation course should design to provide an in depthstudy possesses of
child development and learning concepts and perspectivesin education, socio political context in
which education is situated, processesand approaches of school organisation and anagement,
contemporary issuesrelated to society and educationand a repertoire of professional capacities
torelate ans communicate.
(b) Courses in Curriculum and pedagogic Studies are designed to develop coreteaching
perspectives and skills specific to teaching of children (6 to 14years)Three compulsory courses
focus on pedagogic approaches in language,mathematics and environmental studies at primary
stage (I– V). Coursefocusing on upper primary stage (VI-VIII) in language, mathematics,
naturalsciences, social sciences are offered as optionalcourses for special lization inone subject.
(c) The discipline based courses designed to enrich student teacher’s knowledgebase and allow
for further studynin the concern discipline.
Practicum: Practicum courses designed to allow variety of work
experience with children within and outside elementary schools and
opppertunities for self reflection and development of analytical skills,
scientific enquiry and understanding social realities.Courses designed to
give opportunities to aquire a repertoire of professional capacities and
skills uin craft, creative drama, music and theatre in education, hildren’sliterature and story
telling, developing and analysing curricular aterial;s,classroom management, systematic
observation, documentation andevaluation.
Self development Workshops: Activities and workshops are designed toprovide opportunities
to students for self reflection and analysis.
School Engagement: The interface with school is designed to vary focus,the purpose and
nature of engagement with school children. The
components should include establishing contact with school, observing
children, developing materials, visiting center of innovation in ducation,working with
communities and school management committees andteaching school children.
School Internship: Students are acti=vely engaged in teaching for atleast16 weeks in the final
year of programme including an initial one week ofobserving regular classroom with regular

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teacher. They would be engagedin teaching at two levels, namely, primary class (I – V) and
upper Primary(VI- VIII). They should be provided opportunities to teach in Govt. andprivate
schools with sustained engagement , ystematic supervisory msupport and feedbacks from
faculty.
Bachelor of Education Programme leading to bachelore of education (B.Ed)degree.
It aims to prepare teachers for upper primary or or middle level (VI-VIII), secondarylevel (IX-
X), senior secondary, level (XI-XII).
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002Curriculum: The B.Ed curriculum desined
to to integrate the study of subjectkbowledge, human development , pedagogical knowledge and
communication skills.
The programme shall compriose three broad curricular areas such as perspectives inEducation,
Curriculum and pedagogic studies, and Engagement with the world.Information and
Communication Technology (ICT) , gender , yoga education, anddisability. / inclusive education
are form an integral part of B.Ed. curriculum
(i)Theory Courses
(a) Perspectives in Education: Perspectives in education includes courses in thestudy of
childhood, child development and adolescence, contemporary India ineducation, philosophical
and sociological perspectives in education,theoretical foundation of knowledge and curriculuim,
teaching and learning,gender in the context of school and society and inclusive education.
(b) Curriculum and Pedagogic Courses: Courses in curriculum and pedagogicstudies includes
aspects of language across thew cxurriculum andcommunication, understanding of discipline,
social history of a schoolsubject, nd its pedagogical foundation with a focus on learner and a
course onthe theoretical perspectives on assessment for learning.

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(ii)Engagement in field/Practicum: The B.Ed. Progreamme provides for

sustained engagement with self, the child, community and school at differentlevels and through
establishing close connection between different curricularareas. This curricular area would serve
as an important link betweenabovebtwo broad curricular area through its three components such
as tasksand assignments that run through all the courses, school internship, courses onenhancing
professional capacities (Language and communication, drama andart, self development and
ICT).
(iii) School Internship: School internship is a part of broad curricular area ofengagement with the
field and designed to lead to development of a broadrepertoire of perspectives, professional
capacities, teacher sensibilities andskills.. Students are to be engaged actively for 16 weeks in the
final year ofcourse. They have to engage at two levels such as upper primary (VI-VIII)
andsecondaruy (IX-X) or senior secondary with atleast 16 weeks insecondary/senior secondary
classes.Hence internship in school is for aminimum of 20 weeks for a two year programme (4
weeks in the first year and16 weeks in second year.This should also include, beside practice
teaching aninitial phase of one week for observing a regular classroom with a regularteacher and
would also include peer observations, teacher observations andfaculty observations of practice
lessons.
Master of Education Programme leading to Master of education (M.Ed) degree.
It aims to prepare teacher educators and other educatoiponal professionals includingcurriculum
developer, educational policy analyst, planner, administrators, supervisors,school principals,
researchers. It has a specialization either in elementary education or
in secondary education.
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002

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Curriculum: The M.Ed . programme is designed to provide opportunities for studentsto extend
as well as deepen their knowledge and understanding of education,specialize in selected areas
and also develop research capacities, leading tospecialization in either elementary education or
secondary education. The curriculum
of 2 year M.Ed. course comprise of the following components:
1. A commom core that includes perspective courses, tool courses, teacher educationcourses, and
a self development component.
2. Specialisation branches where students choose to specialise in any one of the schoollevel/area
such as elementary, secondary, senior secondary.
3. Research leading to dissertation
4. Field immersion/attachment/Internship: There shall be core course ( which shall haveabout
60% of credits) and specialised course in elementary education or secondaryeducation and
dissertation with about 40% of credits.
(a)Theory: The theory courses are divided into core courses and specialization courses. The main
core courses include perspective odf education, tool coursesand teacher education courses.
Perspective course is the area of philosophy ofeducation, sociology-history- Political – economic
of education, psychology ofeducation, education studies and curriculum studies. Tool courses
comprise ofrearch, academic /professional writing and communication skill, educational
technology including workshops/courses in ICT.. Teacher education coursewhich are also lonked
in field internship is also included in core.
The specialization components offers to students a specialilisation in one of theschool stage
elementary or secondary and senior secondary. In these stagesthematic specialisations are
curriculum, pedagogy and assessment, policyeconomics and planning, educational management
and administration.
Critical reflection on gender, disability, ICT is also given.
(b) Practicum: Organisation of practicum activities and seminar to enhanceprofessional skills and
understanding of the students is the part of courses.
(c) Internship and Attachment: Field attachment /internship/immersions arefacilitated with
organization s and institutions working in education. Thesewould aim at engaging students with
field based situation and work inelementary and other level of educationand to provide
opportunity forreflection and writing on the same.

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Diploma in Physical Education Programmes leading to Diploma in PhysicalEducation

(D.P.Ed).
It aims to prepare physical education teachers for elementary stage of education fromclass I TO
VIII
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002
Curriculum: This programme is designed to integrate study of childhood, socialcontext of
education, subject knowledge , pedagogical knowledge, aims of educarionand communication
skills. Information and Communication Technology (ICT) ,gender , yoga education, and
disability. / inclusive education are form an integral partof . curriculum
Theory: The theory course comprise of perspectives in physical education, curriculumand
sports pedagogy, child psychology. Theory courses in first year includes historyand principles of
Physical education, foundation of physical education, basic anatomyand physiology, yoga
education, methods of physical education, organisation andadministration in physical education,
recreation, health education, environmentalstudies, value education. Second year includes sports,
training, child psychology,sociology, information technology, education technology, test and
measurement,sportsd injuries and rehabitation, youth leadership and social welfare, nutrition
andneurpathy.
Practicum: The practicum course designed to give opportunity to acquire professionalskills and
capacities in various games, sports, physical activities, yogic experiencessuitable to primary
school children.
School Internship: The programme includes basic skills in sports and games andindigious
activities, giving exposure to teacher in teaching learning process.Aminimum of 20 lessons in
schools during the course of which 4 lessons would bededicated to classroom observation etc.

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during the firast year and during the secondyear there will be minimum 10 lessons for the
elementary classesBachelor of Physical Education Programmes leading to Bachelor of
PhysicalEducation (B.P.Ed) Degree.
It aims to prepare physical education teachers for class VI to X and conductingphysical
education and sports activities in class XI-XII.
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002
4.19.CURRICULUM:
This programme is designed to integrate study of childhood, social
context of education, subject knowledge , pedagogical knowledge, aims of educarionand
communication skills. Information and Communication Technology (ICT) ,gender , yoga
education, and disability. / inclusive education are form an integral partof . curriculum
Theory: The theory course comprise of perspectives in physical education, curriculumand
sports pedagogy, child psychology. Theory courses in first year includes historyand principles of
Physical ducation, foundation of physical education, basic anatomyand physiology, yoga
education, methods of physical education, organisation anddministration in physical education,
recreation, health education, environmentalstudies, computer application, theory of sports and
games, officiating and coaching.Second year includes contemporary issues in physical education,
- fitness, wellness,Olympic movement, nutrition and weight measurement, sports physiology
andsociology, kinesiology, biomechanics, sprts medicines, physiotherapy
And rehabitation, measurement and evaluation, sports management and curriculumdesign,
research and statistics, research projects.
Practicum: The practicum course designed to give opportunity to acquire professionalskills and
capacities in various games, sports, physical activities, yogic experiencessuitable to school

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 Teacher Education

children.It includes track and field, swimming, yoga, gymnastics,aerobicsm, racket sports, team
games, combative sports, wrestling, recreationalgames, indigeous sports, activities of national
importance, mass demonstration etc
School Internship: The programme includes basic skills in sports and games andindigious
activities, giving exposure to teacher in teaching learning process. Aminimum of 30 lessons in
schools during the course of which 20 lessons would be inschools and 10 lessons are coaching
lessons in college/institutions/department itself.Master of Physical Education Programmes
leading to Master of PhysicalEducation M.P.Ed) Degree.
It aims to prepare physical education teachers for senior secondary (XI-XII) stage aswell as
assistant professor/director//sports officers in college/universities and teachereducator in college
of physical ducation and universitiesdepartment of physicaleducation.
Duration : Two academic Year (Maximum 3 years)
Working Days: 200 days excluding admission and examination. Instituton shouldwork
minimum 36 hours per week for 5 to 6 days
Attendance 80% for course work and practicum and 90% for internship
Intake: Basic unit of 50 students for each year. Two basic units are permissibleinitially.
Qualification :50% marks in higher secondary or in equivalent examination.Reservation and
relaxation to SC/ST//OBC/PWD according to normsof state.centralgovt.
Admission Process: Marks based on qualifying examination
Fee: According to state Govt. and NCTE Norm 2002

4.20. SUMMARY
This programme is designed to integrate study of childhood, socialcontext of education, subject
knowledge , pedagogical knowledge, aims of educarionand communication skills. Information
and Communication Technology (ICT) ,gender , yoga education, and disability. / inclusive
education are form an integral partof . curriculum
Theory: The theory course comprise of perspectives in physical education, curriculumand
sports pedagogy, child psychology. Theory courses in first year includes historyand principles of
Physical ducation, foundation of physical education, basic anatomyand physiology, yoga
education, methods of physical education, organisation anddministration in physical education,
recreation, health education, environmentalstudies, computer application, theory of sports and

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 Teacher Education

games, officiating and coaching.Second year includes contemporary issues in physical education,
- fitness, wellness,Olympic movement, nutrition and weight measurement, sports physiology
andsociology, kinesiology, biomechanics, sprts medicines, physiotherapy
4.21.UNIT END EXERCISES
1.What are the recommendations of the University Education Commission (1948) and the
Secondary Education Commission‘s with regard to Teacher Education?
2. Why the Wood‘s Dispatch is considered an important educational document?
3. What were the recommendations of the Wood‘s Dispatch with respect to teacher education?
4. Government of India‘s Resolution on Education Policy of 1904 still holds good. Justify.
4.22.FURTHER READING
Martin, R.J. (1994) Multicultural Social reconstructionist education : Design for diversity in
teacher education.
teacher Education Quarterly 21(3)77-89, EJ 492(4). 2. O‘Loughlin, M. (1995) Daring the
imagination, unlocking voices of dissent and possibility in teaching.
Theory into Practice 24(2)170-116, EJ 512860. Singh, L.C. (1990) Teacher Education in India:
A Resource Book, Delhi, NCERT.
.Mohanty, J. (2003) Teacher Education New Delhi, Deep and Deep Publications Pvt. Ltd.

UNIT –5

MODIFICATION OF TEACHER BEHAVIOUR

STRCTURE

5.1. Learning Objectives

5.2. Introduction

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5.3Team-Teaching.
5.4. Role Playing
5.5. Role playing steps can be condensed as
5.6. Advantages of Role Playing
5.7. Limitations
5.8. Micro teaching
5.9. Definitions of Microteaching
5.10. Some characteristics of microteaching
5.11. Meaning Micro teaching
5.12. The steps in a microteaching session
5.13.Microteaching Skills
5.14. Characteristics of A Teaching Skills
5.15. Skills of Teaching Used in Microteaching
5.16. The five components of the skill of probing questions
5.17. Advantages of micro teaching
5.18. Drawbacks (limitations) of micro teaching
5.19. implementation.
5.20. Simulation
5.21.Advantages
5.22. Model Teaching
5.23. Summary
5.24.Unit End Exercises
5.25.Further Reading
5.1. LEARNING OBJECTIVES
After reading this unit, the student will be able to
1. List the objectives of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by NCTE.
2. Discuss the structure of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by the NCTE.
3. Explain the National Curriculum framework for Teacher Education Programme at Secondary
and Higher Secondary Levels as recommended by the NCTE.
4. Discuss the role and competencies required of the teacher at Secondary and Higher Secondary
Levels. 5. Explain Curriculum structure of the Pre-service teacher education programmed.
6. Analyze Organization of practice teaching and other practical work,
7. Identify strategies for Modification of teacher behavior
5.2. INTRODUCTION
The evaluation done by a team of teachers will be more insightful andbalanced than the
introspection and self-evaluation of an individual teacher.Working in teams spreads

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responsibility, encourages creativity, deepens friendships, andbuilds community among teachers.

Teachers complement one another. They share insights,
propose new approaches, and challenge assumptions. They learn new perspectives and insights,
techniques and values from watching one another. Students enter into conversations between
them as they debate, disagree with premises or conclusions, raise new questions, endpoint out
consequences. Contrasting viewpoints encourage more active class participation and independent
thinking from students, especially if there is team balance for gender, race, culture, and age.
Team teaching is particularly effective with older and underpreparedstudents when it moves
beyond communicating facts to tap into their life experience.
The team cuts teaching burdens and boosts morale. The presence of another teacher
reducesstudent-teacher personality problems. In an emergency one team member can attend to
theproblem while the class goes on. Sharing in decision-making bolsters self-confidence. As
Teachers see the quality of teaching and learning improve, their self-esteem and happinessgrow.
This aids in recruiting and keeping faculty.
DisadvantagesTeam teaching is not always successful. Some teachers are rigid personality types
or may bewedded to a single method. Some simply dislike the other teachers on the team. Some
do not Want to risk humiliation and discouragement at possible failures. Some fear they will
beexpected to do more work for the same salary. Others are unwilling to share the spotlight or
their pet ideas or to lose total control. Team teaching makes more demands on time and energy.
Members must arrange mutuallyagreeable times for planning and evaluation. Discussions can be
draining and group decisions take longer. Rethinking the courses to accommodate the team-
teaching method is ofteninconvenient.Opposition may also come from students, parents, and
administrators who may resist changeof any sort. Some students flourish in a highly structured
environment that favors repetition.Some are confused by conflicting opinions. Too much variety
may hinder habit formation. Salaries may have to reflect the additional responsibilities
undertaken by team members.Team leaders may need some form of bonus. Such costs could be
met by enlarging some.
Class sizes. Nonprofessional staff members could take over some responsibilities. All things
being considered, team teaching so enhances the quality of learning that it is sureto spread
widely in the future.
5.3.TEAM-TEACHING.

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Teamwork improves the quality of teaching as various experts approach the same topic from
different angles: theory and practice, past and present, different genders or ethnicbackgrounds.
Teacher strengths are combined and weaknesses are remedied. Poor teacherscan be observed,
critiqued, and improved by the other team members in a nonthreatening,
Supportive context. The evaluation done by a team of teachers will be more insightful
andbalanced than the introspection and self-evaluation of an individual teacher.Working in teams
spreads responsibility, encourages creativity, deepens friendships, andbuilds community among
teachers. Teachers complement one another. They share insights,
propose new approaches, and challenge assumptions. They learn new perspectives and insights,
techniques and values from watching one another. Students enter into conversations between
them as they debate, disagree with premises or conclusions, raise new questions, endpoint out
consequences. Contrasting viewpoints encourage more active class participation and independent
thinking from students, especially if there is team balance for gender, race, culture, and age.
Team teaching is particularly effective with older and underpreparedstudents when it moves
beyond communicating facts to tap into their life experience.
The team cuts teaching burdens and boosts morale. The presence of another teacher
reducesstudent-teacher personality problems. In an emergency one team member can attend to
theproblem while the class goes on. Sharing in decision-making bolsters self-confidence. As
Teachers see the quality of teaching and learning improve, their self-esteem and happinessgrow.
This aids in recruiting and keeping faculty.
DisadvantagesTeam teaching is not always successful. Some teachers are rigid personality types
or may bewedded to a single method. Some simply dislike the other teachers on the team. Some
do not
Want to risk humiliation and discouragement at possible failures. Some fear they will beexpected
to do more work for the same salary. Others are unwilling to share the spotlight or their pet ideas
or to lose total control. Team teaching makes more demands on time and energy. Members must
arrange mutuallyagreeable times for planning and evaluation. Discussions can be draining and
group decisions
take longer. Rethinking the courses to accommodate the team-teaching method is
ofteninconvenient.Opposition may also come from students, parents, and administrators who
may resist changeof any sort. Some students flourish in a highly structured environment that

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favors repetition.Some are confused by conflicting opinions. Too much variety may hinder habit
formation. Salaries may have to reflect the additional responsibilities undertaken by team
members.Team leaders may need some form of bonus. Such costs could be met by enlarging
some
Class sizes. Nonprofessional staff members could take over some responsibilities. All things
being considered, team teaching so enhances the quality of learning that it is sureto spread
widely in the future.
5.4. ROLE PLAYING
Meaning Role Playing
Role Playing is considered a kind of an assumption or initiation of a particular appearance
orform. It is a a strategy where pupil teachers have to imitate the act or role of student,teacher,
parents, communitymembers and observer. The essence of role playing is thepersonal
experiencing of emotions, and perceptions by assuming a role in a defined situationand acting
out its relevant behaviour.In classroom situation role playing can be considered asas a teaching
learning technique or strategy in which a well planned situation is dramatized
by a group of students by playing specific roles under the direction of teachers for derivinguseful
educational experiences. For example pupil teacher can learn school management,classroom
management, organization of meeting with community members, teaching skills
etc. by playing different roles. Role playing is a socio dramatic educational strategy
inclassroom.For making role playing strategy to attain its desired objectives, it is essential to
meet thefollowing conditions:
The pupil teacher who engage in role playing must understand clearly the situationand roles to
be played by them for depicting the scene of that situation.
The role must be portrayed or played with quality.
The role or situation must have a real life quality.
All the members of the group should closely and actively be attachedto the rolelaying either as
role players or observers.
Steps Involved:
The role playing strategy according to Joyce and Weil (1980)/, may follow the followingnine
specific phases or steps in any classroom situation:1. warming up stage: It is considered as as the

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creation of problematic situation orciting of problematic experiences. At the beginning stage the
student teacher mayget a situation like disciplinary problem in classroom situation.
2. Selection of Role player: It is regarding the selection of role play according todemand of
situation. Here some prospective teachers may play indisciplinestudents. By providing
instruction to student teacher he plays the role of teachertrying establish discipline in class and
some other prospective teachers may play the role of indiscipline students.
3. Setting of Stage for role playing: It is about making necessityenvironmental setting for role
playing activities. After assigning the roles , the necessary arrangement related with indiscipline
activities and controlling it by prospectiveteachers will be created. Real like students sitting
arrangement will be done.
4. Preparing of the Observer: It is concerned with the assignment of role of observersto the
prospective teacher who are not being assigned any specific role in thisactivity. They have to
only watch this process closely.
5. Enacting , story, role , situation: In this actual role playing process, the roleplayers may be
asked to enact ytheir specific roles as demand ed by the situation.In this step the role players as
well as the observers may be asked to enact theirrespective roles as demanded in this discipline
management inside classroom.
6. Discussion and Evaluation: It is about free and frank discussion about qualitiesofthe roles.
After enacting the process of managing discipline in classroomactivity, there will be a free and
flexible discussion discussion of whole process ofrole playing with a view of critical judgement
of qualituies of the role played,difficulties experienced and lesson drawn etc.
7. Enacting Again: It is regarding the re enaction of role playing activities in the lightof the
modification suggested in step 6. Since there have been many gaps andshortcomings regarding
the stage and role playing by prospective teachers, thesemay be rectified by providing fresh
opportunities for enacting the specific roles.Here the teacher may point out the requirements
essential for a free and fairelection and precaution to be taken for this purpose.
8. Redirection and Evaluation: It is connected with the discussion about the specificroles, the
effects as generating responses and deriving useful implication leadingto solid conclusions and
educational experiences. The re enacting the role s mayfurther be discussed and evaluated in the
light of the final objectives to be realizedfor such role playing .

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9. Deriving Generalization: It is about making relevant generalization and learninguseful lesson

applicable to real life situation.After going through the aboveactivity prospective teachers may
be made to derive useful information aboutdiscipline management inside classroom such as skills
and techniques to be used.to manage discipline class, ommunication skills to manage discipline
,importance of managing discipline etc.
5.5. ROLE PLAYING STEPS CAN BE CONDENSED AS
Selecting the situation for role playing.
Setting the stage and assigning roles.
Preparing for Actions (Planning)
Enacting the roles (Execution)
Discussion and evaluation.
Generalization.
5.6. ADVANTAGES OF ROLE PLAYING
Role playing strategy carries following advantages:
1. It provides opportunities to the students to learn about a subje t from the inside. Itmakes them
feel the intensity of the situation by enacting it.
2. It increases prospective teacher’s interest, motivation and efforts for learning about asubject or
phenomena.
3. The students derive useful real like life experiences through playing specific roles ofthe player
or observers and in turns prepare themselves for future life experiences.
4. It provides training in verbal and motor communicationbof behavioural acts byexpressing as
spontaneously and freely as possible..
5. The student teacher get opportunity to imbibe useful qualities for social participationand
cooperation by giving due regards to others feeling and point of view.
6. It can provide due insight into real life problems and develops problem solvingabilities of
students.
7. It can be used for illustrating and explaining various phenomena and incidents relatedto
classroom teaching of various subjects.
5.7. LIMITATIONS
Role playing strategy has following limitations:

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1. The students may not understand the problems or the situation for playing theroles with
needed effectiveness.
2. The role playing strategy become effective when the players and observers trulybelieve in the
story or the situation to be enacted.
3. The students who act the assigned role effectively are not easily available makingthe strategy a
success.
4. The role playing strategy expects too much from teacher as he is one who has tocreate a life
like problematic situation or story plot, prepare and draft the roleplaying activities, select the role
players and watch the role playing activities forsome useful educative gain.
5.8. MICRO TEACHING
Micro teaching was first introduced at Stanford University, USA in 1963. The Stanfordteacher
education program staff members sought to identify isolate and build trainingprogrammes for
critical teaching skills. There are general teaching skills that can be appliedat many levels, for
teaching many different subjects. Microteaching, has since then, beenrefined and applied not
only in teacher training but also business, nursing and the army.Research in India and other
developing countries have shown that conventional microteaching methods help to improve
teaching competencies.The teacher in the class room uses several techniques and procedures to
bring abouteffective learning in his /her students, these activities include introducing,
demonstrating,
explaining or questioning. The teacher could make use of non-verbal behaviours such assmiling,
gesturing and nodding these group of activities are called teaching skills. The teachertrainee is
introduced to a wide range of teaching skills. Microteaching allows the teacher
trainee to practice any one skill on his/her own, and then combine it with others when it hasbeen
mastered.

5.9. DEFINITIONS OF MICROTEACHING

Microteaching has been defined in several ways Allen D.W and Eve, A.N. (1968)
definedmicroteaching as “a system of controlled practice that makes it possible to concentrate
onspecific teaching behaviour and to practice teaching under controlled conditions”Allen, D.W
(1966) defined microteaching as “a scaled down teaching encounter in class sizeand class time”

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Buch, M.B (1968) has given a comprehensive definition of microteaching as a “teachereducation

technique which allows teachers to apply clearly defined teaching skills tocarefully prepared
lessons in planned series of 5 to 10 minutes. It encounters with a small
group of real students, often with an opportunity to observe the results on videotape”
Passi,B.K(1976) writes that “the most important point in microteaching is that teaching
ispracticed in terms of definable, observable, measurable and controllable teaching skills”
A composite definition of microteaching technique would thus be
Microteaching is a teacher training technique involving a specific teaching behaviour/skill
forshort duration of 5 to 6 minutes for a small class comprising 5 or 6 fellow teachertrainees/peer
group on a single concept of subject matter.
5.10. SOME CHARACTERISTICS OF MICROTEACHING
1. In microteaching the trainee can concentrate on practicing a specific, well-defined skill.
2. Microteaching provides for pinpointed immediate feedback.
3. As microteaching is scaled down teaching, there is no problem of discipline.
4. Less administrative problems arise as teaching sessions are organized with peers.
5. Microteaching provides an opportunity to under take research studies with better controlover
conditions and situations.
6. Microteaching can be used as an integral part of teacher training in India as
sophisticatedgadgetry is not a must.
5.11. MEANING MICRO TEACHING
Micro teaching represents an appropriate innovative technique for helping the pupilteacher’s
being trained in the colleges of education in their acquisition of the desired teachingskills. We
can define micro teaching as a sort of specialized training technique that provides
Appropriate opportunities to the pupil teachers for the practice and development of some specific
teaching skills by organizing teaching it its micro form- miniature in terms of classsize, time
duration and content to be covered. It is a device of imparting training to the
Inexperienced or experienced teachers for learning the art of teaching by practicing specificskills
through a “scaled down teaching encounters”, i.e. reduce the complexities of real normal
teaching in terms of size of the class, time and content.The use of micro-teaching technique in
reference to the teacher education programadopted in our country may prove advantageous on
account of the specific features and characteristics inherent in this technique, such as,

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(i) Non-dependence over the practicingSchools and their students for the practice of skills,
(ii) Providing opportunity for thepractice of one teaching skill at a time,
(iii) Reducing the complexities of the normalclassroom teaching,
(iv) Providing appropriate opportunities for systematic observation of
The teaching and immediate feedback to bring improvement in one’s teaching skill, and
(v) Providing opportunity to the teacher trainees for the development of their teachingskills in the
laboratory like controlled conditions. The micro-teaching procedure adoptedfor practicing
teaching skills in our teacher Microteaching is a method which enablesteacher trainees to
practice a skill by teaching a short lesson to a small number of pupils.
Usually a micro lesson of 5 to10 minutes is taught to four or five fellow students. Asupervisor,
using an appraisal guide, usually rates the lesson and then discusses it with theteacher trainee,
where closed circuit television (cctv) is available the appraisal guide maybe redundant. The
teacher trainee may alter his/her approach if necessary and later re
Teaches the lesson to another group of pupils. This lesson is also rated by the supervisorand then
analyzed and discussed with the teacher- trainee.
5.12. THE STEPS IN A MICROTEACHING SESSION
1. PLANNINGThis involves selection of the skill to be practiced, awareness of components of
theskill, selection of a suitable concept, writing of micro lesson with specific objectives.
2. TEACHING
The following setting is suggested for the microteaching technique.
Time: 5 minutes
Students: peer group-5 or so in number
Supervisors: 1or 2
If possible, use of CCTV facility could be made to enable the teacher trainee to get first hand
look at his weaknesses

3. FEEDBACK
This is a vital aspect of the microteaching cycle. To be effective it must beclearly related to the
model of the teaching skill used. Appraisal guides add to thecomments of the supervisor and
fellow students, they focus the feedback on to specificbehaviors and can be used for the analysis

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session or be just given to the teacher traineewith a written comment or rating of his/her skill
performance.
4. REPLAN
Keeping in mind the feedback received from the supervisor the teacher trainee replantshis/her
micro lesson writing another micro lesson plan or editing the existing one.
5. RETEACH
The teacher trainee re teaches, incorporating the suggested changes with the samestudents or
another group of 5 students. Supervisor checks to see whether there is anyimprovement in skill
attainment.
6. REFEEDBACK
The supervisor assesses the lesson again pointing out the improvements and lapses.Indian model
of microteachingThe Indian model of micro teaching has the following salient features.
1. The micro lesson is taught /demonstrated under normal conditions with minimumelectronic
gadgetry; available infrastructure (space, material and equipments) isused as the micro teaching
laboratory.
2. Immediate feedback is provided to the trainee teacher by the observers.
3. The duration of the micro teaching cycle is as follows
Teaching 6minutes
Feedback 6 minutes
Replant 12 minutes
Ret each 6 minutes
Reedbuck 6 minutes
36 minutes
5.13.MICROTEACHING SKILLS
The major premise underlying the concept of microteaching is that the complexteaching act can
be split into component skills; each simple, well – defined and limited.These skills can be
identified, practiced, evaluated, controlled and acquired throughtraining100A teaching skill has
been defined in various ways. A few definitions will clarify the
meaning of the termMcIntyre, et al (1977) define teaching skill as “asset of related teaching
behaviour whichis specified types of classroom interaction situations tend to facilitate the
achievement ofspecified types of educational objectives”

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5.14. CHARACTERISTICS OF A TEACHING SKILLS

1. A teaching skill is a set of strictly overt or observable behaviours
2. Purely cognitive skills such as problem solving is not considered as teaching skill
3. Teaching skills have three basic components, viz perception, cognition, and action
4. Teaching skills have three dimensions
i) Non-verbal behaviour
ii) Openness, and
iii) Nature of moves in teaching to which the skill belongs Openness, Non verbalbehaviour,
Nature of movesA large number of skills have been identified. The first effort made by Allen and
Ryanresulted in identifying fourteen skills. Singh, L.C(1979) makes reference to twenty
twogeneral teaching skills. Menon, et al (1983) have suggested a list of seventy four skills.
Theseskills have been chosen as they foster teacher – pupil interaction, particularly as they
belongto the four areas of motivation, presentation, recapitulation and questioning. These are the
skills of set induction, demonstration, blackboard writing, explaining, stimulus
variation,questioning and reinforcement.
5.15. SKILLS OF TEACHING USED IN MICROTEACHING
Skill of stimulus variation
The skill of stimulus variation covers the activities the teacher can introduce to vary
thepresentation methods used in a lesson. This skill is concerned with three main areas
ofteaching, they are
1. The manner, voice and teaching style of the teacher
2. The media and materials used during teaching
3. The teacher/ pupil relationship during the class.
Components
1. Movement
2. Gestures
3. Voice modulation
4. Focusing
5. Change in interaction style
6. Pausing
7. Oral- visual switching

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Skill of reinforcement
Reinforcement skill can increase student’s involvement in their lessons in a number ofpositive
ways. The skill is being used when the teacher reinforces good behavior with asmile, when the
teacher praises a good answer, or encourages a slow learner. Such positivereinforcement
strengthens desirable behavior, increases student participation. Negativereinforcement, on the
other hand weakens undesirable behavior.
Components
1. Positive verbal
2. Positive nonverbal
3. Negative verbal
4. Negative non verbal
5. Wrong use of reinforcement
6. Inappropriate of reinforcementSkill of explaining
Explaining can be defined as an activity to bring about a concept, principle, etc. It is anactivity
to fill up a gap in someone’s nderstanding. The skill of explaining aims at makingsure that the
explanation is understood. All teachers should strive to perfect the skill ofexplaining accurately
and effectively.
Components
Desirable behaviour
1. Beginning statement
2. Explaining
Clarity
Fluency
Planned repetition
3. Concluding statement
4. Questions to test pupils understanding
Undesirable behaviour
1. Irrelevant statement
2. Lacking in continuity
3. Inappropriate vocabulary
4. Lacking in fluency

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5. Vague words and phrases

Skill of probing questions
Probing is used when the students reply is correct but insufficient, because it lacks
depth.Asking a number of questions about the response given to the first question.
Suchtechniques that deal with pupil esponses to your question are included in the skill ofprobing
questioning.

5.16. THE FIVE COMPONENTS OF THE SKILL OF PROBING QUESTIONING ARE

1. Prompting techniquePrompting is a technique of probing or going deep into the pupil’s initial
response andleading him from no response to the expected response. This involves the teacher to
giveclues or hints to the pupil and ask leading questions.
2. Seeking further informationIt consists of asking the pupil to supply the additional information
to bring initialresponse to the criterion level or the expected level.
3. RefocussingThis technique consists of enabling the pupil to view his response in relation to
othersimilar situations. It requires the pupil to relate a completely acceptable answer to
othertopics already studied by him.
4. Re direction techniqueRedirection technique involves putting or directing the same question to
severalpupils for response. This is mostly used for the purpose of probing and for increasingpupil
participation.
5. Increasing critical awareness techniqueThis technique mainly involves asking “how” and
“why” of a completely correct orexpected response. It is used to elicit a rationale for the answer.
5.17. ADVANTAGES OF MICRO TEACHING
Micro teaching is useful for developing teaching efficiency in pre service and in serviceteacher
education programmes.
Micro teaching can be either in real class room conditions or in simulated conditions.
The knowledge and practice of teaching skills can be given by the use of micro teaching.
Microteaching is a training device for improving teaching practice and prepares
effectiveteachers.
It focuses attention on teaching behaviour to modify and improve in the desired direction.
Micro teaching is an effective feedback device for the modification of teacher behaviour.

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Microteaching minimizes the complexities of the normal classroom teaching by scaleddown

teaching.
Micro teaching permits increased control and regulates teaching practice.
The demonstrations of model lessons in micro teaching are possible through video- lessonsand
short films.
5.18. DRAWBACKS (LIMITATIONS) OF MICRO TEACHING
Micro teaching tends to reduce creativity of teachers.
Its application to new teaching practices is limited.
It requires competent and suitably trained teacher educators for its successful
5.19. IMPLEMENTATION.
Micro teaching alone may not be adequate. It needs to be upplemented and integrated
withother teaching techniques.
Microteaching is very time consuming technique.
The list of skills is not exhaustive and does not apply to all subjects.
Too much fragmentation of skills is not considered convention or practical for training.
Some skills tend to overlap each other.
Different skills are required for different stages and for different subjects which are difficultto
formulate and achieve. Only a few basic skills such as questioning, explaining, stimulusvariation,
management of class are common and can be developed.
5.20. SIMULATION
Here Students deal with hypothetical or social situations and various processes to help
theirdecision-making skills. Progression to an end goal or specified understanding or outcome
isplotted. Simulation echnique is utilized to induce certain behavior in a artificial nvironment.
In this technique pupil teacher need to play several roles such as teacher, student andsupervisor.
It involves practice based social drama. Simulation is utilized to introduce thenovice teacher into
teaching in non stressful condition. It is defined as mechanism offeedback devices to induce
certain desirable behavior among pupil teacher by playing the roleof teacher in their own groups
an artificial situation of classroom teaching.
The teacher behavior can be modified by feedback devices
There are certain behavioural Pattern is required for effective teaching whichcan be
strengthened by practice like a skill.

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The teacher behavior has its own taxonomy.

Social skills are developed by practiceand imitation in a group. All membersin a group have an
opportunity to practice in controlling and improving theirown behavior for teaching purpose.
Steps.
The pupil teachers are assigned with certain roles such as teacher, student, andobserver.
Social skills are discussed which are to be practiced with respect to concernedtopic.
Schedule of simulation is organized with respect to design of the artificialactivities and
distribution of responsibility is done. For example in asimulation programmed it is decided that
who will do what at what situationand time.
The procedure and technique of observation is decided.
The schedule is followed for first practice session. The teaching is organizedand observations
are taken for evaluating the teaching tasks of theperformer. The teaching is followed by
discussion and demonstration toprovide feedbacks to pupil teacher by giving the awareness of
social skills ofteaching and suggestions for further improvement.
The next step is by changing the topic, teacher, pupil, observer and socialskills the next
simulation will be started. The topic and social skills should bechallenging one.
ElementsThe elements of a simulation activity include teacher, pupil and observer. They have
three
functions such as Diagnosis, Prescription and evaluation.
5.21.ADVANTAGES
This technique enables the pupil teacher with close link between theory and practice.
Student teacher can get opportunity to analyze and identify problems appearing inteaching .
Student teachers Acquire classroom manner thought and feelings.
Student teacher can identify classroom level behavioral problems and Students candevelop
insight and strategy to counter those problems.
This technique makes the student teacher more confidence and motivate them todevelop
teaching skills and avoid the risk of actual classroom encounter.
5.22. MODEL TEACHING
In this type of behaviour modification of teachers more emphasis is given to teachereducators’
model teaching on content and pedagogy through demonstration. By directteaching teacher

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educator develops distinctive predetermined patterns of behavior. Here anexpert shows a novice
how to do teaching. This is readily used in teacher education
institutions and in situations where there are gradations of apprenticeship toward a desiredskill or
goal of teaching. Model teaching can by done by teacher educator in specific subjectmatter as
well as demonstrating the uses of different teaching skills, methods, approaches ofteaching.
Prospective teachers have to observe, memorise and practice those skills performedby
experts.This approach set a standard for the student teacher to understand the scopes andlimits
available to practice teaching in a cognitive, affective, psychomotor framework bygoing through
the one qualitative model teaching .Modeling is an instructional strategy in which the teacher
demonstrates a new concept orapproach to learning and students learn by observing.Theory of
modeling as an instructional strategyResearch has shown that modeling is an effective
instructional strategy in that it allowsstudents to observe the teacher’s thought processes. Using
this type of instruction, teachersengage students in imitation of particular behaviors that
encourage learning.1 According to
social learning theorist Albert Bandura, “Learning would be exceedingly laborious, not
tomention hazardous, if people had to rely solely on the effects of their own actions to
informthem what to do. Fortunately, most human behavior is learned observationally
throughmodeling: from observing others one forms an idea of how new behaviors are erformed,
andon later occasions this coded information serves as a guide for action.”2Research has shown
that modeling can be used across disciplines and in all grade and abilitylevel classrooms.
Types of modeling
Disposition modeling
In disposition modeling, teachers and students convey personal values or ways of
thinking.Although teachers must be careful not to offend and to be inclusive when
modelingdispositions, this type of modeling is important for facilitating the development of
characterand community. Teachers can model desired personal characteristics by acting with
integrityand empathy and by setting high expectations. “Teachers who are creative, diligent,
wellprepared,and organized model the kinds of strategies needed to succeed in the workforce.”3

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Task and performance modeling

Task modeling occurs when the teacher demonstrates a task students will be expected to doon
their own. This type of modeling generally precedes activities like science experiments,foreign
language communication, physical education tasks, and solving mathematical
equations. This strategy is used so that students can first observe what is expected of them,and so
that they feel more comfortable in engaging in a new assignment.
Met cognitive modeling
Met cognitive modeling demonstrates how to think in lessons that focus on
interpretinginformation and data, analyzing statements, and making conclusions about what has
beenlearned. This type of modeling is particularly useful in a math class when teachers go
throughmultiple steps to solve a problem. In this type of modeling teachers talk through their
thoughtprocess while they do the problem on the board or overhead. “This thinking-out-loud
articulates the underlying thinkingprocess… should be the focus of teacher talk.”4 This type of
modeling can also be done in areading class while the teacher asks rhetorical questions or makes
comments about how toanticipate what is coming next in a story.
Modeling as a scaffolding technique
When using modeling as a scaffolding technique, teachers must consider students’ position inthe
learning process. Teachers first model the task for students, and then students begin theassigned
task and work through the task at their own pace. In order to provide a supportivelearning
environment for students who have learning disabilities or English languagelearners, teachers
will model the task multiple times.
Student-centered modeling
Teachers can often call on students to model expected behaviors or thought processes. Instudent-
centered modeling, teachers engage students who have mastered specific concepts orlearning
outcomes in the task of modeling for their peers. This type of modeling makes the
class less “teacher-centered,” which, in some cases, provides a more supportive
learningenvironment for students.
5.23. SUMMARY
“Good education requires good teachers” that it becomes essential that the mostcapable and
appropriate be recruited into the teaching profession, provided with high qualitypre-service
programme of teacher education, and them offered opportunities to upgrade theirknowledge and

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skills over the full length of their career. It is, therefore, essential that there ismajor reorientation
of teacher education to ensure that teachers are furnished with thenecessary knowledge and skills
to cope with the new demands placed on them. It is strange tonote that too often teachers are
helpless in front of machines which refuse to work. How
undignified it is for the teacher to be thwarted by machinesWith the increased capacity of
communication technology, language will become very powerful instrument. The teacher-
education programme should be strengthened todevelop language competency among our
teacher-taught. The modern time demands multilingual competence including the new computer
languages that are bound to emerge withexpansion of computer-technology.Continuing teachers
and other educators which commences after initial professionaleducation is over and which leads
to the improvement of professional competence ofeducators all hroughout their careers.
5.24.UNIT END EXERCISES
1. Compare the objective of teacher education programme at Secondary and Higher Secondary
Level.
2. Discuss the Curriculum framework of teacher education programme at: a) Secondary Level
b) Higher Secondary Level – academic stream
3. Discuss the roles and competencies required of teachers at:
a) Secondary Level
b) Higher Secondary Level
5.25.FURTHER READING
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198412_wade.pdf
educational-system.blogspot.com/2012/07/pre-service-and-in-service-training-for.html
http://www.ncert.nic.in/departments/nie/dse/deptt/activities/pdfs/Chapter_6.pdf

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BLOCK 03: IN-SERVICE TEACHER EDUCATION

• Unit 06:- Needs aims and objectives, organizational structure and

administration.
• Unit 07:-Agencies for organizing in-service teacher
educationprogrammes, DIETS, CTEs, IASEs, SCERT and NCERT.
• Unit 08: - Methods of variousin-service programmes, direct
teaching, distance education system and multimediamethods,
refresher courses.

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UNIT –6
IN-SERVICE TEACHER EDUCATION.
STRCTURE

6.1. Learning objectives

6.2. Introduction
6.3. In-service teacher education – meaning
6.4. History of in-service teacher education
6.5. Need and importance of in-service teacher education
6.6.concerns
6.7. Aims of itpd
6.8. Mentoring:
6.9. Professional development
6.10. Administration
6.11. Summary
6.12.unit end exercises
6.13. Further reading

6.1. LEARNING OBJECTIVES

After reading this unit, the student will be able to
1. List the objectives of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by NCTE.
2. Discuss the structure of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by the NCTE.
3. Explain the National Curriculum framework for Teacher Education Programme at Secondary
and Higher Secondary Levels as recommended by the NCTE.
4. Discuss the role and competencies required of the teacher at Secondary and Higher Secondary
Levels. 5. Explain Curriculum structure of the Pre-service teacher education programmed.
6. Analyze Organization of practice teaching and other practical work,
7. Identify strategies for Modification of teacher behavior
6.2. INTRODUCTION
In-service teacher education and training means the form of lifelong education of
professionalworkers in education, which, in addition to study courses for the obtaining of
education andfor their improvement, pr--ovides professional workers the opportunity for
refresher, dissemination and deepening of knowledge and pairs them with the developments in

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theprofession or serve to obtain a basic license (the so-called pedagogical and

andragogicaleducation). The basic objective of in-service teacher education and training is
theprofessional development of professional workers in education, thereby increasing the quality
and effectiveness of the entire educational system (Devjak, and Polak, 2007).This phase is
expected to be the longest and relatively more important. The educationprovides only the basic
minimum knowledge and teaching skills required for the profession.But continue working
effectively, a teacher requires continuous personal and professional renewal in knowledge and
teaching skills and redirection of tasks and expertise as thechanging society necessitate None of
the teacher should and could not be satisfied with theinitial and induction training that he has
received
6.3. IN-SERVICE TEACHER EDUCATION – MEANING
The moment a teacher has completed his training in a college of education, it doesnot mean that
he is now trained for all times to come. A teaching degree, like B.Ed makeshim enter into service
as a teacher. Thereafter his job continues well only if he continues hisstudies everyday in the
classroom situations and outside the classroom, he comes acrossproblems and side by side he is a
expected to sort them out. There is need of more and moreknowledge, more and more education
for making him a better teacher.There are formal an informal programmes of in-service
education organized fromtime to time. The higher authorities concerned with education want to
ensure that the standards of education are properly maintained. That is possible only if the
teachers refreshtheir knowledge and keep it up to the mark. The different agencies, therefore
keep onorganizing teacher education programmes for enriching the knowledge of teachers and
also for over all proficiency and betterment.According to Lawrence, “In-service education is the
education a teacher receivesafter he has entered to teaching profession and after he has had his
education in a teacher’s college. It includes all the programmes – educational, social and others
in which the teachertakes a virtual part, all the extra education which he receives at different
institutions by wayof refresher and other professional courses and travels and visits which he
undertakes.

6.4. HISTORY OF IN-SERVICE TEACHER EDUCATION

In-service education and training of teachers has its own historical roots. Its journeyfrom pre-
independence to post independence period is characterized by numerous policystatements

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recommendations of different commissions regarding its content and strategies for

implementation it has grown from a concept to a process and gained its importance forpreparing
teachers towards professional growth and development. The root of in-serviceeducation can be
traced back to pre-independent period of 1904 in Lord Curzon’s resolutionof educational policy
which stated, “The trained students whom the college was sent outshould be occasionally
brought together again in seeing that the influence of the collegemakes itself felt in the school.”
Hartorg committee and sergeant committee referred to inserviceeducation as refresher courses
and recommended for their organization on a continuing basis. The secondary education
commission was more specific in recommendingthe programme of extension services for
secondary teachers.
6.5. NEED AND IMPORTANCE OF IN-SERVICE TEACHER EDUCATION
In our country, the trend is that once a teacher has joined service as a teacher, hecontinues to be
so, through he may or may not study. It is not like that in countries likeU.S.A. There the teacher
has to face the screening committee to his re-appointment as ateacher after two or three years. In-
service education is badly needed for all types of teachers in India. The following points indicate
its need and importance.
1. EDUCATION- A LIFELONG PROCESS:-
The teacher who does not study side by side can’t remain a good teacher. Training ofa teacher is
a lifelong process. He should continue making efforts in this direction for thewhole life.
Rabindra Nath Tagore has rightly stated, “A lamp can never light another lampunless it
continues to burn its flame. “ According to secondary education commission“However, excellent
the programme of teacher training may be, it does not by itself producean excellent teacher.
Increased efficiency will come through experience critically analyzed and through individual and
group effort and improvement.
2. PROFESSIONAL GROWTH:-
Every teacher is a expected to be professionally bound, for the professional growth, healways
needs the guidance and help of others. The efficiency of the teachers must be coveredup. So the
teacher need be up to the mark in every way.

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3. EDUCATION IS DYNAMIC:-
Education is very dynamic. It depends upon the society which is fast changing. Due tothe
advancement in the field of science and technology, there is explosion of
knowledge.Accordingly the curriculum and syllabus are also being changed with a good speed.
Continuous in-service education of the teacher can save the teacher from facing
direconsequences.
4. MAKES DEMOCRATIC
In-service education helps the teacher in becoming fully democratic. By in-serviceeducation
programmes, the teacher is able to meet people of all types and he is also able toshare his
experience with others.
The major purposes for this phase are:
(i) To provide adequate professional training for effective teaching.
(ii) To keep teachers abreast of new developments in the profession.
(iii) To upgrade academic qualifications ol teachers.
(iv) To develop skills and attitudes responsive to emerging national development goals
andprogramme!
(v) To develop necessary skills and attitudes to enable them to be effective change agents inthe
community.
(vi) To disseminate specific information and undertake educational innovations, such
ascurriculum change, SUPW, population education and environmental education etc.
(vii) To find the solutions for the problems encountered whole functioning in a school.
Objectives
The teacher needs orientation in various fields of education. This is necessary to enable himthe
light of progress and new developments in the field of education. The teacher-educationachieves
the follow
i. To equip the teachers with the latest content or subject matter their specialized fields.
ii. To initiate the teachers in the habit of self-study with ultimate aim of keeping them be
thelatest developments in their own and allied filed.iii. To help the teachers learn economical and
effective methods of teaching.
iv. To develop suitable and varied programmes to meet individual needs, school needs, needsof
the state with regard to educational extension.

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v. To follow-up the teachers who undergo in-service education to reinforce the objectivetraining.
Professional development is the enrichment training provided to teachers over a period oftime to
promote their development in all aspects of content and pedagogy. Professionaldevelopment for
teachers should be analogous to professional development of otherprofessionals. Becoming an
effective teacher is a continuous process that stretches from reservice experiences to the end of
the professional career. It is conceptually divided into preserviceand in-service teacher training.
It is not simply a time-bound activity or series ofevents, but a continuous process. From this
perspective, the conventionally divided inserviceand pre-service activities should be viewed as
seamless components of the same process. It is the tool by which policy makers’ visions for
change are disseminated andconveyed to teachers. The ultimate beneficiary of In-Service
Teacher ProfessionalDevelopment (ITPD) is the student though the receiver is the teacher.
Professionaldevelopment for teachers is more than training or classes as it functions as an agent
forchange in their classroom practices. The growth of a teacher’s skill and understanding is
developed through personal reflection, interactions with colleagues and mentoring whichgives
confidence by engaging with their practices and reaffirming their experiences. It couldhave a
positive impact on teachers’ pedagogical content knowledge as many teachers feel challenged
with teaching of curricular subjects due to lack of previous experience withhands-on activities,
lack of content knowledge, lack of interest to acquire the resourcesneeded to create appropriate
learning environments and lack of confidence.In the last few years, major in-service professional
development programmes havebeen conceptualised and implemented. DPEP and subsequently
SSA have brought in the possibility of continuous capacity building exercise for teachers. We
need to review andanalyse participation of state level and national level organisations in these
efforts and theextent to which meaningful progress in design and implementation of the
professionaldevelopment programmes were made, analyse the scope of participation and
involvement ofagencies working in the field of secondary education and the availability of
capablepedagogues.
6.6 CONCERNS
The main concerns that need to be looked into in the secondary education sectorinclude:
1.Evolving a shared perspective on the purpose of in-service teacher Professional development.
Evolving a mechanism/strategy by which effective programmes ofcontinuous teacher
professional development can be initiated for large number of teachersspread over a variety of

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areas and dealing with very different situations. Because each major centrally sponsored scheme
namely SOPT, PMOST, DPEP and SSA used a different strategy for teacher training. The
strategies remained traditional and they are ‘one-time affair’.
3.Maintaining the enthusiasm of personnel implementing the teacher professionaldevelopment
programmes. 4.Evolving a model for the continuous professional development for building the
capacity ofindividuals who plan, implement and are engaged in this effort. 5.Ensuring that
teachers who are involved in developing their professional capacities aremotivated to contribute
and to learn from these programmes so that they can implement thesein their classrooms.
6.Identifying and developing appropriate themes, and interaction mechanisms, procedures,norms
and logistics and acquiring appropriate learning resources.
7.Reviewing and analysing the systems for large scale professional development activities.
8.Identifying and evolving the possibility of the extent to use ICT in the trainings throughcascade
and other models.
9.Analysing the different aspects of in-service teacher professional development andexploring
the possibilities that make teachers engage with diversity among the children (suchas
marginalised, children with special needs) with confidence and competence.

6.7. AIMS OF ITPD

The aims of ITPD are to:1.Enrich and update teachers’ knowledge in their discipline, pedagogy
and other areas ofschool curriculum continuously.
2.Develop a culture of shared learning and accountability such that teachers are not
mererecipients of training conceptualised in a top down manner but are engaged with the task
todevelop their own and the group’s knowledge.
3.Evolve a mechanism by which effective programmes of teacher professional developmentcan
be initiated for large number of teachers in vastly different areas and to deal with a rangeof
diverse learners for inclusive education.
4.Research and reflect on the gaps in students’ learning and their progress
5.Understand and update their knowledge on social issues
6.Apply Information Communication Technology (ICT) in their classrooms for better
studentlearning.
7.Motivate and regenerate enthusiasm of teachers to inculcate interest in innovations.

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The following strategies may be taken up for achieving the above aims:
1.Faculty of SCERTs, IASEs, CTEs and University Education Departments would beinvolved as
master trainers and mentors for the following activities:
2. institutions and individuals of SCERTs/SIEs, IASEs andCTEs and University Education
Departments.
3.Organisation of workshops for content and pedagogy enrichment.
4.Developing training capacity for action research projects and ICT applications (computer,radio
and TV)
5.Development of a set of indicators and benchmarks to track in-service
professionaldevelopment of teachers and the institutions which organise them.
6.Development of short-term courses for continuous professional development and upload onthe
websites.
7.Devise open and distance learning (ODL) strategies for concurrent/perennial
professionaldevelopment.
The existing pre-service teacher education programmes are of not up to the expected qualityin
many parts of the country. They need to be more effective to provide pre-service teacherswith
sufficient understanding that could lead to reflective practice in the classrooms. As manystate
governments have recruited untrained para-teachers/vidya volunteers in different kindsof formal
schools and non-formal centres, it is necessary to take steps to design in-serviceteacher
professional development programmers to address the needs of such teachers to bringquality in
secondary education. Different strategies have to be adopted for differentstates/UTs regarding
recruitment policy of teachers and training strategies e.g., most of theteachers in North eastern
region and Sikkim are untrained. Para teachers are also appointed inmany states/UTs.
Design
The design of in-service teacher professional development programmes would depend on
theaims of the programme, given a vast variation in the context. Some general principles
withregard to the content and pedagogical approach would need to be thought out during the
designing and implementation across the programmes.

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1. The Context
Professional development can succeed only in settings, or contexts, that support it. Probablythe
most critical part of that support must come from administrators. The outcome of
everyprofessional levelopment initiative will depend ultimately on whether its administrators
consider it important.
2. The Content/Curriculum
Curriculum is more than a list of topics to be covered by an educational programme.Curriculum
is first of all a policy statement about a piece of education and secondly, anindication as to the
ways in which that policy is to be realised through a programme ofaction. In practice, though, a
curriculum is more than even this; it is useful to think of it asbeing much wider. In-service
programmes have to be linked to pre-service programmes andalso to be linked to the changes
that are brought out in the school curriculum from time totime. We need to identify and analyse
the curriculum of the in-service training programmesin terms of expectations, long-term plans,
balance between conceptual and functionalcapacity building versus sharing of ‘limitations’,
building capacity of teachers to learn andteach rather than directing them what they should or
can do. This is needed because RMSAemphasizes the need for providing quality learning
environment tochildren, asmentioned inNational Curriculum Framework – 2005. It also
mphasises on the diversity and pluralityaspects of the country and emphasises multilingualism as
a learning resource. There is a needto consider possibility of this and share experiences related to
such efforts. NCF-2005 alsorecommends integrated and interdisciplinary approach in teaching-
learning. Keeping these inmind, designs are to be developed to select the content for the
professional developmentprogrammes. To be effective, professional development programmes
should be based on curricular and instructional strategies that have a high probability of affecting
students’ability to learn and in turn students’ learning achievement (Joyce andShowers, 2002). In
addition, professional development should:
1.enrich teachers’ knowledge of the subjects being taught
2.sharpen teaching skills in the classroom
3.keep up with developments in the individual fields, and in education generally
4.generate and contribute new knowledge to the profession
5.increase the ability to monitor students’ work, in order to provide constructive feedback
tostudents and appropriately redirect teaching.

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Professional development programmes should always address the identified gapsin student
achievement. For example, it would not be useful to offer these to increase studentperformance
in mathematics if students are doing well in mathematics but poorly in readingor writing. The
content of professional development should centre on subject matter,pedagogical weaknesses
within the organisation, measurement of student performance, andinquiry regarding professional
questions that are relevant to the setting in which theprofessional development is delivered. By
staying within this frame of reference, teacherprofessional development can focus on real issues
and avoid providing information that maynot benefit the participants. Most importantly,
professional development should focus oninstructional strategies that are proven to impact
student performance. Moreover, professionaldevelopment should be delivered using those
strategies – which takes us to the process ofprofessional development.
3 The ProcessProfessional development should be designed around research-documented
practices thatenable educators to develop the skills necessary to implement what they are
learning (Joyce & Showers, 2002). These practices should also be applied to the improvement of
teachereffectiveness through professional development. The process of professional
developmentshould also be based on sound educational practice such as contextual teaching.
Contextualteaching presents information in familiar contexts and incontexts in which the
information isuseful. It is effective because it takes advantage of the fact that learning occurs best
whenlearners process new information or knowledge in such a way that it makes sense to them
intheir own frames of reference.Models/Approaches for Professional Development of
TeachersIn-service teacher professional development programs follow a wide variety of
patternsranging from programs based on single schools to those that involve the clustering of
schoolsfor mutual activities and support. The curricula and content varies from informally
arranged programmes to highly structured programmes that complement the instruction given
inpre-service teacher education courses. They include a variety of instructional deliverysystems
including print and non-print such as modules, radio support and multi-media kits.They are
generally participatory in organisation and facilitation. Depending on the particular
minstructional needs, teacher professional development models/approaches can be divided
intothree broad categories. Standardised teacher professional developmenta) Cascade Model:
This is a more centralised approach and is best used to disseminate information and skills among
large teacher populations. This approach includes mostly thecascade model of scaled delivery

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through workshops and training sessions. This approachgenerally focuses on the xploration of
new concepts and the demonstration and modeling of nskills. In the cascade model, a small
group of teachers are selected to receive intensivetraining and then they provide training to their
peers i.e., they serve as ‘master teachers orchampion teachers’. It has tremendous potential
particularly with regard to support provisionat school level. In this model, the training is a one-
time event and in one location without ongoingsupport, it rarely results in effective changes for
teaching learning. Cascade trainingflows down through levels of less experienced trainers until it
reaches the target group and inthe process, the important information tends to be lost. b)
Reflective Teaching Model (RTM):This model is used with a focus on reflection ofteachers to
help them implement reform teaching strategies. This model is grounded in thetheories of
constructivism. It recommends consistent, on-going sessions of joint planning, teaching and
reflecting. It relies on a pair of teachers being able to model effective practice,share authority and
reflect on practice. Either member of the team (team may be of twoteachers or a teacher and a
teacher ducator) may teach the lesson created during sharedplanning sessions or both may co-
teach the lesson. Reflecting on one’s own practicesrequires a form of deep thinking in which one
poses questions and solve problems.Thisreflection is encouraged in the planning and debriefing
phases of the RTM.SplitModel: This is similar to reflective teaching model. It consists of 6-8 day
training atdistrict/block level, then racticing the inputs received in the professional
developmentprogramme two or three months in actual classroom situation, and a short follow-up
trainingof two to three days at district/block level wherein the teachers share their
experiencesthrough reflective and open discussions. eflective discussions include integration of
theoryand practice, integration of context and pedagogy etc.
The Education Commission (1964-66) recommended that in-service trainingfor teachers
should be organised by universities and teacher organisations toenable every teacher to receive
two or three months of in-service training oncein five years. The Report of the National
Commission on Teachers (1983-85)gave the idea of Teachers’ centres that could serve as
meeting places whereteaching experiences can be shared. It suggested that teachers could go
tocentres of learning on study leave. National Policy on Education (1986) statedthat pre-service
and in-service teacher education is inseparable for theprofessional development of teachers. The
Acharya Ramamurthi review committee (1990) recommended that in-service and refresher

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courses shouldbe related to the specific needs of teachers and that evaluation and follow-
upshould be part of the scheme.
Rashtriya Madhyamik Shiksha Abhiyan Framework states that in-serviceteachers and heads of
schools will be trained for five days every year. It alsostates that subject-wise teachers are
required to be deputed in every school.Besides, the specialised teachers for physical education,
Art/Craft and cultureare also required to be deputed. There is great regional disparity in
theprovision for secondary teacher training institutions in the country e.g., someof the north-
eastern states have very less number of institutions for secondarylevel teacher training. Hence,
careful state-level planning is necessary forensuring adequate number of trained teachers and
their continuous enrichment.Besides these training programmes, it is necessary to develop a
mechanism
whereby secondary school teachers can share their expertise and experiencesand learn from one
another, there by developing a learning community andculture.Site-based teacher professional
development
This includes intensive learning by groups of teachers in a school or region to promoteprofound
and long-term changes in instructional methods. The site based approach mayassume a variety of
forms as given below:
Observation/Assessment model:In this model, teacher professional development provider,
amaster teacher in a school or a specialist working district-wide, observes teachers in
theirclassrooms, assessing their instructional practices and providing structured feedback.
Observation/assessment may be used as a support measure following workshops orperiodically
throughout the school year as a peer coaching form of TPD.Open Lessons: In this model,
teachers develop lessons and invite colleagues to observe thelesson and provide feedback in a
post-observation session. The focus of this model ison‘teacher behavior’.
Lesson Study: In this model, teachers collaboratively plan, develop or improve a lesson, fieldtest
the lesson, observe it, make changes and collect data to see the impact of the lesson onstudent
learning. This approach focuses on ‘student actions’Study Groups:Within ‘Study Groups’
teachers collaborate as a single large group or insmaller teams, to solve a common problem or
create and implement a plan to attain a
common goal. During the collaboration process they may use print-basedresources,classroom
materials and their experiences, as part of their approach to the problem.Variations of the Study

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Group approach occur in TDP workshops, in which teachers mustplan an activity to take back to
their school or create an action plan to address a particular
school-based problem.
Inquiry/Action Research:In an inquiry/action research approach, teachers form teams
basedupon a common interest. They select an issue, investigate and research it, plan
possibleactions to remedy it, take action, observe and document results, reflect on outcomes and
create an action plan to address this issue.
6.8. MENTORING:
In this model, older or more experienced teachers guide and assist younger or novice teachersin
all areas of teaching.
Self-directed teacher professional development
This includes independent learning, sometimes initiated at the learners’ discretion, usingavailable
resources that may include computers and internet. In this approach, teachers areinvolved in
initiating and designing their own professional development and would share materials and ideas
as well as discuss challenges and solutions.
Plan of Action for Professional Development of In-Service Teachers and TeacherEducators
Rammurthi Review Committee(1990) has statedthat teachers will have multiple roles toperform.
Initial and in-service training will be made mandatory for faculty members andadequate training
resources will be provided. Staff development programmes will beintegrated at the state, and
coordinated at regional and national levels.It may be noted that thein-service programmes have
drawn their themes from the emerging needs and concerns ofeducation as faced from time to
time. As a result, these programmes have, at best, beenawareness programmes in respect of
specific concerns, and not teacher developmentprogrammes, as visualized. Asa sequel to the
National Policy on Education(1986), orientationof school teachers gained momentum on a mass
scale. Efforts have been initiated over thepast few years to gradually develop network of
institutions like DIETs, IASEs, and CTEswith themandate of providing in-service education to
primary and secondary school teachersrespectively. So far, 500 DIETs, 87 CTEs, 38 IASEs and
30 SCERTs have been set up asteacher education resource institutions in the country. In the case
of IASEs and CTEs, only ahandful of institutions have started in-service education programme
for secondary schoolteachers. During the last decade, satellite interactive television-based
activities havebeen provided for teacher upgradation as part of SOPT and DOEO projects.he

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majority of them, however, continue to perform their legacy functions (NCERT,2004).National

Knowledge Commission(2008) stresses the need to strengthen the teachingcommunity
qualitatively.It states the following:
6.9. PROFESSIONAL DEVELOPMENT
According to the Educational Resources Information Centre (ERIC) database,
professionaldevelopment refers to “activities to enhance professional carrier growth.Such
activities mayinclude individual development, continuing education, and in-service education, as
well as
curriculumplanning, peer collaboration, study groups, and peer coaching or
mentoring.Fullan(1991)expands the definition to include “the sum total of formaland informal
learningexperiences throughout one’s career from pre-service teacher education to
retirement”.Considering the meaning of professional development in the technological
age,Grantsuggestsa broader definition of professional development thatincludes the use of
technology to fosterteachers rowth.“Professional development goes beyond the term ‘training’
with itsimplications of learning skills, and encompasses a definition that includes formal means
ofhelping teachers not only to learn newskills but also develop new insights into pedagogy
andtheir own practice, and explore new or advanced understandings of content and
resources.Thisdefinition of professional development includes support for teachers as they
encounterthe challenges thatcome with putting into practice their evolving understandings about
the useof technology to support inquiry-based learning Current technologies offer resources to
meetthese challenges and provide teachers with a cluster of supports that help them continue
togrow in their professional skills, understanding, and interests.’When a teacher begins career,the
knowledge and skills acquired in college serve only as basic necessities or minimal requirements
to launch the work. The first few years of teaching will lead the new teacher toidentify, re-
examine and evaluate the goals of subject teaching, methods, the nature of theco ntent and one’s
own personal aspirations. An excellent education for subject teaching can merely provide the
basic tools for the creative teacher to implement, supplement, and modifyknowledge to meet the
everyday challenges of young people in a school classroom.The Subject teacher, like any other
professional, does not commence with a completeunderstanding of methodology of teaching the
subject to the students. It is necessary to learnnot only from day-to-day teaching experience but

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also from the many opportunities that areavailable. In order to remain in touch with the latest
development in the field andin the worldaround, the teacher can take the following measures:
Attend seminars, workshops, conference
Pursue higher qualifications
Exchange of teaching position, either in the same school or through exchange programmes
Visit other schools to study different methods of teaching, the facilities, etc.
Write articles, for professional journals.
Participate in refresher courses to get acquainted with the latest developments in the field.
Participate in the National Integration camps which are being introduced for primary
schoolteachers organized in different parts of the country. Each camp is attended by primary
schoolteachers drawn from different states and regionsSummer Institutes for Science Teachers
Unitary institutes: In these institutes courses are held once in 3 year in science subject toupdate
teachers on the developments in different fields of science as well as in newtechniques in
teaching.
Sequential institutes: A follow-up of the unitary institutes, the purpose of the
sequentialinstitute is to prepare a team of resource persons for state level summer institutes.
Hence, thebest five teachers in the unitary institutes are trained in imparting instruction both in
contentand in methods by an intensive programmed.
Special institutes: These institutes stress on improvement of textual material for the use
oftraining colleges in science and on the development of improved techniques of teaching
ineducational technology.
Project technology institutes: These institutes provide intensive training in laboratory work and
workshop skills. Teachers are encouraged to develop improvised aids using indigenousresource
materials and audio-visual Current State of Affairs in IndiaMost initiatives of the 1990s have
focused on `in- service’ training of teachers at theelementarystage. In-service training of teachers
in the DPEP, for example, ranged from threeto a maximum of twenty days and included a range
of topics, with little focus on the teaching–learning process. Information on the education of
teacher training in the eleven DPEP I andII States is fragmented and imprecise. The impact of
these trainings still remains to beunderstood in spite of a massive infrastructure and investment
that went into creatingthem.One of the key fallouts of the undue emphasis on sporadic,short-term
training of inserviceteachers has been the accentuation of the divide that already exists between

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preservice ,and in-service teacher education. These continue to function as insular

mechanismsdespite the fact that both coexist in universitydepartments for Secondary Education
(IASEs)and are also the joint responsibility of DIETs in the country. A centrally sponsored
scheme to establish Institutes of Advanced Studies in Education (IASE) and upgrade university
,departments of Education (offering B.Ed., and M.Ed., programmes) was started post-NPE1986
to initiate the in-service training of secondary school teachers. IASEs were mandated towork
constantly on elementary education as well. This objective, however, is yet to berealized, as
reiterated in the Tenth Five Year Plan for Teacher Education. One pioneeringeffort in this regard
came into effect with theestablishment of the Maulana Azad centre for Elementary and Social
Education(MACESE) in the Department of Education of the Universityof Delhi, as a modified
IASE, MACESE is the only IASE that initiated concerted work inElementary Education, leading
to the creation of the Bachelor of Elementary Education (B.EI.Ed) Programme in 1994. Under
the centrally sponsored scheme DIETs were established as premier institutions to work in
elementary education.Mass Orientation of SchoolTeachers (MOST)School teachers are being
given orientation on a mass programme in regard to the new perspectives under the NPE. During
1985-87, nearly a million teachershave beenoriented. The objective of the scheme, known as the
Programme of Mass Orientation ofSchool Teachers, is to sensitise teachers to the emerging
concerns in education, UEE, use of learner-centered approach, action research, the emerging role
and responsibilities of teachers,enrichment of their knowledge in curricular areas, and other
thrust areas enlisted in the NPE.The duration of training is 10 days. The programme during
1986-90 covered about 1.8 million teachers. The training programme was strengthened by media
support. Films relatingto various modules constituting the training print package were telecast on
the nationalnetwork for the benefit of teachers in different parts of the country. Each viewing
session waspreceded and followed by discussion. A participatory, interactive approach was
followed inthe training. The programmeis implemented by the NCERT in collaboration with
theSCERTs in different states. Special Orientation Programme for Primary School Teachers
Special Orientation Programme for Primary School Teachers (SOPT) was launched in theyear
1993-94 to improve the quality of primary/elementary education as part of the strategyf this
programme is implementing the MLLs identified forthe primary stage, training in the use of
Operation Blackboard materials provided to primaryschool teachers, and encouraging teachers to
adopt a child –centered approach to teaching. Itenvisages covering 0.45 million teachers every

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year. During the past few years, these twoschemes of mass orientation have covered more than 2
million teachers. Like PMOST, thisprogramme, too, is strengthened by media support. Films on
various themes 39 covering thecourse design are shown to teachers during training programmes.

6.10. ADMINISTRATION
For in-service training, the country has a large network of government-owned teacher training
institutions (TTIs), which provide in-service training to the school teachers. Thespread of these
TTIs is both vertical and horizontal. At the National Level, the NationalCouncil of Educational
Research and Training (NCERT), along with its six RegionalInstitutes of Education (REIs)
prepares a host of modules for various teacher training coursesand also undertakes specific
rogrammes for training of teachers and teacher educators.Institutional support is also provided by
the National University on Education al Planning and
Administration (NUEPA). Both NCERT and NUEPA are national level autonomous bodies.At
the state level, the State Councils of Educational Research and Training (SCERTs),prepares
modules for teacher training and conducts specialised courses for teacher educatorsand school
teachers. The Colleges of Teacher Education (CTEs) and Institutes for AdvancedLearning in
Education (IASEs) provide in-service training to secondary and senior secondaryschool teachers
and teacher educators. At the district level, in-service training is provided bythe District
Institutes of Education and Training (DIETs). The Block Resource Centres(BRCs) and Cluster
Resource Centres (CRCs) form the lowest rung of institutions in thevertical hierarchy for
providing in-service training to school teachers. Apart from these, inservicetraining is also
imparted with active role of the civil society, unaided schools and
other establishments.Agencies for organizing inservice teacher education programmes, DIETS,
CTEs, IASEs,SCERT and NCERT
DIETTeachers education programmes are being revamped by the establishment of DIETs.
Theseinstitutes give training and resource support to primary school teachers. Existing institutes
areupgraded by provision of appropriately qualified staff to ensure professionalism. They arealso
being provided infrastructure support in terms of buildings and equipment. Whereverthere is
need, new institutes are being set up too.DIETs are nodal institutions for improvingthe quality of
elementary education in the district. They were mandated to transact preservice
and in-service training programmes for elementary school teachers.

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Before implimenting the trainings DIETs/CTEs have got autonomy

1. To conduct the surveys of techer identified needs and trainer identified needs.
2. To Design the training module according to the local needs
DIETs are expected to provide training inputs to the following personnel of the district
i.) Elementary school teachers. (Pre and In-service)
ii.) Heads of schools, school complexes and educational officers at the cluster and blocklevels.
iii.) Instructors and supervisors of adult education.
iv.) Members of District Education Council, Members of SDMC,CAC, social leaders,womenof
self help groups and youths and volunteers who are involved in educational programmes.
v.) Identified Resource persons who can be utilised by DIETs for its programmes.CTEs are
expected to provide training inputs to the following personnel of the district
i.) Secondary school teachers. (Pre and In-service)
ii.) Heads of schools, school complexes and educational officers at the district levels.
iii.) Members of SDMC,CAC,Council, social leaders,women of self help groups and youthsand
volunteers who are involved in educational programmes.
iv.)Establishing Co-ordination with Universities.
v.) Identified Resource persons who can be utilised by CTEs for its programmes.
6.11. SUMMARY
“Good education requires good teachers” that it becomes essential that the mostcapable and
appropriate be recruited into the teaching profession, provided with high qualitypre-service
programme of teacher education, and them offered opportunities to upgrade theirknowledge and
skills over the full length of their career. It is, therefore, essential that there ismajor reorientation
of teacher education to ensure that teachers are furnished with thenecessary knowledge and skills
to cope with the new demands placed on them. It is strange tonote that too often teachers are
helpless in front of machines which refuse to work. How
Undignified it is for the teacher to be thwarted by machinesWith the increased capacity of
communication technology, language will become
very powerful instrument. The teacher-education programme should be strengthened todevelop
language competency among our teacher-taught. The modern time demands multilingual
competence including the new computer languages that are bound to emerge withexpansion of
computer-technology.Continuing teachers and other educators which commences after initial

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professionaleducation is over and which leads to the improvement of professional competence

ofeducators all hroughout their careers.
6.12.UNIT END EXERCISES
1. Compare the objective of teacher education programme at in-service and pre-service level.
2. Discuss the Curriculum framework of teacher education programme at: a) in-service Level
b) Pre-service Level
3. Discuss the roles and competencies required of teachers programme.
6.13. FURTHER READING
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198412_wade.pdf
educational-system.blogspot.com/2012/07/pre-service-and-in-service-training-for.html
http://www.ncert.nic.in/departments/nie/dse/deptt/activities/pdfs/Chapter_6.pdf

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UNIT –7

AGENCIES OF IN-SERVICE
TEACHEREDUCATIONPROGRAMME.

STRCTURE

7.1. Learning objectives

7.2. Introduction
7.3. NCERT(national council of educational research and raining)
7.4. Major function of ncert
7.5.functions of scert:
7.6. Summary
7.7. Unit end exercises
7.8.further reading

7.1. LEARNING OBJECTIVES

After reading this unit, the student will be able to
1. List the objectives of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by different agencies.
2. Explain Curriculum structure of the NCTE teacher education programmed.
3. Analyze Organization of practice teaching and other practical work,
7.2. INTRODUCTION
In-service teacher education and training means the form of lifelong education of
professionalworkers in education, which, in addition to study courses for the obtaining of
education andfor their improvement, pr--ovides professional workers the opportunity for
refresher, dissemination and deepening of knowledge and pairs them with the developments in
theprofession or serve to obtain a basic license (the so-called pedagogical and
andragogicaleducation). The basic objective of in-service teacher education and training is
theprofessional development of professional workers in education, thereby increasing the quality
and effectiveness of the entire educational system (Devjak, and Polak, 2007).This phase is
expected to be the longest and relatively more important. The educationprovides only the basic
minimum knowledge and teaching skills required for the profession.But continue working
effectively, a teacher requires continuous personal and professional renewal in knowledge and

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teaching skills and redirection of tasks and expertise as thechanging society necessitate None of
the teacher should and could not be satisfied with theinitial and induction training that he has
received.

7.3. NCERT(NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND RAINING)

Ministry of Education,Government of India established NCERT in 1961. NCERT is an
autonomous organization,working as an academic wing of the Ministry of Education. NCERT
assists the said ministry in the implementation and formulation of its policies and programmes in
the field ofEducation. It is expected to encourage studentand Mysore. Italso works in
collaboration with the departments in the states, the institutes and universities.It also maintains
close contact with similar national and international institutions throughoutthe world and
communicates results of its researches to a common man by publishing booksand journals.
7.4. MAJOR FUNCTION OF NCERT
•Monitoring the administration of Regional colleges of Education.
•Undertaking aid, co-ordinate and promote and research in all branches of education
forimproving school education.
•Organizing pre-service and in-service education programmes for teachers
•Preparing and publishing study material for students and related teacher.
•Searching talented students for the award of scholarship in science, social science
andtechnology.
•Undertaking functions assigned by the Ministry of education for improving schooleducation.
•Organizing various programmes with respect to Research, Training, Research,
Development,Extension-services, evaluation and publishing study -material.
•Qualitative improvement of school –education rather than quantitative expansion.
•Making our education relevant to national objectives and social needs.
•Offering financial aid to research projects of the teachers.•Also organizes summer Institutes to
school teachersfor attaining their professional growth.Through these measures NCERT wants to
achieve qualitative improvement in EducationThe National Council of Educational Research and
Training (NCERT) maintains a network of field offices to keep a close liaison with State
Government. At present, these offices havebeen established in different States and Union
territories. State Council of EducationalResearch and Training (SCERT) is one of these offices.

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It came into existence on 5th January 1979 as a result of transformation and upgradation of the
former State Institute of Education(SIE).
7.5.FUNCTIONS OF SCERT:
The State Council of Educational Research and Training discharges the followingfunctions:
1. To organize and implement the special educational projects sponsored by UNICEF,NCERT
and other agencies for qualitative improvement of school education and teachereducators.
2. To prescribed curricula and textbooks for the school and teacher training institutions.
3. To produce instructional materials for the use of teacher- educators.
4. To arrange in-service training for different categories of teachers, inspecting officers
andteacher-educators and coordinate the work of other agencies operating at the state level.
5. To organize programmes including Correspondence-cum- Contact Courses for
professionaldevelopment of teachers, teacher-educators and inspecting officers.
6. To supervise the working of the Teacher-Training Colleges, Secondary Training Schoolsand
Elementary Training Schools.
7. To provide extension service to Teacher-Training Institutions at all levels in the state.
8. To conduct studies and investigations on the various problems of education.
9. To evaluate the adult and non-formal education programmes entrusted by the Government.
10. To conduct the public examinations specially at terminal stages like the end of Class HIand
Class IV etc. with a view to selecting candidates for scholarships through such
nexaminations.The State Council of Educational Research and Training has a Programme
Advisory Committee under the chairmanship of the Education Minister. There are also
SpecialAdvisory Committees for programmes like Population Education, Educational
Technologyand Non-formal Education.
The SCERT has the following departments:
1. Department of Pre-School and Elementary Education.
2. Department of Non-formal Education.
3. Department of Curriculum Research and Special Curriculum Renewal Projects.
4. Department of Science and Mathematics Education.
5. Department of Population Education.
6. Department of Teacher and Inservice Education.
7. Department of Educational Technology.

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8. Department of Examination Reform and Guidance.

9. Department of Research coordination.
10. Department of Art and Aesthetic Education.
11. Department of Adult Education and Education for Weaker Sections.
12. Department of Publication.
The Director is the head of the Council and he is assisted by one Deputy Director
inadministration and other in academic matters. Besides, there are four Class I Officers, three
inthe OES (Colleges) Cadre and one in OES (Field) Cadre, 23 Class II officers in the OESCadre
of both College and School branch and some assistants.The Director of Education maintains a
close and personal touch not only with the district level officers but also with principals and
teachers so as to provide them with necessaryguidance and intellectual stimulation.The State
Council of Educational Research and Training (SCERT) is established and Maintained in order
to improve the standard of education in the state. The primary objectiveof the Council is to help
through suitable programmes of research, training and extension. Itplays an important role in
Orissa in implementing the training programmes and orientation courses for different types of
workers for introducing changes in the system of examination.At present the SCERT has been
working as the academic wing of the Department ofEducation and Youth Services, Government
of Orissa. It has been acting as the Directorate of Teacher Education. The appointment, transfer
and promotion of the teaching and nonteachingstaff of the Institute of Advanced Studies in
Education (IASEs), Colleges of TeacherEducation (CTEs), Training Colleges, District Institute
of Education and Training (DIETs), Training Schools etc. are done by the Government in
consultation with the Director ofSCERT.
All kinds of academic programmes are coordinated, streamlined and maintained by theSCERT.
Periodical revisions and upgrading of curricula, preparation of text books, teachers’guidance and
other teaching and learning materials and improvement in methods of teaching and evaluation
are also undertaken by the SCERT.The Ministry of Education and Youth Services Government
of Orissa performs most of thefunctions through the SCERT So the SCERT provides guidance to
the State Government inthe field of education.
7.6. SUMMARY
“Good education requires good teachers” that it becomes essential that the mostcapable and
appropriate be recruited into the teaching profession, provided with high qualitypre-service

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programme of teacher education, and them offered opportunities to upgrade theirknowledge and
skills over the full length of their career. It is, therefore, essential that there ismajor reorientation
of teacher education to ensure that teachers are furnished with thenecessary knowledge and skills
to cope with the new demands placed on them. It is strange tonote that too often teachers are
helpless in front of machines which refuse to work. How
undignified it is for the teacher to be thwarted by machinesWith the increased capacity of
communication technology, language will become
very powerful instrument. The teacher-education programme should be strengthened todevelop
language competency among our teacher-taught. The modern time demands multilingual
competence including the new computer languages that are bound to emerge withexpansion of
computer-technology.Continuing teachers and other educators which commences after initial
professionaleducation is over and which leads to the improvement of professional competence
ofeducators all hroughout their careers.
7.7. UNIT END EXERCISES
1. Compare the objective of teacher education programme at in-service and pre-service level.
2. Discuss the Curriculum framework of teacher education programme at: a) in-service Level
b) pre-service Level
3. Discuss THE ROLES AND COMPETENCIES REQUIRED OF TEACHERS
PROGRAMME.
7.8.FURTHER READING
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198412_wade.pdf
educational-system.blogspot.com/2012/07/pre-service-and-in-service-training-for.html
http://www.ncert.nic.in/departments/nie/dse/deptt/activities/pdfs/Chapter_6.pdf

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UNIT –8
METHODS OF VARIOUS IN-SERVICE PROGRAMME

STRCTURE

8.1. Learning objectives

8.2. Introduction
8.3. Programmes of in-service teacher education
8.4. Seminar
8.5. Refresher courses
8.6. Workshops
8.7. Conference
8.8. Study groups
8.9. A study centre of professional writings
8.10. Experimental schools
8.11. Correspondencecourses
8.12. Other programmes
8.13. Distance education
8.14. Summary
8.15. Unit end excercises
8.16. Further reading

8.1. LEARNING OBJECTIVES

After reading this unit, the student will be able to
1. The objectives of Teacher Education Programme at various methods.
2. Discuss the structure of Teacher Education Programme at Secondary and Higher Secondary
Levels as recommended by the different methods.
4. Discuss the role and competencies required of the teacher at seminar Levels.
5. Explain the referesher courses at different levels.
8.2. INTRODUCTION
In-service teacher education and training means the form of lifelong education of
professionalworkers in education, which, in addition to study courses for the obtaining of
education andfor their improvement, pr--ovides professional workers the opportunity for
refresher, dissemination and deepening of knowledge and pairs them with the developments in
theprofession or serve to obtain a basic license (the so-called pedagogical and
andragogicaleducation). The basic objective of in-service teacher education and training is
theprofessional development of professional workers in education, thereby increasing the quality

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 Teacher Education

and effectiveness of the entire educational system (Devjak, and Polak, 2007).This phase is
expected to be the longest and relatively more important. The educationprovides only the basic
minimum knowledge and teaching skills required for the profession.But continue working
effectively, a teacher requires continuous personal and professional renewal in knowledge and
teaching skills and redirection of tasks and expertise as thechanging society necessitate None of
the teacher should and could not be satisfied with theinitial and induction training that he has
received
8.3. PROGRAMMES OF IN-SERVICE TEACHER EDUCATION
In-service teacher training may be understood as professional development, or sometimesas part
of wider professional development or growth. The career development is understoodas growth
through natural promotion, from one stage of teacher’s professional career toanother. The notion
of the experiential growth is usually anchored in a succession of a fewclearly delimited stages.
This category is lated to the professional and personalmaturing of the teacher. In –service teacher
training is usually defined as the provision oforganized 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 beenbecoming 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 whatmakes for a variety of in-service teacher training programmes
expanding study of texts andother documents in the Internet, e-learning discussion forums,
international visits, studentexchange 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)includesthe 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);

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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 schoolsor
within. The options of in-service teacher training have a lot of internal forms, differing inhow
thoroughly organized or how much formal they are. A lot of attention is devoted toactivities
arranged by external subject
8.4. SEMINAR
In a seminar some problems of education are taken up and there is collectivethinking.
Discussions are held and conclusions are arrived at all under the guidance of some experts.
8.5. REFRESHER COURSES: -
A refresher course means an educational programme organizedfor refreshing the knowledge of
in-service teacher. Generally they acquire the teachers withthe new development in the fiel of
education. With the coming up of new education policy,
refresher courses were arranged all around for teachers of different categories.
8.6. WORKSHOPS:
- Workshops are organized for giving in-service education to teachers. Theyinvolve more of
practical work and less theoretical discussion. These types of programmesare 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
aseminar or conference.
8.7. CONFERENCE:
-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
8.8. STUDY GROUPS: -
Forming study groups and using them as a technique for in-serviceeducation for teachers can
work wonders. A group of teachers of the same subject and asubject 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 thatsubject. If need

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arises, someone may be invited for extension lecture. The study groups maybe meeting once in a
week or even once in a month.
8.9. A STUDY CENTRE OF PROFESSIONAL WRITINGS: -
Generally the materials are notunder the reach of teachers. The college of education, the
extension service departments canhelp in this direction. Various publications of N.C.E.R.T, some
good books, materialsproduced by different centers of education may be produced in the college
library. The studyof reading materials will help the teacher to acquire sufficient knowledge in
their subjects.
8.10. EXPERIMENTAL SCHOOLS: -
The College of education should have their demonstration
school and experimental school. These are actually practicing schools where someexperiences
can be performed. Whatever is taught in theory, which is put into practice bycarrying out
experiments?
The experimental schools become centers of learning for in-service teachers.Innovations done in
these schools may be advocated among the teaching staffs of otherschools.Regional colleges of
education affiliated to N.C.E.R.T have their experimentalschools where those colleges are
showing leadership to the working teachers of other schoolsin their areas. Other colleges have
their practicing schools but they don’t have anyExperimentl schools or demonstration schools.
8.11. CORRESPONDENCECOURSES:
Correspondence courses can be designed for giving in-service education to teachers. A
fewuniversities have already started working in the area of in-service teacher
educationprogrammes. Central Institute of English and Foreign Languages at Hyderabad
provides postgraduate certificate course and diploma course through correspondence.Distance
education
It is beyond any doubt that teachers acquire a decisive position in society as they prepare
andconstruct future prospective citizens by imparting required knowledge, value, skill, attitude
tostudents. They shoulder the responsibilities to provide quality education to students. Quality
of School education dependent on the teachers’ appropriate performance and ability to
utilizerelevant knowledge, attitude, skill, values properly. In other words teacher must
bepedagogically enough competent to carry out teaching performance effectively in concerned

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subject within and beyond classroom situation. In this scenario role of pre service and inservice
teacher education is crucial as it is committed to construct qualitative force ofteachers for
society. As it requires inculcation of practical proficiencies among the teachersmostly face to
face mode of transactional strategies are implemented worldwide. However tomake teacher
education expand without physical, nfrastructural barriers as well as make ituniversalize distance
mode of instruction can be considered as one of the relevant approaches
to construct effective teachers for the nation. Universities, organization like IGNOU providetwo
years of B.Ed., course through distance mode. In addition to this SCERTs also arrange indistance
service teacher education programmes to make teachers update at school level.
Teacher education through distance mode in country has been viewed by several committeesand
commissions. NCFTE (2009) opined that “Open Education as a concept, coupled withmodalities
associated with istance Education, does not stand as an exclusive transactionalmodality. There
are several aspects of ODL which will get meaningfully translated only if theboundaries between
direct human engagement and ODL tend to get diffused to the extentpossible and perhaps,
desirable. A modular approach to the development of teacher educationcurriculum along with a
focus on independent study and on-line offering involving interactive
modes of learning and the consequent modification in the approaches to assessment
andevaluation has indeed a potential to make education reach the unreached. It is recognized
thatODL can be strategically employed in continuing professional development of teachers,
particularly with a view to overcoming the barriers of physical distance, especially makinguse of
independent study material, on-line support and two-way audio-video communication.Of
particular relevance are those elements of ODL which involve independent study.However, the
primacy of direct human engagement and actual social interaction amongstudent teachers as the
core process of initial teacher preparation needs to be emphasized.ODL, as a strategy, can be a
powerful nstrument for providing continued professionalsupport to the teacher practitioner”.
However according to justice Verma report
(2012)distance mode of teacher education is declining the quality. The report states that“With
increasing pressure to recruit teachers that fulfil RTE norms of qualification, manystates are
instituting distance learning programmes to meet the demands of large numbers ofprofessionally
qualified teachers. Evaluation studies indicate that poor quality of trainingthrough distance
mode. In many cases the provisioning of distance education for teacherpreparation is the only

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measure available, leading to the dilution of the need for the qualityinitial teacher ducation and
dismantling of existing structure of pre service teacher education
in some states”. However the report emphasized that distance education including ICT can
beutilized for continued professional development of teachers.Present Status of Teacher
Education through Distance Mode
For pre service teacher education in country NCTE approved institutes are providing
B.Ed.,courses.NCTE has now issued guidelines which have been approved by the UGC for
B.Edcourse through distance mode.
The salient features of the guidelines are:
The duration should be 24 months exclusive of the time taken for completingadmission
formalities
The admissions should be made on the basis of a written admission test
Admissions should be given only to regular teachers serving in recognised schools(primary,
secondary, and higher secondary level) within the jurisdiction of theuniversity and possessing a
minimum two years of teaching experience
No university should admit more than 500 candidates in a given academic year
For every 500 students, there should be a full time core faculty and additionalcomplement of
ten part-time faculty members.
Among the universities which have been permitted to offer the B.Ed course throughdistance
learning mode are
Himachal Pradesh University (Shimla)
Maharshi Dayanand University (Rohtak)
Punjabi University (Patiala)
Kurukshetra University (Kurukshetra)
Karnataka State Open University (Bangalore)
Indira Gandhi National Open University (IGNOU) (New Delhi).
The IGNOUcourse is open to full-time teachers of recognised schools with two years ofregular
teaching experienceIn Addition to pre service teacher education through distance mode, in
serviceeducation can be implemented effectively in several apex institutions like NCERT,
SCERTs, NCTE, CIET, ISRO, etc take major initiatives to educate teachers workingat primary
as well secondary level by coordinating with SCERTs, DIETs, BRCs,CRCs. .Electronic media

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and production centre.(EMPC), a constituent centre ofIGNOU is a nodal agency to coordinate

the activities related to broadcastingeducation programme on 24 hour channel named as Gyana
Darshan.Concerns in Distance Teacher Education
Use of Technology: The technological strategies for imparting in service teachereducation
includes one way and two way video onferencing, teleconferencing,audio/video programmes,
CD, software self instructional printed material, Radio,television, multimedia training packages,
e mail, internet, smart phone, mobile etc.
Instructional Strategy: Teacher educators need to use relevant instructional strategiesfor
distance teacher education such as collaborative approach, personal contactprogramme, on line
simulation in teaching, workshop, projects, assignment, on linegroup conferencing, fieldtrips etc.
Resources: Distance teacher education need human and infrastructural resources toachieve the
goal of preparation of competent teachers. Adequate supply and sharingof resources such as
college building, practising school, laboratory, library, faculties,staffs, computer, internet is
necessary in this concern.
Time: As distance mode education is learner centric programme, it is important toassign
relevant time period for completion of course.
Quality: Justice Verma report emphasized dilution of quality in distance teachereducation,
hence it is necessary to maintain minimum standard of education andpractice in this
field.Challenges in Distance Teacher EducationThe major challenges in distance teacher
education include
Effective planning, administration of pre service and inservice distance teachereducation
programme
Use of relevant media, module, technology
Making teachers literate in technology such as computer, internet.
strict supervision during practice teaching
Emphasis of school based activities including practice teaching.
Good Cooperation, coordination between all stakeholders
Teacher evaluation tools and techniques
Corruption, cheating, Malpractice
Regular Monitoring and evaluation of programme annually

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ResearchThough preparation of competent teachers through distance mode is possible,it

requires much well-organized planning, sufficient resources, and proficient facultiesand
technologically sound media with good instructional and evolutional strategies tomake the
system ffective and qualitative. Such a transparent and goal orienteddistance rogramme
definitely would solve the problems related to constructingcompetent teacher force for the
country with excellent standard.
8.12. OTHER PROGRAMMES: -
A few programmes for in-service education of teachers are
suggested below:-
Educational tours
Radio broadcast
Film shows
T.V programmes
Extension lecture for teachers
Exhibitions
Exchange of teachers

8.13. DISTANCE EDUCATION

PROVISION OF IN-SERVICE EDUCATION: -
Different institutions are functioningwhere there is a provision of in-service education of
teachers. Some of them are doingcommendable work in this field.
STATE INSTITUTE OF EDUCATION (SIE):-
In different states, SIE have been set upwhich cater to the need of in-service education only.
They organize seminars, workshops, etc.
STATE INSTITUTE OF SCIENCE: - In some states, they have set up institutes for
inserviceeducation of science teachers. They make efforts for developing scientific
attitudesamong the teachers. Science xhibitions are also conducted there which attract large
number of children from the state. Thus it’s a great source of inspiration for teachers and
theirstudents.

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REGIONAL INSTITUTE OF ENGLISH: -

Regional institute of English has been set up in different regions of the country. They havetheir
affiliation with Central Institute of English and Foreign languages; Hyderabad. Theseinstitutes
impact four month certificate course in teaching English to in-service teachers. Theinstitutes
gives scholarship to the trainees and the teachers are paid full salary by the schoolswere they are
employed. These institutes are working for efficiency and improvement ofEnglish teachers

8.14. SUMMARY
“Good education requires good teachers” that it becomes essential that the mostcapable and
appropriate be recruited into the teaching profession, provided with high qualitypre-service
programme of teacher education, and them offered opportunities to upgrade theirknowledge and
skills over the full length of their career. It is, therefore, essential that there ismajor reorientation
of teacher education to ensure that teachers are furnished with thenecessary knowledge and skills
to cope with the new demands placed on them. It is strange tonote that too often teachers are
helpless in front of machines which refuse to work. How undignified it is for the teacher to be
thwarted by machinesWith the increased capacity of communication technology, language will
become very powerful instrument. The teacher-education programme should be strengthened
todevelop language competency among our teacher-taught. The modern time demands
multilingual competence including the new computer languages that are bound to emerge
withexpansion of computer-technology.Continuing teachers and other educators which
commences after initial professionaleducation is over and which leads to the improvement of
professional competence ofeducators all hroughout their careers.
8.15. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at in-service and pre-service level.
2. Discuss the Curriculum framework of teacher education programme at: a) in-service Level
b) pre-service Level
3. Discuss the roles and competencies required of teachers programme.

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8.16. FURTHER READING

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198412_wade.
educational-system.blogspot.com/2012/07/pre-service-and-in-service-training-
for.http://www.ncert.nic.in/departments/nie/dse/deptt/activities/pdfs/Chapter_6.pdf

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BLOCK 04: TEACHER EFFECTIVENESS AND

PROFESSIONAL GROWTH.
• Unit 09:- Teacher Effectiveness: Meaning and Definition, Measurement of
teacher’seffectiveness, criteria for measuring.
• Unit 10:-Cognitive flexibility: teaching functions, uses ofhardware and
software; attitude towards profession.
• Unit 11:-Self and others, teaching strategies, Teacher-indirectness and
classroom performance, Strategies for analyzing teacherbehaviour- Flauder’s
interaction Analysis Categories (FIAC).
• Unit 12:-Other evaluative scales ofteacher behaviours, Baroda General
Teaching Competence Scale (GTC) and TeacherAssessment Batting (TAB).
• Unit 13:- Professional Growth: Meaning and purposes, strategies of
professionalGrowth, self study, acquisition of higher learning, conducting
research and publications.

• Unit 14:- Teachers Accountability- Meaning, teacher’s role in school,

community and the nation. Parent Teacher Association, Assessing
accountability. Research trends in TeachersEducation.

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UNIT –9
TEACHER EFFECTIVENESS
STRCTURE

9.1. learning objectives

9.2.introduction
9.3concept of teacher effectiveness
9.4. characteristics of effective teacher
9.5. the teacher as a person
9.6. characteristics associated with effective teachers
9.7.conceptual model/fra
9.8.determining teacher effectiveness
9.9. how to increase teacher effectiveness
9.10. meaning and components of teacher effectiveness enhancing and evaluating teacher
effectiveness
9.11. through performance
9.12. summary
9.13. unit end excercises
9.14. further reading

9.1. LEARNING OBJECTIVES

After reading this unit you will able to:
1. Define teacher effectiveness
2. State components of teacher effectiveness
3. Describe measurement of Teacher effectiveness

9.2.INTRODUCTION

The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.

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Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or
a particular teacher’s classroom are influenced to a great extent by the knowledge,
skillsaptitudes, attitudes and values that students possessed when they entered the school
orclassroom. In addition, the knowledge, skills, aptitudes, attitudes and values that
studentspossess when they enter a school or classroom are the result of some intricate and
complex
combination of their genetic composition and the environment to which they have beenexposed
in their homes.In addition to these genetic and environmental factors which are beyond the
control ofany teacher, teachers are powerless in terms of making learning occur; they cannot
simplyopen up the tops of their students’ heads and pour in the desired learning. The
stimulusresponse theory has long been dismissed as a viable theory for understanding the
linkbetween teaching and learning (that is, teachers teach (stimulus) and students
learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
9.3. CONCEPT OF TEACHER EFFECTIVENESS
Effective teachers are those who achieve the goals which they set for themselves orwhich they
have set for them by others such as ministries of education, legislators and othergovernment
officials, school / college administrators. Effective teachers must possess theknowledge and
skills needed to attain the goals, and must be able to use that knowledge and

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those skills appropriately if these goals are to be achieved.Anderson (1991) stated that “… an
effective teacher is one who quite consistently achievesgoals which either directly or indirectly
focus on the learning of their students”.Dunkin (1997) considered that teacher effectiveness is a
matter of the degree to which ateacher achieves the desired effects upon students. He defined
teacher competence as theextent to which the teacher possesses the requisite knowledge and
skills, and teacher
performance as the way a teacher behaves in the process of teaching. The term
“teachereffectiveness” is used broadly, to mean the collection of characteristics, competencies,
andbehaviours of teachers at all educational levels that enable students to reach desiredoutcomes,
which may include the attainment of specific learning objectives as well as broadergoals such as
being able to solve problems, think critically, work collaboratively, and becomeeffective
citizens.In Medley’s terms, the possession of knowledge and skills falls under the heading
of‘teacher competence’ and the use of knowledge and skills in the classroom is referred to
as‘teacher performance’, Teacher competence and teacher performance with theaccomplishment
of teacher goals, is the ‘teacher effectiveness’.Four major assumptions are implicit in this
definition of teacher effectiveness.The first is that Effective teachers tend to be aware of and
actively pursue goals.”These goals, in turn, guide their planning as well as their behaviours and
interactions withstudents in the classroom. This assumption does not mean that effective teachers
are alwaysaware of goals; in fact, awareness is particularly likely to be lacking when goals have
beenestablished for teachers by others. Using current educational terminology, these
‘goalsestablished by others’ are referred to as ‘standards’ (sometimes ‘content standards’
or‘curriculum standards’). That is, standards are externally imposed goals that indicate
whatstudents should know and be able to do as a result of the instruction that they receive.The
second assumption is that “The teaching is an intentional and reasoned act.”Teaching is
intentional because we always teach for some purpose, primarily to facilitatelearning. Teaching
is reasoned because what teachers teach their students is judged by themto be worthwhile.The
third assumption implicit in this definition of teacher effectiveness is that “Thevast majority of
teachers’ goals are, or should be, concerned either directly or indirectlywith their students’
learning.” An example of direct teacher concern with learning is ateacher who states that he or
she intends to help students develop the ability to differentiatefacts from opinions, or reality from
fantasy. An example of indirect teacher concern withlearning is a teacher who sets out to

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decrease the level of disruptive behaviour in theclassroom because he or she believes that
learning cannot occur before the level of disruptivebehaviour is reduced. It should be obvious
that if teachers’ goals are stated in terms of theirstudents’ learning, then the “Teacher
effectiveness must be defined, and can only be assessed,in terms of behaviours and learning of
students, not behaviours of teachers”.A fourth assumption underlying this definition of teacher
effectiveness is that “Noteacher is effective in every aspect of their profession”. For example a
primary schoolteacher may be highly successful in teaching reading comprehension to his or her
studentswhile struggling to teach them the elements of rudimentary problem-solving in
mathematics.Likewise a secondary literature teacher may be quite able to teach students an
appreciation ofpoetry, but have some difficulty in teaching them how to interpret the symbolism
in a seriesof novels. Thus, the degree to which a given teacher is effective depends, to a certain
extent,on the goals being pursued by that teacher.Similarly, an elementary school teacher may be
very gifted in dealing with less ablestudents, while at the same time feeling quite frustrated with
his or her inability to render thework more challenging for the more able students. A secondary
mathematics teacher may beparticularly adept with students who are well motivated to learn
mathematics, but have greatdifficulty motivating those who question why they have to learn
mathematics in the firstplace. Thus, the degree to which a teacher is effective also depends, to a
large extent, on thecharacteristics of the students being taught by the teacher.Despite the
underlying assumptions, it seems reasonable to assume that those who arereferred to as being
‘effective teachers’ are more often than not effective in achievingspecified learning goals. In
other words, there is some degree of consistency in theseteachers’ effectiveness vis-à-vis
classroom conditions, time and goals. However, thiseffectiveness does not stem from rigid
adherence to a standard set of behaviours, activities,methods or strategies in all situations.
Rather, teachers who are consistently effective arethose who are able to adapt their knowledge
and skills to the demands inherent in varioussituations so as to best achieve their goals. Doing
whatever is necessary in order to achievethese goals, rather than doing certain things in certain
ways or using certain methods ortechniques, is a hallmark of an effective teacher.Finally, we can
say that an effective teacher is one who quite consistently achievesgoals – be they self-selected
or imposed – that are related either directly or indirectly to
student learning.Defining teacher effectiveness is not about creating a simplistic, single view of
effectiveteaching. "It is a dramatic conceptual shift," says ASCD Executive Director Gene

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Carter,"from focusing exclusively on the teacher to focusing on the act of learning." The
NationalComprehensive Center for Teacher Quality (NCCTQ) suggests extending the definition
ofteacher effectiveness "beyond teachers' contribution to student achievement gains to
includehow teachers impact classrooms, schools, and their colleagues as well as how they
contributeto other important outcomes for students" (Goe, Bell, & Little, 2008).Attempts to
simplify definitions of teacher effectiveness undercut aims to improveprofessional practice in
education. In truth, teacher effectiveness should be measured byconsidering a range of student
and school data. States like Colorado are leading the way in
developing comprehensive, growth-model data systems to track teacher effectiveness.A research
synthesis for NCCTQ (Goe, Bell, & Little, 2008) breaks down teachereffectiveness into five
points:
Effective teachers have high expectations for all students and help them learn, asdemonstrated
on value-added, test-based, or alternative measures.
Effective teachers contribute to positive academic, attitudinal, and social outcomes forstudents
such as regular attendance, on-time promotion to the next grade andgraduation, self-efficacy, and
ooperative behavior.
Effective teachers use diverse resources to plan and structure engaging learningopportunities;
monitor student progress formatively, adapting instruction as needed;and evaluate learning using
multiple sources of evidence.
Effective teachers contribute to the development of classrooms and schools that valuediversity
and civic-mindedness.
Effective teachers collaborate with other teachers, administrators, parents, andeducation
professionals to ensure students' success, particularly the success ofstudents with special needs
and those at high risk of failure.These teacher factors also align with a vision of whole child
education, one in which studentsare healthy, safe, engaged, supported, and challenged.Defining
teacher effectiveness as the sum of multiple parts means education communitieswill need to
employ multiple measures to evaluate different aspects of teacher effectiveness.
Multiple measures yield relatively stable data on teacher performance, and given more
data,teachers have more opportunities to make midcourse corrections, according to Kate
Walsh(2007) of the National Council on Teacher Quality.

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9.4. CHARACTERISTICS OF EFFECTIVE TEACHER

According to Harry Wong, there are three main characteristics of an effective teacher:
Has positive expectations for student success
Excels at classroom management
Designs lessons for mastery
Since effective teachers trust that their students are capable of the tasks set before them,positive
expectations are the cornerstone of their beliefs. Effective teachers know thatstudents can
achieve their goals if given proper, differentiated instruction and guidance.Effective teachers run
their classrooms efficiently. They have set procedures for handling
daily tasks that could otherwise become overwhelming and consume instructional time.Effective
teachers are able to identify what needs to be done and find ways to consistentlyachieve order.
They understand that the greatest discipline/management problems stem fromlack of procedures.
If teachers can address potential difficulties ahead of time, thesesituations can easily be
avoided.Effective teachers also know the content of their subject(s) and what their students need
tolearn. They use this knowledge to design lessons for mastery. Effective teachers are
familiarwith national and state standards for the content, and are able to examine data to
understandthe strengths and weaknesses of their students. Effective teachers teach the student,
not thesubject.
In his book Qualities of Effective Teachers, James Stronge defines five specific, critical areasof
teacher effectiveness:
The teacher as a person
Classroom management and organization
Organizing for instruction
Implementing instruction
Monitoring student progress and potential
9.5. THE TEACHER AS A PERSON
Effective teachers possess certain personality traits.
Caring: The effective teacher shows deep care and concern for his students. Effectiveteachers
always return to the question, “Is this best for the student?” when makingdecisions.
Listening: The effective teacher listens to students, parents, administrators, andcolleagues
when making decisions for instruction.

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Understanding: The effective teacher has a deep understanding of the students in herclassroom.
Decisions are made on a case-by-case basis and are fair because the totalstudent is considered.
Knowing Students: The effective teacher knows his students and their lives.Effective teachers
instruct each student as an individual.Classroom Management and OrganizationOrganizing a
classroom can be a daunting task. Effective teachers approach organization with a distinct plan
focusing on increased student performance. Following are some considerationsthat help when
preparing for classroom management and organization.
Time Management: Keep a calendar and a to-do list. Set goals for yourself, prioritizeyour
tasks, and learn shortcuts from veteran teachers. Be prepared for lessons,surprises, and for the
needs of your students.
Materials: Organize everything. Create files for yourself and use them. Develop asystem for
collecting and returning student work, for assigning and collecting makeupwork, and for keeping
the essentials, such as grades, lesson plans, seating charts,emergency plans, and substitute
teacher information.
Space: Arrange your room so that you are able to walk next to every student desk.Make
decisions rearding the view from the windows, wall decorations, and postedinformation that will
either detract from or enhance student concentration. Rememberthat the lighting, temperature,
and scent of the classroom also affect student learning.
Student Behavior: Things to consider as you set up your expectations for studentbehavior are:
classroom rules, procedures, routines, and creating a work-orientedatmosphere of
respect.Organizing for InstructionThe effective teacher has a plan for instruction. It is important
to know the exact requirementsfor each grade level and subject, so start by examining national,
state, and district standards.
The next step is to develop a blueprint for delivering the instruction. The goals for eachstudent
must be at the heart of the planning process. Everything from the supply list to howyou set up
your room is dependent upon your instructional goals.Implementing Instruction
Now that you know what to teach, you face the challenge of figuring out how to teach it!Since
not all methods work with all students, it is your job to continually search for the bestways to
inspire each of them. This will require you to stay up-to-date in current research andbest-practice
instruction by reading, attending conferences, participating in orkshops, andjoining professional
organizations. The effective teacher knows how to find effectivestrategies to ensure that all

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students are learning. Monitoring Student Progress and PotentialEffective teachers know how
each student in the classroom is doing at all times and how to differentiate instruction to meet the
needs of each. These teachers continually push thestudents to the next level, always keeping
them in Vygotsky’s “zone of proximaldevelopment.” Effective teachers are able to manage their
classrooms to meet with individualstudents or small groups of students to ensure maximum
learning.Effective teachers do not just “happen.” They are constantly working to improve their
practices through continued learning, action research, and listening to the parents, students,and
communities they serve.
9.6. CHARACTERISTICS ASSOCIATED WITH EFFECTIVE TEACHERS
Teacher characteristics are relatively stable traits that are related to, and influence, theway of
teachers practice in their profession. These characteristics are organized into four‘clusters’:
professionalism, thinking/reasoning, expectations and leadership
9.7.CONCEPTUAL MODEL/FRA
A conceptual framework of teacher effectiveness is a model of reality that includesthe key
concepts that are used to understand reality and the relationships between and amongthese
concepts
CONCEPTUAL FRAMEWORK FOR UNDERSTANDING AND IMPROVING
TEACHER EFFECTIVENESS
Ability and willingness to adapt to the needs ofa situation and change tacticsAccountability
Drive and ability to set clearexpectations and parameters and hold othersaccountable for
performancePassion for learning Drive and ability to supportstudents in their learning, and to
help thembecome confident and independent learners
FRAMEWORK OF TEACHER EFFECTIVENESSFECTIVENESS
The conceptual model contains six concepts. Two of these concepts – teachercharacteristics and
student characteristics are already discussed but the characteristics of bothteachers and students
are important to consider in examining and seeking understandingteacher effectiveness.
Three concepts in the middle column of conceptual model are clearly alterable, theseconcepts are
– curriculum, classroom and teaching – can be expected to result in increases ordecreases in
teacher effectiveness. As a consequence, policies related to these concepts arealso quite likely to
result in increases or decreases in teacher effectiveness.The first concept (curriculum) includes
the standards that define the intended studentlearning outcomes – the objectives. The curriculum

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also includes the learning units that aredesigned to help students achieve those standards (or
objectives). Dividing the curriculuminto coherent, meaningful learning units is necessary for
many reasons, not least of which isthe fact that teachers cannot teach all standards
simultaneously. However, there are otheradvantages of dividing the curriculum into learning
units. In designing learning units,planners and/or teachers should focus their attention on four
primary questions:
1. What standards/objectives should students achieve in the amount of classroom timeallocated
to the unit? – The learning question.
2. What instructional strategies and materials should be included in the unit to enable
largenumbers of students to achieve high levels of learning? – The instruction question.
3. What assessment instruments and/or procedures should be included in the unit so thataccurate
information is gathered on how well students are learning? – The assessmentquestion.
4. How does one ensure that standards/objectives, instruction and assessment areconsistent with
one another? – The alignment question.
The concept at the bottom of the second column in conceptual model is the classroom– includes
the physical environment, the psychological environment (climate) and the
socioculturalenvironment (culture), as well as the ways in which both students and learning
areorganized and managed within these environments. Teachers set the tone for their
classrooms, partly by establishing classroom rules and routines and engaging in
preventivemanagement behaviours. These rules, routines and behaviours, in turn, influence
students’behaviour in the classroom.
The middle concept in the second column of conceptual model (teaching) consists ofthe ways in
which teachers structure and deliver their lessons and the ways in which theyinteract, verbally
and non-verbally, with their students.The final concept in conceptual model is student learning.
In contrast with studentachievement, student learning is a process. Achievement indicates what a
student has learned(what he/she knows or can do) at a particular point in time. Learning, on the
other hand,refers to changes in achievement over time. That is, if a student does not know
something atthe beginning of a unit, but does know it (and knows it quite well) at the end, he or
she haslearned. Because learning is a process, it is possible to gather some information
aboutlearning while it is occurring.In conceptual model, the arrows indcate the direction of the

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expected influencesbetween and among the concepts. Two types of influence are evident: direct
and indirect.
Arrows connecting adjacent concepts indicate hypothesized direct influences of one concepton
another. For example, student learning is believed to be directly influenced by thecurriculum, the
teaching, the classroom and the students’ characteristics. These are the fourconcepts which have
arrows directly linked to student learning. Note that the remainingconcept (teacher
characteristics) is not believed to influence student learning directly, sincethere is no arrow
linking these two concepts. Rather, teacher characteristics are believed toinfluence student
learning indirectly by virtue of their direct influence on the curriculum, theclassroom and the
teaching.
9.8.DETERMINING TEACHER EFFECTIVENESS
The criteria of teacher effectiveness employed in these investigations were of two sorts, namely
efficiency ratings and pupil gains, as measured by tests administered to thepupils before and after
instruction. More specifically, the criteria included the following:
1) In service rating by:
a) The superintendent.
b) The principal.
c) Other supervisory officials.
d) Teacher educators.
e) Departmental personnel.
f) State departmental personnel.
g) Self-rating.
2) Peer rating
3) Pupil gain score
4) Pupil rating
5) Composite of test scores from tests thought to measure teaching effectiveness.
6) Practice teaching grades.
7) Combination or composite of some or all of the above criteria not seem to becomplicated, so
that my comments are lucid, not too long winded and yet stimulating?
8) With the help of the dimensions of teacher behavior can formulate the aims which I as
ateacher wish to attain. Which dimensions seem most important to my work? Which mustI

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renounce first if I do not succeed in realizing a combination of all intended dimensions?What are
my own particular problems? In which dimensions should I for preference alter
my behavior in order to come closer to my goal?
9) The system of dimensions of teacher behavior is flexible and can be expanded, so it isless
likely to become a strait jacket than is perhaps a typology (The fear of many teachersof
becoming “authoritarian” and their great efforts to justify the use of “authority”,demonstrate
clearly the obsessional aspects which these concepts have meanwhile
acquired. Every teacher can ask himself: which additional dimensions must I invent inorder to be
able to scrutinize the goals which I have set for my behavior as a teacher?
9.9. HOW TO INCREASE TEACHER EFFECTIVENESS
How to increase teacher effectiveness; that is, how to get teachers to use thisknowledge in order
to become more effective in their classrooms. There is little, if any,evidence that enticing
teachers, for example by giving them more motivating salaries orcoercing them by, for example,
making them conform to administrative mandates results inany meaningful, long-lasting
improvement in their effectiveness, at least in normalcircumstances where teachers are actually
paid and where they earn a salary that allows themto live. If teachers are to change the way they
teach and, perhaps more importantly, the waythey think about their teaching, their reluctance to
change must be overcome and support
must be provided in their attempts to improve.Overcoming teachers’ reluctance to
changeTeachers are reluctant to change for a number of reasons, most of which are
quiteunderstandable. Three of the primary reasons are:
1. a lack of awareness
2. a lack of knowledge,
3. The belief that the changes will not make any difference to them or their students.Support for
improvement effortsThere is ample evidence that few teachers can engage in serious attempts to
improvetheir teaching without the support of others. Virtually all teachers who attempt to
changeexperience some problems and set-backs early on. Without support, these teachers are
likelyto give up and return to the status quo. Virtually all meaningful change requires time.
Ifchanges are expected in less than the time required, efforts to change are likely to be
abandoned and disappointment will reign supreme. If improvement efforts are to besuccessful,
then, administrators, supervisors and fellow teachers need to provide several typesof support.

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1. Providing opportunities to benefit from mistakes

2. Providing opportunities to learn from others
3. Treating teachers as individual
9.10. MEANING AND COMPONENTS OF TEACHER EFFECTIVENESS :
Teacher effectiveness is the result of effective teaching
Aspects of effective teaching include:
having a positive attitude
The development of a pleasant social / psychological climate in
The classroom
having high expectations of what pupils can achieve
Lesson clarity
Effective time management
Strong lesson structuring
the use of
a variety of teaching methods
Using and incorporating pupil ideas
using appropriate and varied questioning.
However, effective teaching methods are context specific. What is needed for ateacher to be
effective can vary depending upon factors such as :
The type of activity in the lesson
The subject matter
The pupil backgrounds (such as age, ability, sex, socio-economic status and ethnicity)
The pupils‘ personal characteristics (such as personality, learning style, motivationand self-
esteem)
The culture / organization of the department, school .
From the above discussion we can conclude teacher effectiveness as follows.Teacher
effectiveness is the impact that class-room factors, such as teaching methods,teacher
expectations, classroom organizations and use of class-room resources, haveon Student‘s
performance.―Teacher effectiveness is the power to realize sociallyvalued objectives agreed for
teacher‘s, especially, but not exclusively, the workconcerned with enabling students to
learn―Teacher effectiveness is the attribute of a

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teacher who has the capability or potential of having a positive impact on studentlearning,
behaviour and attitudes.
9.11. ENHANCING AND EVALUATING TEACHER EFFECTIVENESS THROUGH
PERFORMANCE
APPRAISAL FOR TEACHERS AND TEACHER EDUCATORSTeachersbecome public
figures when something goes wrong with education systems or when they are needed to
implement reforms. They acquire public status also when they negotiate salaries and working
conditions or take a stand in relation to some issue.Most of the times, teachers work in their
classrooms and schools ignorant of theiscussions about their functions and performance. Many
policies on teachers are being framed to assess their conceptual knowledge as well as their
practicality inproducing expected results.Today, a drastic change in education system leads
tochange in performance of teachers. In present times, teachers build up an invaluablearmoury of
long-term strategies and quick fixes that every novice would give a rightarm for. Present teachers
are busier than ever. Thus, the problem before us is toregulate the quality of teaching through
setting of standards and at the same time, evaluate teacher‘s performance. We all are working
tooth and nail for setting thestandards, but we need less attention towards the appraisal or
evaluation of teacher‘sperformance.
9.12. SUMMARY
Effective teacher is one who quite consistently achieves goals – be they self-selected or imposed
– that are related either directly or indirectly to student learning. Four majorassumptions are
implicit in this definition of teacher effectiveness – 1-Effective teachers tendto be aware of and
actively pursue goals. 2-The teaching is an intentional and reasoned act. 3-The vast majority of
teachers’ goals are, or should be, concerned either directly or indirectlywith their students’
learning. And 4-No teacher is effective in every aspect of theirprofession”.
Measurement of Teacher EffectivenessThis section explores those factors that make a teacher
effective. Recent researchreveals that must variation in overall school effectiveness is due to
class-room level Factors rather than school level factors. For these reasons if is important to try
to identify what makes an effective teacher
9.13. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teacher’s effectivness
2. Discuss the measurement of teacher’s effectiveness

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3. Discuss the roles and competencies required of teachers programme.

9.14. FURTHER READING
Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: InternationalInstitute for
Educational Planning, Paris 2004, Second edition, Page no. – 19-32 & 109-
Increasing teacher effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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UNIT –10
COGNITIVE FLEXIBILITY
STRCTURE

10.1. Learning Objectives

10.2.Introduction
10.3. A Cognitive flexibility
10.4.Teaching Functions
10.5. Teaching Function Concept
10.6. Presentation of New Content.
10.7. Guided Student Practice.
10.8. Independent Practice.
10.9. importance of over-learning:
10.10. Safety Nets and Individual Differences.
10.11. Independent practice for average and above
10.12. Planning for Differences.
10.13. Expectation of Success.
10.14. Uses of hardware and software
10.15.Assessment software
10.16.Reference software
10.17. Software
10.18. Characteristics of Attitudes Favourableness
10.19. Summary
10.20. Unit end excercises
10.21. Further reading

10.1. LEARNING OBJECTIVES

After reading this unit you will able to :
1. Expaain Cognitive flexibility of teachers
2. Expaainteacher teaching functions
3. Strategies for analyzing teacher behavior
10.2.INTRODUCTION
Basic learning needs aredefined in terms of the essential learning tools and the basic learning
content that peoplerequire in order to survive, to live and work with dignity, to improve the
quality of their lives,to make informed decisions, and to continue learning. But the quality of
ducation has beensuffering. Education for all is all very well, but good quality education for all is
another story.Teachers and the instruction they give their students are only two of a complex set
offactors that have an impact on student learning. One of the fundamental truths in education

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isthat the knowledge, skills, aptitudes, attitudes and values with which students leave school ora
particular teacher’s classroom are influenced to a great extent by the knowledge, skillsaptitudes,
attitudes and values that students possessed when they entered the school orclassroom. In
addition, the knowledge, skills, aptitudes, attitudes and values that studentspossess when they
enter a school or classroom are the result of some intricate and complexcombination of their
genetic composition and the environment to which they have beenexposed in their homes.In
addition to these genetic and environmental factors which are beyond the control ofany teacher,
teachers are powerless in terms of making learning occur; they cannot simplyopen up the tops of
their students’ heads and pour in the desired learning. The timulusresponsetheory has long been
dismissed as a viable theory for understanding the linkbetween teaching and learning (that is,
teachers teach (stimulus) and students learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers do? What exactly is the role of
the teacher in student learning?Teachers must create conditions that reduce the likelihood that
students will use theirveto power and increase the probability that students will put forth the time
and effort neededto learn what their teachers intend them to learn, that is the teacher
effectiveness.
10.3. A COGNITIVE FLEXIBILITY
teaching functions, uses of hardware and software;attitude towards profession, self and others,
teaching strategies, teacherindirectnessand classroom performance, Strategies for analyzing
teacherbehavior- Flauder’s interaction Analysis ategories(FIAC), Other evaluativescales of
teacher behaviors, Baroda General Teaching CompetenceScale(GTC) and Teacher Assessment
Batting(TAB)
Cognitive flexibility
Cognitive flexibility has been described as the mental ability to switch between thinkingabout
two different concepts, and to think about multiple concepts simultaneously. Despitesome

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disagreement in the literature about how to operationally define the term, onecommonality is that
cognitive flexibility is a component of executive functioning. Regardlessof the specificity of the
definition, researchers have generally agreed that cognitive flexibilityis a component of
executive functioning, higher-order cognition involving the ability to control one’s thinking.
Executive functioning includes other aspects of cognition, including inhibition, memory,
emotional stability, planning, and organization. Cognitiveflexibility is highly related with a
number of these abilities, including inhibition, planning and working memory.Thus, when an
individual is better able to suppress aspects of a stimulusto focus on more important aspects (i.e.
inhibit color of object to focus on kind of object),they are also more cognitively flexible. In this
sense, they are better at planning, organizing,and at employing particular memory
strategies.Researchers have argued that cognitive flexibility is also a component of
multipleclassification, as originally described by psychologist Jean Piaget. In multiple
classificationtasks, participants (primarily children, who have already developed or are in the
process of developing this skill) must classify objects in several different ways at once –
therebythinking flexibly about them.[12] Similarly, in order to be cognitively flexible they
mustovercome centration, which is the tendency for young children to solely focus on one aspect
of an object or situation. For example, when children are young they may be solely able to focus
on one aspect of an object (i.e. color of object), and be unable to focus on both aspects(i.e. both
color and kind of object). Thus, research suggests if an individual is centrated intheir thinking,
then they will be more cognitively inflexible.Research has suggested that cognitive flexibility is
related to other cognitive abilities, such asfluid intelligence, reading fluency, and reading
comprehensiondescribed as the ability to solve problems in new situations, enables fluid
reasoning ability.When one is able to reason fluidly, they are in turn more likely to be
cognitively flexible.Furthermore, those who are able to be gnitively flexible have been shown to
have theability to switch between and/or simultaneously think about sounds and meanings,
whichincreases their reading fluency and comprehension. Cognitive flexibility has also been
shownto be related to one’s ability to cope in particular situations. For example, when
individualsare better able to shift their thinking from situation to situation they will focus less
onstressors within these situations. In general, researchers in the field focus on development of
cognitive flexibility between the ages of three and five.However, cognitive flexibility has been
shown to be a broadconcept that can be studied with all different ages and situations.Thus, with

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tasks ranging from simple to more complex, research suggests that there is a developmental
continuum thatspans from infancy to adulthood.
Cognitive flexibility of teachers means it is their ability and a willingness to look at things ina
new light, to hold more than one conceptual framework in mind. Cognitive flexibility is
theability to shift thoughts or actions as demanded bu situational context.As teachers plymultiple
roles and responsibilities it is necessary for them to have cognitive flexibilities.Cognitive
flexibility is an executive function skill. The term executive function describes aset of cognitive
abilities that control and regulate other abilities and behaviors. Executivefunctions are necessary
for goaldirected behavior. They include the ability to initiate and stopactions, to monitor and
change behavior as needed, and to plan future behavior when facedwith novel tasks and
situations. Executive functions allow us to anticipate outcomesand adapt to changing situations.
The ability to form concepts and think abstractly are oftenconsidered components of executive
functionCognitive flexibility helps Teachers to Interpret information in multiple ways,
Change approaches,
Select a new strategy if the first one is not working.
Strategies
Use perspective-taking to increase reading comprehension.
Self-monitoring and checking can help students learn self-regulation.
Students need to know
1. What types of errors to look for,
2. How to check for these errors,
3. Exactly how to correct the errors.
4. To help learn these skills, executive functioning processes should be taughtfrom pre-K
through 3rd grade.
5. Example strategies:
COPS - check work for Capitalization, Organization, Punctuation, and Sentence structure.
SQ3R - Survey, Question, Read, Recite, Review is a strategy for studying from a text book.
Give teachers/students opportunities to
1. Initiate their own learning,
2. Lead the planning process before starting a task,
3. Engage in a group.

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The teacher should model executive functioning skills as a co-learner alongside

thestudent.However cognitive flexibility of teachers includes teaching functions, uses of
hardwareand software; attitude towards profession, self and others, teaching strategies, teacher
indirectness and classroom performance.
10.4.TEACHING FUNCTIONS
The term teaching functions refers to classroom experiences that serve to move students froma
lack of mastery to mastery in an academic content area. Descriptions of the most
effectiveteaching functions usually leave little doubt about the specific student learning experi-
encesfostered by the teacher’s behavior. Doyle (1985) noted that it is the instructional
functionserved (e.g., to increase guided practice), not the teaching behavior, that is most
importantRosenshine and Stevens’ (1986) synthesis of the research provides the following
summary statement on teaching functions: In general, researchers have found that when effective
teachers teach well-structured subjects,they
1. begin a lesson with a short review of previous, prerequisite learning.
2. begin a lesson with a short statement of goals.
3. present new material in small steps, with student practice after each step.
4. give clear and detailed instructions and explanations.
5. provide a high level of active practice for all students.
6. ask a large number of questions, check for student understanding, and obtain responsesfrom
all students.
7. guide students during initial practice.
8. provide systematic feedback and corrections.
9. provide explicit instruction and practice for seatwork exercises and, where necessary,monitor
students during seatwork.
The major components in systematic teaching include teaching in small steps (with
studentpractice after each step), guiding students during initial practice, and providing all
studentswith a high level of successful practice. Of course, all teachers use some of these
behaviorssome of the time, but the most effective teachers use most of them almost all the
timeGood and Grouws (1979) found that when teachers increased their emphasis on thefollowing
five teaching functions, their students achieved more than students of teachers whodid
notemphasize them.

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1. Check the previous day’s work and reteach where necessary.

2. Present new content or skills, proceeding rapidly but in small steps, while giving
detailedinstructions and explanations.
3. Have students practice the material while providing feedback and corrections.
4. Have students do independent practice.
5. Provide weekly and monthly reviews.
The presence of the teaching functions is important, but the timing and amount of timedevoted to
each function is also significant. For example, guided practice is important, butonly if it is
conducted at the right time and for long enough to ensure that the student errorrate is low before
engaging in independent practice. The timing and amount of each activitymust be related to its
effect on students.
10.5. TEACHING FUNCTION CONCEPT
The majority of teaching functions considered important by researchers have been
consolidatedinto the following five groups:
a) daily reviews and prerequisite checks,
(b)presentation of new content,
(c) guided student practice,
(d) independent student practice, and
(e) weekly and monthly reviews
Daily Reviews and Prerequisite Checks.
Typically, the effective teacher will initiate a lesson with a series of related activities that
willserve to
(a) review the material covered in the previous lesson,
(b) check on homework, and
(c) check on the prerequisite skills needed for the new content that will be covered in thelesson.
Daily reviews.
One of the most effective ways to initiate a lesson is to review the previous lesson by
presentingtwo or three problems that require a written response by all students. If these
problemsare on the screen, chalkboard, or worksheet in front of the students when they enter the
classroom, and if all the students are actively responding to the problems within the first
sixtyseconds of the lesson, a number of important things happen, including:

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1. A work-oriented tone is established. If a lesson starts with a long, rambling discourse bythe
teacher and passive participation by students, a very different tone may be set for thelesson.
2. Since the review problems cover material previously taught, the error rate should be low.This
means that most students will start the lesson on a successful note. Consistentdemonstrations of
success are one of the best ways to facilitate the development ofappropriate attitudes toward the
content and the instruction.
3. Since there are often class management problems associated with transitions betweenlessons,
and since some of these may have to do with factors outside the teacher’s classroom,the teacher
is in a good position to deal with problems if the majority of students are actively
engaged in responding to the review problems at the start of a lesson.
4. Most class management issues are usually associated with a few students who come toclass
without any interest in participating. If these students get the message within the first minuteof
class that they will be expected to participate and that the teacher will take the time tocheck on
them individually, then management problems will be reduced. Homework.There is lack of
consensus in the research literature on the importance of large amounts ohomework, but there is
some agreement on the importance of the following guidelines:
1. Requiring a session of at least fifteen minutes per night per subject is helpful.
2. The homework should serve to consolidate and review.
3. Students should not be encountering new material or have high error rates in
homeworkassignments.
4. Homework should be checked promptly.Prerequisite skills.One of the characteristics of a
master teacher is the appropriate treatment of prerequisiteskills. The master teacher knows what
new material is likely to be difficult for students andwhich prerequisite skills are important for
the successful introduction of new material. Ratherthan place students in remedial situations, the
master teacher will try to prevent errors and
misconcepts by making sure that the new material is introduced in small steps and thatstudents
demonstrate mas-tery of the critical prerequisite skills before starting the sequence ofsmall steps.
Prerequisite skills are typically considered at the start of a course of study and atthe begin-ning
of each lesson that introduces new content. Most effective teachers use acombination of group
and individual instruction. Group instruction can be very effective ifthe teacher assesses the
students at the beginning of the course to determine how the skillsthey bring to the class will

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match up with the course curriculum. The appropriatemanagement of prerequisite skills calls for
an in-depth understanding of instruction, curriculum, and student learning. Such understanding
does not come easily; it is characteristicof an individual who has made a major commitment to
the science and art of teaching.The prerequisites needed to ensure high levels of success in the
early stages of acquiring new knowledge include
(a) skills mastered to automaticity,
(b) problem-solving strategies, and
(c)gen-eral principles and concepts
1. Skills mastered to automaticity. One should not be teaching complex algorithmicprocedures,
such as long division, if students are struggling with the prerequisite facts insubtraction and
multiplication. Lessons in reading comprehension will have little value if theneeded decod-ing
skills have not been mastered.
2. Problem-solving strategies. Even the simplest of work problems requires the mastery ofstrat-
egies to determine what information is provided and what information is needed to solvethe
problems. Such strategies will be prerequisites for more advanced word problems.
3. General principles and concepts. Commenting on earlier research on the differencebetween
novice and expert problem solving in physics, Doyle (1985, p. 64) stated, "A teacherneeds
todescribe the connections between lessons, in order to build broad understandings of content
and place individual tasks within a wider context of understanding. In addition, a teacherneeds to
design tasks that require students to integrate information across individual lessonsand class
sessions." In the teaching of earth science, the convection cell is a concept thathelps explain the
movement of air in the atmosphere, the deep ocean currents, and the movement of magma inside
the earth. Once taught, the concept of the convection cell will beprerequisite knowledge to help
integrate information across several earth science topics.Doyle noted that the better problem
solvers possessed "domain-specific knowledge in the subject area" and could interpret problems
in terms of the underlying principles and concepts.
Reteaching.
Student errors should be minimal for daily reviews, homework checks, and prerequisite
skillchecks. All these activities involve previously taught material. If most of the students do
notdemonstrate mastery, reteaching should be conducted immediately. Certainly one would not

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want to introduce any new material if less than 80 percent of the class did not
demonstratemastery of importan prerequisite skills. It would be far better to spend the rest of the
classperiod teaching the prerequisite skills. Rather than place a large percentage of the class in
aremedial situation, it would be better to delay the new material a day so as to help ensureinitial
success once it is intro-duced. Because remedial nstruction is expensive in teacher andstudent
time, and destructive for the attitudes of both students and teacher there is noeconomy of time or
effort in the premature intro-duction of new material.
10.6. PRESENTATION OF NEW CONTENT.
Evertson, Emmer, and Brophy (1980), writing in the Journal of Research in
MathematicsEducation, reported that the most effective teachers spend about 23 minutes per day
on thepresen-tation of new material through demonstrations, discussions, and lectures. The
leasteffective teachers spend only eleven minutes per day on the same activities.The following
guidelines for presenting new material were prepared byRosenshine andStevens (1986, p. 381),
based upon their review of the research literature.
Clarity of goals and main points.
• State the goals or objectives of the presentation.
• Focus on one thought (point, direction) at a time.
• Avoid digressions.
• Avoid ambiguous phrases and pronouns.
Step-by-step presentations.
• Present the material in small steps.
• Organize and present the material so that one point is mastered before the next point isgiven.
• Give explicit, step-by-step directions (when possible).
• Present an outline when the material is complex.
Specific and concrete procedures.
• Model the skill or process (when appropriate).
• Give detailed and redundant explanations for difficult points.
• Provide students with concrete and varied examples.
Checking for students’ understanding.
• Be sure that students understand one point before proceeding to the next point.
• Ask the students questions to monitor their comprehension of what has been presented.

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• Have students summarize the main points in their own words.

• Reteach the parts of the presentation that the students have difficulty comprehending, eitherby
further teaching explanation or by students tutoring other students.
10.7. GUIDED STUDENT PRACTICE.
Guided student practice serves as a bridge between activities designed to present new
materialand independent student practice. The guided student practice is integrated into
activitiesdesigned to present new material. In math instruction, for example, guided practice
could involve having the student practice one or several steps in the algorithm used to solve a
singlecalculation or problem. In the more advanced stages of presenting new material,
guidedpractice could involve the presentation of several math problems and the associated
feedback procedures.Guided practice and independent practice represent different points on a
differentcontin-uum, so no absolute dividing point can be established to discriminate between the
tworelated activities. Guided practice should be conducted in small steps and should be intensely
supervised. It should prevent the development of consistent error patterns and
inappropriatepractices. This means that guided practice must be designed and implemented so
that errorsare identified and reteaching conducted immediately.
Hunter (1984), in discussing the importance of guided practice, stressed the need for studentsto
practice their new knowledge or skill under direct teacher supervision. Hunter furthernoted that
"New learning is like wet cement; it is easily damaged. An error at the beginningof learning can
be easily ‘set’ so that it is harder to eradicate than had it been apprehendedimmediately" The
research literature has consistently stressed the importance of appropriateamounts of guided
practice for all learners, but nowhere is this guided practice moreimportant than with low
achievers. It has been noted that "The important element seems to bethe provision of controlled
practice with positive teacher feedback" (Voelker Morsink, ChaseThomas, & Smith-Davis, 1987,
p. 292). The fact that certain members of the class willrequire more guided practice than others
suggests that each lesson should contain a certainamount of time in which the higher-achieving
students are working on independent practice,while the teacher is working closely with low-
achieving students on guided practice.The effectiveness of guided practice can be evaluated by
measures of student success in independentpractice. If students are at least 80 percent successful
when they begin thesubsequent independent practice, then guided practice has been appropriately
conducted.

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10.8. INDEPENDENT PRACTICE.

In learning a new skill or concept, the students progress through two phases: acquisition
andconsolidation. Teaching activities designed to support the presentation of new content
andguided student practice contribute to the acquisition phase; activities concerned with review
and indepen-dent student practice contribute to the consolidation phase. The transition from
guided practice to independent practice should not occur until studentsare at least 80 percent
successful in their guided practice. The independent practice shouldcon-tinue past the point at
which the student is 100 percent successful. Independent practice should continue until the use of
the skills becomes automatic.
Samuels (1981) identified two levels of independent practice: a unitization level and an
automaticitylevel. At the unitization level, the students are integrating their skills with
previousknowledge. They make few errors, but learning is not easy; they usually get the right
answer with a considerable investment of effort. At the automaticity level, the students
areperforming the skills successfully, easily, and ithout having to think through the stepsinvolved
in performingthe skill. When the automaticity level has been reached, the skill has been
overlearned. Rosen-shine and Stevens (1986) made the following observation with regard to the
teacher education.
10.9. IMPORTANCE OF OVER-LEARNING:
Overlearning is particularly important for hierarchical materials such as mathematics and
elementaryreading. Unless there is overlearning to the point of automaticity, it is unlikely thatthe
material will be retained. Furthermore, hierarchical material requires the application ofprevi-
ously learned skills to subsequent new skills. The advantage of automaticity is thatstudents who
master the material can then concentrate their attention on learning new skills orapplying the
skills to new situations. For example, automaticity of decoding skills frees the students’ attention
for comprehension, just as automaticity of imputation frees the students’attention for mathe-
matical problem solving
Weekly and Monthly Reviews.
There are two types of reviews: (1) daily reviews and (2) weekly and monthly reviews.
Aspreviously discussed, daily reviews facilitate the introduction of new content. The weekly
andmonthly reviews are designed to ensure that content previously mastered is not forgotten.

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Good and Grouws (1979) noted that effective teachers were devoting between 15 and 20percent
of instructional time to weekly and monthly reviews.A weekly comprehensive mastery test can
serve the dual purpose of reviewing material andproviding a valid measure of student progress
for grading purposes. A test that diagnoses howmuch material a student is retaining is also
providing the teacher with feedback on the qualityof instruction. If certain skills are consistently
giving large numbers of students problems onmas-tery tests of retention, the teacher must
reexamine the instructional presentation and student prac-tice activities that were associated with
the acquisition and consolidation of theskillAdjusting Resources.
The point has been made by Rosenshine and Stevens (1986) that all teachers will at sometime
use all the important teaching function skills. The effective teacher is the individual whouses the
skills in the right amount at the right time, in response to student needs.Individualized instruction
is not primarily concerned with the physical individualization ofthe instructional setting; rather,
it stresses the monitoring of students as individuals to ensurethat instruction, whether in group or
individual settings, is consistent with their needs.
Noli (1980) noted:Student engagement rates are higher when students are involved in
moreacademic interac-tion with the instructor. Engagement rates are higher in a group setting
thanduring indepen-dent seatwork. Engagement rates are higher when students receive more
monitoring or help from an instructor .The teacher has to balance the facility of group settings to
ensure high engagement with thefacility of individual settings to match instruction to different
student needs. The morediverse the entering skills of students, the more difficult the balancing
process will be conduct.
10.10. SAFETY NETS AND INDIVIDUAL DIFFERENCES.
Individual differences certainly give rise to management problems. There seems to be
awidespread misconception that all individual differences come from the individual student.
Infact, the breadth of individual differences is a function of both the contributions of the
individual and the quality of instruction. An educational system should not be repressing the185
deficits in a timely manner.
10.11. INDEPENDENT PRACTICE FOR AVERAGE AND ABOVE
average students. Additional guided practicefor low achievers.Block (1980) called for more
emphasis on a "self-correcting system of schooling." He notedthat many existing practices are
"error-promoting" and require that Educators must givespecial attention to a wider range of

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learner management problems. They must, for example,individualize" their instruction in the
face of unnecessarily wide
ranges of individual differences in students’ readiness to learn. This typically entails
redoingportions of their predecessors’ jobs as well as trying to do their own .The message is
clear. All teachers must make certain they have a systematic set of classroompractices that
ensure that errors are detected and reteaching conducted in a timely manner.
Such detection and reteaching will
1. Reduce future classroom management problems by reducing unnecessary individual
differences;
2. Promote student achievement and more positive student attitudes by providing moreconsis-
tent demonstrations of success;
3. Provide a more effective working environment for colleagues receiving the students.
Daily Safety Nets.
A safety net has two components: error detection and reteaching. A daily safety net can
beestablished by ensuring that every lesson is ystematically planned so that errors can bedetected
and reteaching conducted based on these errors. For example, in the lesson structure
shown in Table, there is an opportunity for error detection and eteaching in Segment1. Evenmore
important will be the error detection and eteaching that occurs in Segments 2 and 3. Ifmore than
20 percent of the class experience difficulty with the introduction of new content,reteaching
should be conducted immediately. If only a few students are experiencingproblems, the teacher
may note the students. During Segment 3, the teacher will be free toprovide additional guided
practice with these few children, while the others workindependently on repared seatwork activ-
ities. With such a safety net, even the students who
have major problems will receive reteaching that addresses their needs within the same
lessonthat the problems were detected.The maintenance of daily safety nets does not come
easily. It requires a mobile, alert teacher,constantly monitoring the high-risk students. Also
necessary are well-prepared practicematerials that will provide eaningful experiences for the
majority while the teacher spends
time with stu-dents in difficulty during the last part of each lesson. The quality of the
salvageprogram will be consistent with the physical and cognitive energy expended by the
teacher.

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Weekly and Monthly Safety Nets.

As noted earlier, the more effective teachers systematically set aside 15 to 20 percent of
theallocated time for weekly and monthly reviews. In the study conducted by Good, Grouws,and
Ebmeier (1983), one day each week (usually Monday) was set aside for weekly andmonthly
reviews. For three of these review days each month, the teachers emphasized thecontent covered
in the previous week. On one day each month, the teachers emphasized thecontent covered dur-
ing the previous month. If each of these review days is initiated by adiagnostic test of the content
covered during the previous week or month, the test itself will
serve as a review, and the teacher will have the information needed to conduct reteaching forthe
remainder of the lesson. If major problems are encountered, the teacher may continue
thereteaching into the next lesson. By keep-ing track of the problems encountered during the
weekly reviews, the teacher will be able to develop well-targeted diagnostic tests for themonthly
reviews.
10.12. PLANNING FOR DIFFERENCES.
Some students require more practice than others (Block, 1980). One strategy for varying
theamount of practice is to prepare three parallel sets of practice examples for each
lesson.Although each set of examples is different, each covers the same concepts at the same
levelof ifficulty.
The practice of preparing three parallel sets of examples will accomplish two
importantobjectives. First, it facilitates a successful transition from guided to independent
practice. Theprobability of success in dependent practice will increase, because the same
problem typeswill have been encountered and practiced during the preceding guided practice.
Second, thosestu-dents in need of extra practice will receive it, with examples that emphasize
conceptualunder-standing rather than rote learning. Repeated practice with the same set of
exampleswould emphasize rote learning.

10.13. EXPECTATION OF SUCCESS.

The research literature has noted that effective instructional programs are characterized by
anexpectation of success, which can be facilitated
1. The teacher confidently and briskly presents a carefully validated sequence of instruction.

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2. The students experience recurring demonstrations of success, particularly in the initialstages of

learning a skill.Effective teachers have been described as "those who almost neveruse criticism;
they have and communicate high expectation; present task-oriented instruction,
reinforce on-task behavior, and use high rates of the contingent praise" (Voelker Morsink,Chase
Thomas, & Smith-Davis, 1987, p. 291). In essence, the critical attributes of a classroom climate
that has an expectationof success include:
1. Proven successful curriculum sequences and teaching methods
2. Consistent success experiences
3. Consistent and timely recognition of student success.
Compromises and Reality.
Brophy (1987) summarized one of the realities of teaching as follows:
The total instructional program will be a compromise constructed in the belief that it willallow
the teacher to meet more of the needs of more of the students than any of the
feasiblealternatives–it will not be an ideal program that continually meets each individual
student’sneeds. The need to accept compromises by trading off classroom management
benefitsagainst costs in instructional quality and efficiency increases in relationship to the size
andheterogeneity of the class [p. IV-123].
Lightfoot (1983), in her analysis of the characteristics of effective secondary schools, notedthat a
concern for the weakest members of the school community was a characteristiccommon to the
effective schools she observed. It is important that safety nets and similarstrategies be inte-grated
and accepted instructional components as teachers confront thecompromises and realities of
teaching. Such demonstrated concern for the weaker membersof the school community creates a
beneficial affective and academic climate for all.

10.14. USES OF HARDWARE AND SOFTWARE

Technology in the classroom has come a long way, not only for the students, but for
theirteachers, as well. A vast array of products can now be found to aid a teacher in their
struggleto keep students interested. Teachers are opting for more control in their classrooms by
embracing these new advances and are seeing a difference in their students' ability to
retaininformation, resulting in a higher level of success in the classroom. Teachers will no
longerfeel as though their classrooms are being controlled by the technologies meant to be

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helping their students; they, themselves, now have many options to choose from in the fight for
theirstudents' attention and success.Software is a general term used to describe a collection of
computer programs, procedures, and documentation that perform some task on a computer
system. Practical computer systemsdivide software systems into three major classes: system
software, programming software,and application software, although the distinction is arbitrary
and often blurred. Software isan ordered sequence of instructions for changing the state of the
computer hardware in aparticular sequence. Software is typically programmed with a user-
friendly interface thatallows humans to interact more more efficiently with a computer
system.Hardware is best described as a device, such as a hard drive, that is physically connected
tothe computer or something that can be physically touched. A CD-ROM, computer
displaymonitor, printer, and video card are all examples of computer hardware. Without
anyhardware, a computer would not function, and software would have nothing to run on.
Hardware and software interact with one another: software tells hardware which tasks itneeds to
perform.
There are several differences between computer hardware and software.
Hardware and Accessories for the classroom teacher
Apple laptop computer with built-in camera and wireless connectivity (portability);SuperDrive
(CD/DVD playing and recording); digital camera (publishing); thumb drive(quick storage and
information transfer); printer (hard copies); projector (presentation).
Flat Screen monitor -- it doesn't have to be huge!
Good quality printer -- preferably a laser black and color photo. HP is my brand all theway.
CD/DVD RW drive(s)
Plenty of USB ports -- about 10!!
Scanner
Digital camera of good quality --
External storage -- an external hard drive to back up data (essential with all we aresaving
digitally these days). That has saved me several times from loosing valuable andirreplaceable
stuff.
Portable storage -- USB flash drive, 2 GB minimum.

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Palm or other handheld device to keep schedules, dates, reminders, and store pictures
andmusic. I went the "low end" price route and use a Tungsten Palm from work. I
wouldpurchase my own if I didn't have that one.
Smart board or Smart Airliner, with projection unit for classroom use. In our school,
weconnect them to our TV system and a VCR and have everything through one computer.
CPS (classroom performance system) also for classroom use. If I were in the classroomfull
time I would use it daily to monitor understanding and progress on goals I wasresponsible for
achieving that day/week
Hardware
Nature Hardware is physical in nature. Software is logical in nature.
digital camera with video capabilities
iPod with a recorder
lcd projector(s)
a decent screen to project on
Types software
Courseware Courseware is a term that combines the words 'course' with 'software'. Its meaning
originallywas used to describe additional educational material intended as kits for teachers or
trainersor as tutorials for students, usually packaged for use with a computer. The term's meaning
and usage has expanded and can refer to the entire course and any additional material whenused
in reference an online or 'computer formatted' classroom. Many companies are using theterm to
describe the entire "package" consisting of one 'class' or 'course' bundled together with the
various lessons, tests, and other material needed. The ourseware itself can be indifferent formats,
some are only available online such as html pages, while others can bedownloaded in pdf files or
other types of document files. Many forms of educational technology are now being blended
with the term courseware. Most leading educationalcompanies solicit or include courseware with
their training packages.
Classroom aids
See also: Interactive whiteboardSome educational software is designed for use in school
classrooms. Typically such softwaremay be projected onto a large whiteboard at the front of the
class and/or run imultaneouslyon a network of desktop computers in a classroom. This type of
software is often calledclassroom management software. While teachers often choose to use

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educational softwarefrom other categories in their IT suites (e.g. reference works, children’s
software), a whole category of educational software has grown up specifically intended to assist
classroomteaching. Branding has been less strong in this category than in those oriented towards
homeusers. Software titles are often very specialized and produced by various
manufacturers,including many established educational book publishers.
10.15.ASSESSMENT SOFTWARE
With the impact of environmental damage and the need for institutions to become
"paperless",more educational institutions are seeking alternative ways of assessment andtesting,
which has always raditionally been known to use up vasts amount of paper. Assessment software
refers to software with a primary purpose of assessing and testingstudents in a virtual
environment. Assessment software allows students to complete tests andexaminations using a
computer, usually networked. The software then scores each test transcript and outputs results
for each student. Assessment software is available in variousdelivery methods, the most popular
being self-hosted software, online software and hand-heldvoting systems. Proprietary software
and open-source software systems are available. Whiletechnically falling into the Courseware
category (see above), Skill evaluation lab is anexample for Computer-based assessment software
with PPA-2 (Plan, Prove, Assess)methodology to create and conduct computer based online
examination. Moodle is anexample of open-source software with an assessment component that
is gaining popularity.Other popular international assessment systems include QuestionMark,
EvaluNet XT andQuestBase.
10.16.REFERENCE SOFTWARE
Main article: Reference software Many publishers of print dictionaries and encyclopedias have
been involved in the productionof educational reference software since the mid-1990s. They
were joined in the referencesoftware market by both startup companies and established software
publishers, most notably Microsoft.The first commercial reference software products were
reformulations of existing content intoCD-ROM editions, often supplemented with new
multimedia content, including compressed video and sound. More recent products made use of
internet technologies, to supplement CDROMproducts, then, more recently, to replace them
entirely.Wikipedia and its offspins (such as Wiktionary) marked a new departure in
educationalreference software. Previously, encyclopedias and dictionaries had compiled their
contents onthe basis of invited and closed teams of specialists. The Wiki concept has allowed for

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thedevelopment of collaborative reference works through open cooperation incorporatingexperts

and non-experts.Custom platforms Some manufacturers regarded normal personal computers as
an inappropriate platform forlearning software for younger children and produced custom child-
friendly pieces ofhardware instead. The hardware and software is generally combined into a
single product, such as a child laptop-lookalike. The laptop keyboard for younger children
follows analphabetic order and the qwerty order for the older ones. The most well-known
example areLeapfrog products. These include imaginatively designed hand-held consoles with a
variety of pluggable educational game cartridges and book-like electronic devices into which
avariety of electronic books can be loaded. These products are more portable than generallaptop
computers, but have a much more limited range of purposes, concentrating on literacy.
Corporate training and tertiary educationEarlier educational software for the important corporate
and tertiary education markets was designed to run on a single desktop computer (or an
equivalent user device). In the years immediately following 2000, planners decided to switch to
server-based applications with ahigh degree of standardization. This means that educational
software runs primarily onservers which may be hundreds or thousands of miles from the actual
user. The user onlyreceives tiny pieces of a learning module or test, fed over the internet one by
one. The serversoftware decides on what learning material to distribute, collects results and
displays progressto teaching staff. Another way of expressing this change is to say that
educational software morphed into an online educational service. US Governmental
endorsements and approvalsystems ensured the rapid switch to the new way of managing and
distributing learningmaterial.
See also:
SCORM
Virtual learning environment, LMS (learning management system)
Web-based training
Specific educational purposes
Educational software for learning Standard Chinese using Pinyin.
There are highly specific niche markets for educational software, including:
teacher tools and classroom management software(remote control and monitoring software,
filetransfer software, document camera and
presenter, free tools,...)

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Driving test software

Interactive geometry software
Language learning software
Mind Mapping Software which provides a focal point for discussion, helps makeclasses more
interactive, and assists students with studying, essays and projects.
Notetaking (Comparison of notetaking software)
Software for enabling simulated dissection of human and animal bodies (used inmedical and
veterinary college courses)[4]
Spelling tutor software
Typing tutors
Medical and healthcare educational software
Some operating systems and mobile phones have videogames to teach users how to use
thesystem. A notable example is Microsoft Solitaire, which was developed to familiarize
userswith the use of graphical user interfaces, especially the mouse and the drag-and-drop
application sets added to them, a variety of softwaremanufacturers, especially Linux
distributions, have sought to provide integrated platforms forspecifically education.
Essential or Invaluable SoftwareApples pre-installed software package provides the essentials for
any classroom teacher(iLife and iWork). Beyond that I would add a grading program and mind
mapping software (Inspiration)
Office Professional -- Yes I use Access a lot and I need the full features of otherprograms. I
prefer XP.
Good photo software -- Ive been using Microsoft Digital Photo Suite, but I understandtheyre
no longer making it.
"Photostory 2 -- comes with service pack 2.
Inspiration
Smart Notebook
a United Streaming subscription -- BIG with educators now.
10.17. SOFTWARE
Kidspiration, Inspiration: We use those all the time. Theyre great brainstormingtools as well as
nice ways to organize facts, present knowledge. Theyre very popularwith the kids because the
applications are so versatile.

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Kid Pix, Tux Paint: I love Kid Pix. We create, record voices, make slideshows. TuxPaint is a
nice free application that the kids can download at home and it's a changefrom Kid Pix here at
school as it has different features.
Open Office or Microsoft Office: Word for word processing, Excel for
spreadsheets,PowerPoint for certificates, slideshows, outlines.We learn formatting, how to
gettoolbars, how to "dress up" a paper or a presentation.
Type to Learn: For 3rd grade, I teach keyboarding the first three weeks of school,every day for
45 minutes. Then, every week, the kids review for 15 minutes beforeour regular lesson. By the
end of third grade, they are touch-typing with keyboardcovers (no peeking!) quite well.
Google Earth, along with ePals, allow our students to experience their world, learnabout
different cultures, and see for themselves the vast differences and similaritieswe have with
people everywhere.
Google Sketchup: My kids love that free application. It has great tutorials and is easyenough
for even young kids to feel successful.
Scratch is popular because it has easy to follow tutorials, is free, and is FUN! Greatearly
programming app.
Stationery Studio: I use it for students to write letters. We sometimes send get-wellletters to
absent classmates or staff members. It allows the kids to choose whichtemplate they want, so it
can be customized easily. I also use it to print sheets forstudents who need to remember how to
log on to the computer, as it can be used topractice handwriting and letters.
Image Blender is nice because it allows students to edit and have fun with digitalphotos. They
can put a cool frame around their photos, or curl the edges, or draw on
it. It's a great application to resize photos. It also comes with a nice instruction bookletwith good
ideas to get the kids started.
Specific Software and Hardware for Teaching
Macromedia Captivate: It quickly creates interactivesimulation and
softwaredemonstration
Creative zen micro 8 GB: For use in classes, to record lectures, meetings or any otherelse and
then post it for use in website (pod casting)
Kurzwell 3000 read only:This a programme to convert text material into e text.

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DRAGON naturally speaking preferred:It is a voice recognition software that worksin

allwindow based application including internet explorer. It allows the users tospeak oute mail,
word documents and manipulate the computer.
Inspiration: It is a toolthat the teacher /students utilize to plan, research and complete projects
successfully.With integrated diagrammes and outline view sthey can creategraphic organizersand
expand topics into writings.
Zoomtext :It is a screen enlarger. It enlarges everything on screen.
Most essential hardware and softwares for Teachers
Interactive whiteboard. These devices use eBeam or SMART Board technology thatgives
teachers a digtal platform to write notes and project them onto a whiteboard forlectures that can
be saved and downloaded later for students.
Document camera scanner. Among the most popular is the Elmo series, whichintegrates with
an interactive whiteboard to display scanned media, class notes andpresentations.
Tablet charging stations. With more schools buying iPads, Kindles and other tabletsfor student
use, it’s important that classrooms be equipped with charging stations thatallow several tablets to
be plugged in at a time. Cost is $80 and up at electronic storesand online retailers.
Attendance tracker. One of the most versatile programs is owerSchool, which letsteachers track
student attendance, assignments, grades and more. The results can beosted for parents to view at
home. Fee-based with free apps for parents and students.Moderately priced: you might be able to
afford these out of your own pocket
Digital camera. A plethora of simple low-priced cameras are available at manyretailers.
Teachers can use them to quickly capture and digitize written content orcreate photo projects
with students. Cost is $10 and up.
Portable flash drive. These devices are widely available and are great for storing andmoving
digital data including documents, photos, music, videos and even PowerPointpresentations
between devices. Cost is about $8 for smaller-capacity drives (up to 4gigabytes) and $25 and up
for higher-capacity drives (32 GB or more).
Universal remote. These are very handy to control a variety of classroom gadgets mincluding
televisions, DVD players, cameras and even some whiteboard projectors.Cost is $15 or less.
Free: These have no fees but will require taking time to learn

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Video lessons. This software allows teachers to create lessons on video usinginteractive
whiteboard technology. An example is Edureations, which works with aniPad or the through the
company website. Free.
Video streaming/Web conferencing. Among the best streaming content services forclassroom
use is SchoolTube, which focuses on educational content withoutcommercials. Skype is one of
the easiest-to-use Web conference programs and allowsmultiple users. Free.
Private group texting. A great way to send students, and their parents, remindersabout
assignments coming due or upcoming tests is to use Remind101. This Webbasedprogram allows
registered users to receive texts, but not reply to them. Free,but registration is
required.Technology in the classroom takes many forms from simple to complex. But in the end,
it’show teachers use that technology to engage students in the learning process that’s
mostimportant.
10.18. EDUCATIONAL SOFTWARES
Math --Practice programs for basic numeracy and literacy skills, Algebra, geometryand
trigonometric software, freeware logic puzzle, software companies that produceseducational
products.
Science Software for use as a teaching tool on the Internet, science animations todownload,
interactive multimedia courses.
Education Management and Administration -- Databases and record keepingsoftware, software
for gradebooks and scheduling, server-end software with webbasedclient for administration at
the school district level.
Special Education -- Software for adults or children with language, cognitive ordevelopmental
disability, autism and other special needs, peech and language therapysoftware
Pre-school software early-learning software that teaches and entertains, Software forearly
literacy skills which promotes open-ended activities.
Teachers Help Software for gradebooks, lesson planners, test authoring tools,worksheet and
puzzle software.
Languages Foreign language training software.
Typing Touch-typing tutors (shareware, freeware), typing tutor with games, reviewsof
freeware and shareware touch-typing tutor Computers for Kids and Teens

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Computers K-12 Internet research tools, a computer dictionary, tutorials for newusers, young
adult networks.
Computer Games (K-12) History of video games, review of computer games, list oflinks for
computer games.
Graphics Graphics for web pages including headings, buttons, arrows, and other pageelements,
clipart, backgrounds for use as monitor backgrounds.
Summer Camps day camps and sleep over camps for computer programming,computer
graphics, video game design.
Internet Guides to get started on the internet,
Web Page Design Provides resources for teen web developers, including tutorials in
HTML, JavaScript and C++.
Computers as Tutors
W3 Schools -- At W3Schools you will find all the Web-building tutorials you need, frombasic
HTML and XHTML to advanced XML, Multimedia and WAP.MIT's OpenCourseWare -- a free
and open educational resource for faculty, students, andself-learners around the world.Go Math -
- Interactive online tutorials -- Algebra, Geometry, SAT Prep.Math Resources - Tutorials,
Formulas, Directories-Contains a large number of online mathtutorials.
Scientific Notation Tutorials - Learn the basic principles of scientific notation. Convertstandard
numbers to scientific notation.Mass Volume, Density Tutorials -- Learn to use a triple-beam-
balance and calculate the density of solids and liquids.Englishpage.com - Free online English
lessons & ESL / EFL resourcesHuman Anatomy Online -- Good content but has a lot of
ads.Online Spanish Teacher--Thanks to this revolutionary advance in education you can
nowlearn Spanish one-to-one from anywhere in the world that has access to a broadband Internet
connection.Spanish Practice-- Practice Spanish Online is an informed, thorough and up-to-date
review ofthe main online Spanish learning resources available.teaching strategies, teacher-
indirectness and classroom performance,Teachers’ Attitude towards profession, self
thersTeaching being a dynamic activity requires a favourable attitude and certain
specificcompetencies from its practitioners. Teachers’ proficiency depends on the attitude
shepossesses for the profession. The positive attitude helps teacher to develop a
conductivelearner friendly environment in the classroom. This also casts a fruitful effect on
learning ofthe students.The teacher’s roles and responsibilities have found extension outside

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theclassroom. The implementation of educational policies, transaction of curricula and

spreadingawareness are the main areas which keepteacher in the forefront. Changing times have
addednew dimension to this profession, which requires specified competencies and right
attitude.Behaviour, attitude and interest of teacher help in shaping the personality of the
studentWhat is Attitude?
Attitude is a tendency to react in a particular manner towards the stimuli (Anastasi,1957).It isa
dynamic entity which is subject to change. It is a deciding factor of the teacher’sperformance.
Attitude is defined as a state of readiness shaped through the experience andinfluences the
response of individual towards the stimuli. It is precursor of the behaviour andvaries from
favourable to unfavourable through neutral. Attitude is made up of threecomponents affective,
behavioural and cognitive hence acts as a yardstick of the individual mbehaviour (Feldman,
1985).Factors which bear influence on the attitude of the teacher are thedomestic environment,
family background, ocioeconomic background, beliefs andeducational institutes etc.
Teachers’ attitude towards ProfessionDevelopment of positive attitude towards profession helps
in developing creative thinkingand motivating eacheras someone who causes learning to take
place; someone who impartsknowledge, skills, attitudes and values to a group of learners. A
teacher can be viewed as theprofessionally trained person, who imparts the necessary skills,
guide, and facilitate learninghence learning cannot take place without a train professional that is
the teacher. Teaching is the profession which comprises activities towards starting, directing,
facilitating, and mrealising the learning process in individuals in line with a certain objective.The
person executing these activities is the teacher . The teacher is the indispensablecomponent of
the education system. No matter how well educational or instructionalobjectives are established,
no matter how functional the content of the subject is selected andorganized, it is impossible to
achieve the desired results from education unless they areperformed by teachers with those
objectives and insights .Professionalisation in any field ofhuman endeavour has a well-defined
processesand procedures or requirements such as soundtraining and of course licensed, before
one becomes eligible to practice and professionalismremained a very fundamental to the quality
of service offered by the field in its contributionto societal development.The term profession is
described as a set of activities which areperformed to produce goods or services for the public
interest and to earn money in turn,based on some systematic knowledge and skills acquired
through some certain training, andwhose rules are established by the society . In this sense, when

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regarded as a social institution and a system, education has some major components including
students, teachers curriculum, administrators, educational experts, educational technology, and
both physicaland financial sources. Among them the teacher is the most critical
componentFurther explain that, the rofession of teaching is dealt with and defined from different
aspects(i.e. teachers’ role expectations, where and how they should be trained, qualifications
theyshould have, the characteristics of a good teacher etc.). ttitude towards teaching
professionAttitude plays an important role in determining people reactions to particular
situations.Attitude is a predisposition to respond favourably or unfavourably to an object, person,
orevent .
It is Defined as “a mental and neural state of readiness, organized through experience,exerting a
directive or dynamic influence upon the individual’s response to all objects andsituations with
which it is related Other researchersdefine attitude as a positive or negative emotional reaction
toward a specific situation. Assertthat Attitudes are evaluation; positive or negative statement
about objects, people or events.Thus the successful attainment of the teacher training goal of
providing season professionalsto cater for the manpower need of the education system depends
strongly on the students’attitudes towards the profession. It is believed that if students’
perception towards theprofession is negative, it is likely that, the teacher training goal of
providing seasonprofessionals will not be realised. Maintainedthat, the teacher’s attitude is an
important variable in classroom application of new ideas and novel approaches to instruction.
Therefore attitude is one of the main factors that determinethe success of any programmeWhen
easksomeone about her/his attitude towards something, say her/his job, we areprimarily
interested in finding out how s/he feels about her/his job and, in particular, whethers/he likes or
dislikes her/his job. Attitudes have been defined in a number of ways. Thesimplest definition is
that, it is a feeling for or against something (Remmers, Gage & Rumme l 1960, p. 67). According
to Britt (1958, p. 52),it is a mental set of response. Fishbein (1967,p.12) defines it as a mental
disposition of the human individual to act for or against a definiteobject. Allport (1935, p.34)
defines it as a mental and neural state of readiness, organized through experience, exerting a
directive or dynamic influence upon the individual’s responseto all objects and situations with
which it is related. Thurstone (1946, p. 39) has defined mattitude as the degree of positive
ornegative affect associated with some psychological object. By a psychological object, he
means any symbol, phrase, slogan, person, institution, ideal oridea towards which people can

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differ with respect to positive or negative affect. A particularjob, for example, may be a
psychological objecIn the literature of psychology, the terms ‘affect’ and ‘feeling’ are used
interchangeably. Anindividual who has associated positive affect or feeling with some
psychological object issaid to like that object or to have a favourable attitude towards the object.
An individual whohas associated negative affect with the same sychological object would be said
to dislikethat object or to have an unfavourable attitude towards the object. The above definitions
show that an attitude is a preparation or readiness for response. It is incipient rather than overt
andconsummatory. It is not behaviour, but the pre-condition of behavior.
10.19. CHARACTERISTICS OF ATTITUDES FAVOURABLENESS
Favourableness is the degree to which a person is for or against a psychological object.
Thisdimension determines the direction of attitude. A person may have positive or
negativeattitude. S/he may like or dislike an object. S/he may approve or disapprove certain
practices.When people say that family planning is a must,it indicates their favourable
attitude.IntensityIntensity refers to the strength of the feeling. How strongly a person feels about
something,reveals the strenth of her/ his feeling. For example, Reeta disagrees with
coeducationsystem, while Sita strongly disagrees with it. It can be inferred that Sita’s feelings
are stronger against co-education system. Moreover, two people may have attitudes of
equalintensity, but their direction may differ. Mohan strongly approves reservation policy,
whileRohan strongly disapproves it. Intensity is equal but in opposite direction. The
morefavourable or unfavourable an attitude, the more intense it is. However, people who
areneutral in their feelings have the least intense attitudes.
Salience
Salience means how freely or spontaneously an individual expresses his attitude. It is
thereadiness or promptness with which the individual gives vent to her/his feelings. A personmay
express her/his attitude freely towards caste system or rising prices, but may not express
her/his attitude about sex. Salience is affected by cultural permissiveness.
Attitudes are acquired
Attitudes are not inborn or innate. They are not inherited by the individual but are acquiredby
her/him during the growth process. At the time of birth, the child does not inherit anypreference
for food, but as s/he grows s/he develops positive and negative attitudes towards

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certain types of foods.Attitudes are more or less permanentAttitudes, once acquired, become
permanent. They are lasting and enduring. They becomestable over a period of time. Since they
are more or less permanent, an individual’s futurebehaviour can be predicted on the basis of
her/his attitudes.
Attitudes involve subject object relationshipAttitudes are not formed in vacuum. They are always
formed in relation to some person,object or situation. Attitudes involve affective, cognitive and
action componentsAffectiverefers to feelings, cognitive to knowledge and action to
predisposition. A person will havesome idea or knowledge about psychological object; will also
have feelings towards it and
predisposition to act positively or negatively. nAttitudes are inferred Attitudes of a person cannot
be known directly because s/he will not expressthem frankly.Attitudes therefore, can be inferred
from individual’s actions, behaviour or words. ‘Teachingis a profession’ is not as important an
issue as important is this that ‘Teachers areprofessionals’. Maximum problems related to
teaching-learning can be handled safelywithout giving too much financial inputs, if teachers
possess healthy professional attitude. InIndia, teaching is the third largest workforce; thus a large
number of people enter in thisprofession. Lack of professional attitude among this group has
made it difficult to ensureuniform standards. The increasing demand for professional service
with quality has put theonus on the teaching profession to be responsible and more accountable
to the needs andconditions of service. Due tolack of professional attitude among teachers,
continuous and adequate efforts are not made to recognise the best ideas in time, practice and
role in actionfor self renewal and sustenance.Teachers have to carefully understand the new
prominentcharacteristics of professional modern age viz. scientific temper, objectivity,
achievementmotivation, merit excellence and faith in change. The teacher who will have a
healthyprofessional attitude will not act in a manner that will bring bad name to herself/himself
or her/his profession. S/he is proud of the fact that s/he belongs to this profession. S/hewill
always conduct herself/himself in a dignified manner. The professionals will not wait for
or allow regulation of their professional work by others. They will regulate their
conductthemselves. Remuneration is not considered as important as to overshadow the sense
ofsatisfaction which a good professional gets when s/he has done the work as it ought to have
been done.Merriam-Webster’s defines professionalism as a “set of attitudes and behaviors
believed to be appropriate to a particular occupation”(6). A recent white paper on

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professionalismdefined it as “the activedemonstration of the traits of a professional”Structural

attributesof professions andprofessionals include:
• specialized body of knowledge and skills
• unique socialization of student members
• licensure/certification
• professional associations
• governance by peers
• social prestige
• vital service to society
• code of ethics
• autonomy
• equivalence of members, and
• special relationship with clients.Attitudinal attributes of professionals were described as:
• use of the professional organization as a major reference,i.e., using professional colleaguesas
the major source ofprofessional ideas and judgments in practice
• belief in service to the public, i.e., one’s professional practice is indispensable to society
andbenefits the public
• belief in self-regulation, i.e., one’s peers are the best qualified to judge one’s work
• sense of calling to the field, i.e., dedication to the profession regardless of extrinsic rewards
• autonomy, i.e., one can make professional decisions without external pressures from
clients,non-professionals, andemployers.
As stated in several of the definitions above, professionalismis omprised of attitudes
andbehaviors. Attitudes are often described and measured because of their relationship
tobehaviors. Psychological literature of the 1970’s purported a “theoryof reasoned action”which,
in simplified terms, states that one’sbeliefs shape one’s attitudes which in turn can
predict one’sbehavior toward which the belief and attitude are directed(21).Fishbein
definedbeliefs as “hypotheses concerning the nature ofan object or class,” attitudes as
“learnedpredispositions torespond to an object or class of objects,” and behaviors as“actions in
response to an object or class of objects”(22). Tocontrast these definitions to those from anon-
psychologicalreference, a belief is defined as “a state of mind or habit inwhich trust orconfidence
is placed in some person or thing,”an attitude is defined as “a mental position,

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feeling or emotionwith regard to a fact or state,” and behavior is defined as “themanner

ofconducting oneself” (6).To extrapolate these definitions to those of professionalattitudes
andbehaviors, a professional attitude could bedefined as a predisposition, feeling, emotion, or
thought thatupholds the ideals of a profession and serves as the basis forprofessionalbehavior.
Professional behavior can also bedescribed as “behavioral professionalism” —
behaving in amanner to achieve optimal outcomes in professional tasks
andinteractions(23).Specific attributes of behavioral ofessionalismhave been described and will
be discussedfurtherbelow(24). These definitions of professional attitudes andbehaviors can serve
as thebasis for helping us to determine thecomponents of these concepts.These are some of the
dimensions which reflect professional attitude in teaching Values new experiences Desire to seek
out and take on new challenges aSubmitted by participants in the 2000 AACP Teachers’
Seminar on DevelopingProfessionalAttitudes and Behaviors Some of the best attitude for
teaching professionare:altruism - putting patients’ best interests first
•accountability - to patients, to society, and to their profes-sion •excellence -
exceedingexpectations and commitment to lifelong learning
•duty - commitment to service in the community and pro-fessional organizations
•honor and integrity - adhering toand profession-al codes, being fair, truthful,straightforward,
and meeting commitments
•respect for others - all patients and their families, all col-leagues and other
healthprofessionalsTeacher’d attitude towards self and Others
A positive attitude causes a chain reaction of positive thoughts, events and outcomes. It is
acatalyst and it sparks extraordinary results. Teachers attitude must be positive towards self.
Itmay include following component
Identifying self and purpose of life
Accepting self (both strength and weakness)
Active reflection on own activities
Engagement in Creative vision
Introspection for self
Understand the value in your own actions
. Create opportunities for self
Feeling inner peace and happiness

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Attitude towards Students:

First Attitude: Demonstrating Caring and Kindness This attitude is regarding the personality of
the teachers. Effective teachers willingly shareemotions and feelings (i.e., enthusiasm, affection,
patience, sadness, disapproval) as well as a msincere interest and care about their students.
Communication is also valued in classroomsand feelings are openly expressed by both the
children and teachers.
Second Attitude: Sharing Responsibility mThis attitude focuses on the ability of the teacher to
establish a shared environment. Aneffective teacher must not be overly possessive or need
complete control of the children andenvironment. It is important to allow students both
esponsibility and freedom within theclassroom community. Both the teachers and students need
to contribute to the learningenvironment for a relationship of closeness and acceptance to
develop.
Third Attitude: Sensitively Accepting Diversity
This attitude deals with empathy and the importance of understanding your students.Sensitivity,
acceptance, and encouragement are critical when approaching the issuesassociated with the
diversity of the children. Effective teachers understood their studentswithout analyzing or
judging. They have the ability to make each child feel special by verbally sharing individual
compliments in front of the class.Fourth Attitude: Fostering Individualized InstructionThis
attitude discusses the ability to provide meaningful learning opportunities for allstudents.
Teachers who use intimidation in front of the class cause a reluctance to volunteer. Istrongly feel
effective teachers believe every child can and will learn. They do not point outweakness; instead
they stress individual strengths and talents. I credit some of my teachersfor encouraging positive
self-confidence and self- esteem in me.Fifth Attitude: Encouraging CreativityThis attitude
stresses the importance of stimulating the students’ creativity. Effective teachersare open to
students’ ways of being imaginative and also utilize many approaches to learning.Students
appreciate and are personally motivated when teachers design lessons that considertheir interests,
skills, and needs.
Attitude of Teacher for others (collegues, principal, parents, staffs)
•Willing to be a role model for other teachers
•Exhibits strong commitment to the teaching profession
•Believes mentoring improves instructional practice

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•Willing to advocate on behalf of colleagues

•Willing to receive training to improve mentoring skills
•Demonstrates a commitment to lifelong learning
•Is reflective and able to learn from mistakes
•Is eager to share information and ideas with colleagues
•Is resilient, flexible, persistent, and open-minded
•Exhibits good humor and resourcefulness
•Enjoys new challenges and solving problems
While there is no quick answer to maintaining a positive attitude, we can certainly integratethe
following action-plan to bolster our own approach to our teaching agenda.
* Develop a pro-active response by embracing the notion of change.
It is human nature to be skeptical (even cynical) about anything requiring a shift inhabits. Avoid
the pattern of instant reaction (often negative) by substituting a perspective ofpro-action. Ask
yourself, “What benefits can we garner by embracing the suggested changes.” The exercise of re-
focusing your mind on the positive possibilities will avoid thedefensive reaction associated with
any kind of change.
* Avoid conversations/environments dwelling on the problems and shortcomings of theschool
environment.This is not to suggest we ignore some of the unpleasantries of the profession,
however we can sidestep the conversations where the focal point is a negative commentary.
Become solutionorientedrather than problem-oriented. Use problems as an opportunity to
generate a creativesolution. Choose to affiliate with the colleagues who are excited and
passionate about theirlife’s mission.
* Acknowledge those who are contributing in a positive, productive fashion.It is easy to become
consumed with identifying what is wrong; if we do not balance thispractice by equally
addressing what is right, our entire day can be spent surrounded bywrong. Unfortunately, we
often let one or two personal rejections override a host of several positive experiences. Maintain
a healthy perspective by balancing the value of a positiveoccurrences in relation to a less-than-
positive experiences. Many students, fellow teachers,parents, etc., are eager to express their
enthusiasm and gratitude; be willing to graciously accept their gift-of-thanks and savor the
moment; put these appreciative folks at the center ofyour mental spotlight

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The key to developing a positive teacher attitude is not an easy task, for it requires a highlevel of
personal discipline. It is far easier to simply point the finger-of-blame and concludenothing can
be done. However, such logic will be an idle servant for the teacher who trulycares for the
welfare of his/her students.
Finally it can be said that It changes how you interact with people, and that in itself is huge.If
people perceive you as a negative person, they tend to get tired of dealing with you afterawhile.
But if you’re a positive person, you come off in a more positive light, and you’re ajoy to talk to
and work with and be with.”He also gives these suggestions for changing the way you think and
I thought about howteachers could change the way they think in order to be happier and not get
burned out. Toomany times I have seen new teachers give up because of negative thinking. Here
are Leo’ssuggestions with my spin on each suggestion.
1. “Squash negative thoughts.” Too many times I have heard teachers say on Sunday nightthat
they hate the thought of Monday arriving or groan when Monday arrived. I have alwaystried to
see Mondays as looking forward to seeing my students and hear how their weekend
went. I also tried to see the new week as a way to make a fresh start and be a better teacherthis
week then I was last week by learning from my mistakes or trying new techniques.
2. “Mantras.” My husband is my true hero in all of this. For the past 30 years, he would
wake up and say “I feel great! It is so great to be alive!” You would never know that he wasnot
feeling well or grumpy. He felt that by saying that, he even felt better and it changed theway he
saw the day. As a teacher, as soon as I arrived in my classroom, I would say, “I’m so
glad to be here and I’m going to make a difference today!”
3. “See the good in any situation.” Remember that old saying, “when you are given lemons,make
lemonade?” Try to find something good when things get rough in your classroom. Ifthere is a
student who misbehaves, think of it as an opportunity to try a new behavior
modification technique or think of a way to redirect the behavior.
4. “Enjoy small pleasures.” Look for the little things that give you pleasure. I remembernoticing
that a student who normally doesn’t do well on work, was trying harder today. Ormaybe I had a
few moments of free time and needed to just sit down and relax withoutfeeling guilty about it.
5. “See the good in yourself.” Sometimes I would think I was not a good enough teacher ornot
effective. That was the time I tried to focus on what I was good at doing and how itaffected my

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students. This helped me see my weaknesses in a better light so they weremanageable instead of
overwhelming.
6. “See the good in others.” I heard or read somewhere that there was something good
aboutevery person. We all know that there is that one student that you just can’t stand to teach.
Iwould try to find something I liked about that student and when I did that, it changed the way
I interacted with that student. I’m not saying we had a mutual like for each other, but we
wereable to get along better so that I could be effective in teaching this student.
7. “Positive imaging.” I hate to be observed and evaluated! I don’t care how muchexperience or
how good I was, I just felt scared to death. One way I got through this was topicture a positive
image of myself meaching. I would be teaching with confidence, and knowmy material. When I
would hold that image in my mind, it made it much easier when I wasobserved and evaluated.
8. “Anticipate fun.” Have fun teaching! If you enjoy your job, you will do much better. Iloved
teaching and all the unexpected things that will happen comes with it. Every day wasdifferent
and was never boring. If I was having fun, I know the students were usually enjoying the lesson
too. I tried to teach as if I was the student so if I was bored with thelesson, so were the students. I
also tried to tell the students at the beginning, “This is going tobe a fun lesson today!” That
usually put them in a receptive frame of mind and the lessonwent well. I feel that having a
positive attitude was important as a role model for students. Sometimesthey are surrounded with
people who do not have this kind of attitude so showing andteaching this can really make a
difference in a student’s life. With a positive attitude, success is sure to happen!Teaching
StrategiesThere are a variety of teaching strategies that instructors can use to improve student
learning.The links below will show you some ways to make your classes more engaging.
Active Learning - Active Learning is anything that students do in a classroom otherthan merely
passively listening to an instructor's lecture. Research shows that activelearning improves
students' understanding and retention of information and can bevery effective in developing
higher order cognitive skills such as problem solving andcritical thinking.
Clicker Use in Class - Clickers enable instructors to rapidly collect and summarizestudent
responses to multiple-choice questions they ask of students in class.
Collaborative/Cooperative Learning - Cooperative and collaborative learning areinstructional
approaches in which students work together in small groups toaccomplish a common learning

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goal.They need to be carefully planned and executed,but they don't require permanently formed
groups.
Critical Thinking - Critical thinking is a collection of mental activities that includethe ability to
intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the
student to question what knowledge exists.
Discussion Strategies - Engaging students in discussion deepens their learning andmotivation
by propelling them to develop their own views and hear their ownvoices. A good environment
for interaction is the first step in encouraging students totalk.
Experiential Learning - Experiential learning is an approach to education thatfocuses on
"learning by doing," on the participant's subjective experience. The role ofthe educator is to
design "direct experiences" that include preparatory and reflectiveexercises.
Games/Experiments/Simulations - Games, experiments and simulations can be richlearning
environments for students. Students today have grown up playing games andusing interactive
tools such as the Internet, phones, and other appliances. Games andimulations enable students to
solve real-world problems in a safe environment and enjoy themselves while doing so.
Humor in the Classroom - Using humor in the classroom can enhance studentlearning by
improving understanding and retention.
Inquiry-Guided Learning - With the inquiry method of instruction, students arriveat an
understanding of concepts by themselves and the responsibility for learning restswith them. This
method encourages students to build research skills that can be usedthroughout their educational
experiences.
Interdisciplinary Teaching - Interdisciplinary teaching involves combining twodifferent topics
into one class. Instructors who participate in interdisciplinaryteaching find that students approach
the material differently, while faculty members
also have a better appreciation of their own discipline content.
Learner-Centered Teaching - Learner-Centered teaching means the student is at thecenter of
learning. The student assumes the responsibility for learning while theinstructor is responsible
for facilitating the learning. Thus, the power in the classroomshifts to the student.
Learning Communities - Communities bring people together for shared learning,discovery, and
the generation of knowledge. Within a learning community, allparticipants take responsibility for

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achieving the learning goals. Most important,learning communities are the process by which
individuals come together to achievelearning goals.
Lecture Strategies - Lectures are the way most instructors today learned inclasses. However,
with today’s students, lecturing does not hold their attention forvery long, even though they are a
means of conveying information to students.
Mobile Learning - Mobile Learning is any type of learning that happens when thelearner is not
at a fixed location.
Online/Hybrid Courses - Online and hybrid courses require careful planning andorganization.
However, once the course is implemented, there are importantconsiderations that are different
from traditional courses. Communication withstudents becomes extremely important.
Problem-Based Learning - Problem-based Learning (PBL) is an instructionalmethod that
challenges students to "learn to learn," working in groups to seeksolutions to real world
problems. The process replicates the commonly used systemicapproach to resolving problems or
meeting challenges that are encountered in life, andwill help prefer students for their careers.
Service Learning - Service learning is a type of teaching that combines academiccontent with
civic responsibility in some community project. The learning isstructured and supervised and
enables the student to reflect on what has taken place.
Social Networking Tools - Social networking tools enable faculty to engage studentsin new
and different means of communication.
Teaching Diverse Students - Instructors today encounter a diverse population intheir courses
and many times need assistance in knowing how to deal with them.
Teaching with Cases - Case studies present students with real-life problems andenable them to
apply what they have learned in the classroom to real lifesituations. Cases also encourage
students to develop logical problem solving skillsand, if used in teams, group interaction skills.
Students define problems, analyzepossible alternative actions and provide solutions with a
rationale for their choices.
Team-Based Learning - Team-based learning (TBL) is a fairly new approach toteaching in
which students rely on each other for their own learning and are heldaccountable for coming to
class prepared. Research has found that students are moreresponsible and more engaged when
team-based learning is implemented. The majordifference in TBL and normal group activities is
that the groups are permanent andmost of the class time is devoted to the group meeting.

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Team Teaching - At its best, team teaching allows students and faculty to benefitfrom the
healthy exchange of ideas in a setting defined by mutual respect and a sharedinterest in a topic.
In most cases both faculty members are present during each classand can provide different styles
of interaction as well as different viewpoints.
Writing Assignments - Writing assignments for class can provide an opportunity forthem to
apply critical thinking skills as well as help them to learn course content.
Some of the more prominent strategies are outlined below. For more informationabout the use
of these and other pedagogical approaches, contact the Program inSupport of Teaching and
Learning.
Lecture. For many years, the lecture method was the most widely used instructionalstrategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late1970s reported using
some form of the lecture method to teach students (Cashin,1990). Although the usefulness of
other teaching strategies is being widely examinedtoday, the lecture still remains an important
way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture canbe an
effective way to achieve instructional goals. The advantages of the lectureapproach are that it
provides a way to communicate a large amount of information tomany listeners, maximizes
instructor control and is non-threatening to students. The
disadvantages are that lecturing minimizes feedback from students, assumes anunrealistic level
of student understanding and omprehension, and often disengagesstudents from the learning
process causing information to be quickly forgotten.
The following recommendations can help make the lecture approach more effective(Cashin,
1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback

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9. Be enthusiastic - you don’t have to be an entertainer but you should be excited byyour
topic.(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they learn in theclassroom
to real-life experiences has proven to be an effective way of bothdisseminating and integrating
knowledge. The case method is an instructional strategythat engages students in active
discussion about issues and problems inherent inpractical application. It can highlight
fundamental dilemmas or critical issues andprovide a format for role playing ambiguous or
controversial scenarios.
Course content cases can come from a variety of sources. Many faculty havetransformed
current events or problems reported through print or broadcast media intocritical learning
experiences that illuminate the complexity of finding solutions tocritical social problems. The
case study approach works well in cooperative learningor role playing environments to stimulate
critical thinking and awareness of multiple
perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example, somefaculty
begin a lesson with a whole group discussion to refresh students’ memoriesabout the assigned
reading(s). Other faculty find it helpful to have students list criticalpoints or emerging issues, or
generate a set of questions stemming from the assignedreading(s). These strategies can also be
used to help focus large and small group
discussions.
Obviously, a successful class discussion involves planning on the part of theinstructor and
preparation on the part of the students. Instructors should communicatethis commitment to the
students on the first day of class by clearly articulating courseexpectations. Just as the instructor
carefully plans the learning experience, thestudents must comprehend the assigned reading and
show up for class on time, readyto learn.
Active Learning. Meyers and Jones (1993) define active learning as learningenvironments that
allow “students to talk and listen, read, write, and reflect as theyapproach course content through
problem-solving exercises, informal small groups,
simulations, case studies, role playing, and other activities -- all of which require
students to apply what they are learning” (p. xi). Many studies show that learning isInstructional
strategies that engage students in the learning process stimulate criticalthinking and a greater

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awareness of other perspectives. Although there are times whenlecturing is the most appropriate
method for disseminating information, currentthinking in college teaching and learning suggests
that the use of a variety of
instructional strategies can positively enhance student learning. bviously, teachingstrategies
should be carefully matched to the teaching objectives of a particularlesson. For more
information about teaching strategies, see the list of college teachingreferences in Appendix N.
Assessing or grading students' contributions in active learning environments issomewhat
problematic. It is extremely important that the course syllabus explicitlyoutlines the evaluation
criteria for each assignment whether individual or group.Students need and want to know what is
expected of them. For more informationabout grading, see the Evaluating Student Work section
contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical strategythat
encourages small groups of students to work together for the achievement of acommon goal. The
term 'Collaborative Learning' is often used as a synonym forcooperative learning when, in fact, it
is a separate strategy that encompasses a broaderrange of group interactions such as developing
learning communities, stimulating
student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993).Both
approaches stress the importance of faculty and student involvement in thelearning process.
When integrating cooperative or collaborative learning strategies into a course,careful planning
and preparation are essential. Understanding how to form groups,ensure positive
interdependence, maintain individual accountability, resolve groupconflict, develop appropriate
assignments and grading criteria, and manage activelearning environments are critical to the
achievement of a successful cooperative
learning experience. Before you begin, you may want to consult several helpfulresources which
are contained in Appendix N. In addition, the Program in Support ofTeaching and Learning can
provide faculty with supplementary information andhelpful techniques for using cooperative
learning or collaborative learning in collegeclassrooms.
Integrating Technology. Today, educators realize that computer literacy is animportant part of
a student's education. Integrating technology into a coursecurriculum when appropriate is
proving to be valuable for enhancing and extendingthe learning experience for faculty and

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students. Many faculty have found electronicmail to be a useful way to promote student/student
or faculty/student communication
between class meetings. Others use listserves or on-line notes to extend topicdiscussions and
explore critical issues with students and colleagues, or disciplinespecificsoftware to increase
student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy. Facultywho use
technology regularly often find it necessary to provide some basic skill levelinstruction during
the first week of class. In the future, we expect that need to decline.For help in integrating
technology into a course curriculum contact the Program inSupport of Teaching and Learning or
the Instructional Development Office (IDO) at
703-993-3141. In addition, watch for information throughout the year aboutworkshops and
faculty conversations on the integration of technology, teaching andlearning.
Distance Learning. Distance learning is not a new concept. We have all experiencedlearning
outside of a structured classroom setting through television, correspondencecourses, etc.
Distance learning or distance education as a teaching pedagogy,however, is an important topic of
discussion on college campuses today. Distancelearning is defined as 'any form of teaching and
learning in which the teacher and learner are not in the same place at the same time' (Gilbert,
1995).
Obviously, information technology has broadened our concept of the learning, environment. It
has made it possible for learning experiences to be extended beyondthe confines of the
traditional classroom. Distance learning technologies take manyforms such as computer
simulations, interactive collaboration/discussion, and thecreation of virtual learning
environments connecting regions or nations. Components of distance learning such as email,
listserves, and interactive software have also beenuseful additions to the educational setting.
10.20. SUMMARY
Attempts to cover a larger number of objectives was seen.These included
classroomunderstanding dynamics of classroom teaching. Micro-teaching studies aimed
atdeveloping skills of teaching. Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making

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skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of
teacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
10.21. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at cognitive flexibility.
2. Discuss the measurement of teacher’s flexibility.
3. Discuss the roles and competencies required of teachers programme.

10.22. FURTHER READING

References
Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: InternationalInstitute for
Educational Planning, Paris 2004, Second edition, Page no. – 19-32 & 109-
Increasing teacher effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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UNIT –11

SELF AND OTHERS TEACHING STRATEGIES

STRCTURE

11.1. Learning objectives

11.2. Introduction
11.3.analysis of classroom artifacts
11.4.portfolios
11.5. Self-report of practice
11.6. Student evaluation
11.7. Models of evaluation
11.8. Teacher-indirectness and classroom performance
11.9. Teachers indirectness affect the classroom performance
11.10. Characteristics of interaction analysis
11.11. Meaning of various categories
11.12. Summary
11.13. Unit end excercises
11.14. Further reading

11.1. LEARNING OBJECTIVES

After reading this unit you will able to :
1. Define teacherteaching strategies
2. State components of teacher teaching strategies
3. Describe measurement of Teacher strategies
11.2. INTRODUCTION
The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.

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Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or
a particular teacher’s classroom are influenced to a great extent by the knowledge,
skillsaptitudes, attitudes and values that students possessed when they entered the school
orclassroom. In addition, the knowledge, skills, aptitudes, attitudes and values that
studentspossess when they enter a school or classroom are the result of some intricate and
complex
combination of their genetic composition and the environment to which they have beenexposed
in their homes.In addition to these genetic and environmental factors which are beyond the
control ofany teacher, teachers are powerless in terms of making learning occur; they cannot
simplyopen up the tops of their students’ heads and pour in the desired learning. The
stimulusresponsetheory has long been dismissed as a viable theory for understanding the
linkbetween teaching and learning (that is, teachers teach (stimulus) and students
learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
11.3.ANALYSIS OF CLASSROOM ARTIFACTS
Definition
Another method that has been introduced to the area of teacher evaluation is the analysis
ofclassroom artifacts. This method considers lesson plans, teacher assignments,
assessments,scoring rubrics, student work, and other artifacts to determine the quality of

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instruction in a classroom. The idea is that by analyzing classroom artifacts, evaluators can glean
a betterunderstanding of how a teacher creates learning opportunities for students on a day-to-
daybasis. Depending on the goals and priorities of the evaluation, artifacts may be judged on
awide variety of criteria including rigor, authenticity, intellectual demand, alignment tostandards,
clarity, and comprehensiveness. Although the examination of teacher lesson plansor student
work is often included in teacher evaluationprocedures, this subsection specificallyaddresses
structured and validated protocols for analyzing artifacts to evaluate the quality ofinstruction.
11.4.PORTFOLIOS
Definition
Portfolios are a collection of materials compiled by teachers to exhibit evidence of theirteaching
practices, school activities, and student progress. Portfolios are distinct fromanalyses of
instructional artifacts in that materials are collected and created by the teacher forthe purpose of
evaluation. The portfolio process often requires teachers to reflect on the
materials and explain why artifacts were included and how they relate to particular
standards.They may contain exemplary work as well as evidence that the teacher is able to reflect
on alesson, identify problems in the lesson, make appropriate modifications, and use
thatinformation to plan future lessons. Examples of portfolio materials include teacher
lessonplans, schedules, assignments, assessments, student work samples, videos of
classroominstruction and interaction, reflective writings, notes from parents, and special awards
or recognitions.
11.5. SELF-REPORT OF PRACTICE
Definition
Teacher self-report measures ask teachers to report on what they are doing in the classroomand
may take the form of surveys, instructional logs, or interviews. Like observations,
selfreportmeasures may focus on broad and overarching aspects of teaching that are thought tobe
important in all contexts, or they may focus on specific subject matter, content areas, gradelevels,
or techniques. They may consist of traightforward checklists of easily observablebehaviors and
practices; they may contain rating scales that assess the extent to which certain practices are used
or are aligned with certain standards; or they may require teachers toindicate the precise
frequency of use of practices or standards. Thus, this class of measures isquite broad in scope,

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and considerations in choosing or designing a self-report measure will depend largely on its
intended purpose and use.
11.6. STUDENT EVALUATION
Definition
Student evaluations most often come in the form of a questionnaire that asks students to
rateteachers on a Likert-type scale (usually a four-point or five-point scale). Students may
assessvarious aspects of teaching, from course content to specific teaching practices and
behaviors.
Given that students have the most contact with their teachers and are the most directconsumers
of teachers’ services, it seems that valuable information could be obtained fromevaluations of
their experience. However, student ratings are rarely taken seriously as part of
teacher evaluation systems. Student ratings of teachers are sometimes not considered a
validsource of information because students lack knowledge about the full context of teaching,
andtheir ratings may be susceptible to bias. There is concern that students may rate teachers on
personality characteristics or how they are graded rather than instructional quality. Studentsare
considered particularly susceptible to rating leniency and “halo” effects. For example, ifthey rate
teacher highly on one trait or aspect of teaching, they might be influenced to rate that teacher
highly on other, unrelated items.Peer Review of Teaching Peer Review of Teaching (University
of Minnesota, Center for Teaching and LearningServices).Guidelines, instruments, and other
resources for helping departments establish orimprove a peer review process.Includes materials
for instructors who are being reviewed or acting as a reviewer and links to other sites with
information on peer review of teaching.Self-EvaluationAssuming that no one is perfect and
therefore everyone has room for improvement,evaluation is the means by which we try to
identify which aspects of our teaching are good and which need to be changed. The question then
arises as to who should take responsibility mfor doing this evaluation. My belief is that
evaluation is an inherent part of good teaching.Therefore it is the teacher himself or herself who
should take primary responsibility for doingthe evaluation.
1.Self-monitoring Self-monitoring is what people do semi-automatically and
semiconsciouslywhenever they teach. Most of their mental activity is concerned with making
thepresentation or leading the discussion. But one portion of their mental attention is

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concernedwith "How is it oing?" "Are they with me?" "Am I losing them?" "Are they interested
or bored?
2.Audiotape and Videotape Recordings Modern technology has given us relativelyinexpensive
and easy access to audio and video recordings of what we do as teachers. We canput a small
audio recorder on the teachers desk or put a video recorder on the side of theclassroom and let it
run during a class session. Then later we can listen to or viewit Information from Students As the
intended beneficiaries of all teaching, students are in aunique position to help their teachers in
the evaluation process. This information can beobtained into distinct ways: questionnaires and
interviews, each with its own relative values. a. Questionnaires. The most common method of
obtaining student reactions to our teachingis to use a questionnaire. Lots of different
questionnaires exist but most in fact ask similarkindsof questions: student characteristics (e.g.,
major, GPA, reasons for taking the course),
the students characterization of the teaching (e.g., clear, organized, interesting), amountlearned,
overall assessment of the course and/or the teacher (e.g., compared to other coursesor other
teachers, this one is ...), and sometimes, anticipated grade. b.Interviews .The other well-
established way of finding out about student reactions is to talkto them. Either the teacher(if
sufficient trust and rapport exist) or an outside person (if moreanonymity and objectivity are
desired) can talk with students for 15-30 minutes about thecourse and the teacher. As an
instructional consultant, I have often done this for otherteachers, but I have also done it in some
of my own courses. I try to get 6-8 students, preferably a random sample, and visit with them in a
focused interview formatimmediately after class. I have some general topics I want to discuss,
such as the quality of the learning thus far, reactions to the lectures, labs, tests, and so forth.But
within these topics, Iwill probe for clarification and examples of perceived strength and
weakness. I also notewhen there is divergence of reactions and when most students seem to
agree4.Students' test results.Teachers almost always give students some form of graded
exercise,whether it is an in-class test oran out-of-class project. Usually, though, the intent of the
testisto assess the quality of student learning. We can also use this sameinformation to assess
thequality of our teaching.
5.Outside observerIn addition to the two parties directly involved in a course, the teacher andthe
students, valuable information can be obtained from the observations of a thirdparty,someone
who brings both an outsider's perspective and professional expertise to thetask.

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11.7. MODELS OF EVALUATION

Growth Models-measure student achievement growth from one year to the next by trackingthe
same students. This type of model addresses the question "How much, on average, didstudents'
performance change from one grade to the next?" To permit meaningfulinterpretation of student
growth, the model implicitly assumes the measurement scales acrossgrades are vertically linked
(i.e., that student scores on different tests across grades are directly comparable and represent a
evelopmental continuum of knowledge and skill). AValue-Added Models (VAMs)-complex
statistical models that attempt to determine howspecific teachers and schools affect student
achievement growth over time. This model generally uses at least two years of students' test
scores and may take into account otherstudent-and school-level variables, such as family
background, poverty, and other contextualfactors. VAMs address the question, "To What extent
can changes in student performance be
attributed to a specific school and/or teacher compared with that of the average school
orteacher?"o Expected Growth-a student's xpected/predicted performance on a current year test
given his or her previous year's test scoreThis is obtained by regressing the current year test
scoreon the prior year test score. In other words, estimating expected growth addresses
thequestion, ~~compared to students with the same prior test score, is the current year test score
higher or lower than would be expected?"o Residualized Growth-the difference between any
student's observed current year test score, and that which would be the expected score given his
or her prior year test scores (i.e.,expected growth) represents residual. This residual is referred to
as lfresidualized growth,"which quantifies the extent to which students' performance changes
between the prior year and the curent year is higher or lower compared to those with similar
performance in prioryears.o Teacher Effect-a teacher's contribution to student performance
growth compared with thatof the average (or median, or otherwise defined) teacher in the district
or the state. In essence,teacher effect is the difference between the observed student achievement
growth and theexpected student achievement growth (controlling for confounding factors, such
as priorstudent achievement and sometimes student background factors), which are interpreted as
representing differences in student achievement growth due to differences in
teachereffectiveness. Note that the description of "school effect" "principal effect" is
lessstraightforward because it will depend on decisions about how to aggregate grade-or
subjectlevelestimates based on the specific model employed to determine teacher effects.

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o Value-Added Estimate-to determine the value-added estimate, teacher effects are

comparedwith the counterfactual (sometimes referred to as a "typical" teacher). lfthe teacher
effect ishigher than the counterfactual, then we may claim the teacher is effective (i.e., positive
valueadded). Conversely, if the teacher effect is lower than the counterfactual, then we may
claimthat the teacher is not effective (i.e., negative value-added). The number or rating produced
inthe comparison is the value-added estimate.
Critera
Product criteria. Product refers to what is learned or outcomes of learning.It is related to howbest
students achieved.achievement tests and other measures in the field of cognitive,affective
psychomotor dimensions are used to measure teacher effecticveness according to this
criterion.Here teachers are judged by their effectiveness in changing student behavior, thejudge
is employing product criteria. The teacher is judged on the basis of a measurablechange In' what
is viewed as his product, student behavior. What constitutesacceptable products, or changes, has
never been made altogether clear But it would seem that measures of growth in skills, knowledge
of subject matter and attitude which could belogically or empirically attributed to the teacher's
influence constitute acceptable data in theproduct category. (Jenkins and Bausell 1974:572).
Process criteria: Process refers to the performance and behaviour of the teacher,
studentsbvehaviourand the student teacher interactiuon in trhre classroom.Teachers
effectivenessbased on the nehabvior and activities of teacher and students in classroom.Thus
teachereffectiveness according to this criterionis assessed through observationof teacher behavior
and students behaviour.When teacher evaluation is based upon class- .room behavior, eitherthe
teacher's behavior, his student's behavior.or the interplay of teacher/student -behavior, thejudge
is using process criteria. The process behaviors chosen to measure are believed to beworthwhile
in their own right and thus are not necessarily related to product criteria. Somevariables upon
which teachers could be rated are their verbal bahavior, methods, classroomcontrol, and
ndividualization of instruction. (Jenkins and Bausell1974:572)
Presage criteria. It refers to the academic background and personal characteristics ofteachers. Irt
includes intellectual abilities oft teachersthe training and education received,personal
characteristics.Thus according to this criteria teacher effectiveness is assessed
fromteachers’college records/markstest scores and training usually made outside the

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classroom.When teacher evaluation is based upon one’s personality or intellectual attributes

(industry,adaptability, intelligence, character), his performance in training, his knowledge of
achievement (e.g. marks in education courses, success in student teaching, national
teacherexamination, knowledge of education facts) or his inservice status characteristics (e.g.
tenure,years of • experience, or participation in professonal organizations), the judge is
employing presage criteria. (Jenkins and Bausell 1974:572)The criteria or factors significant for
teacher effectiveness can be enlisted as follows
11.8. TEACHER-INDIRECTNESS AND CLASSROOM PERFORMANCE
In contrast to the irect instruction strategy, indirect instruction is mainly student-
centered,although the two strategies can complement each other.Indirect instruction seeks a high
level of student involvement in observing, investigating,drawing inferences from data, or
forming hypotheses. It takes advantage of students' interestand curiosity, often encouraging them
to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of
facilitator,supporter, and resource person. The teacher arranges the learning environment,
providesopportunity for student involvement, and, when appropriate, provides feedback to
students while they conduct the inquiry.Indirect instruction is used to teach constructed
knowledge (concepts and functionalrelationships). It is an approach to teaching and learning in
which the learning process is inquiry, the result is discovery, and the learning context is a
problem. When learners arepresented content, materials, objects, and events and asked to go
beyond the informationgiven to make conclusions and generations or to find a pattern of
relationships, indirectinstruction is being used. Indirect means that the learner acquires a
behavior indirectly bytransforming stimulus material into a response or behavior that differs
from both the stimulusused to present the learning and any previous response given by the
student. Because thelearner can add to the instruction and rearrange it to be more meaningful,
their responses cantake many different forms. In contrast to direct instruction outcomes, there is
rarely a single,"correct" answer when the indirect instruction model is used. Instead, the learner
is guided toan answer that goes beyond the raw material, information, or problem which was
presented inclass.Indirect instruction is inefficient for teaching many facts and standard
procedures because thedesired response is almost identical to the learning stimulus. For example,
procedures forsolving partial differential equations are most efficiently taught by giving students

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the rulesand practice applying them. The necessary knowledge acquisition and application are
besttaught with a direction instruction strategy because the stimulus material written rules
andexamples - already contain the correct answers in desired form. The purpose is to apply the
rules, not to discover them or to invent new ones.However, not all learning is limited to the lower
levels of behavioral complexity. Real-worldactivities often involve analysis, synthesis, and
decision-making. This complicates instructionbecause these behaviors are not learned in the
same way as behaviors at lower levels ofcomplexity. The teaching of higher-level behaviors
requires a different set of instructionalstrategies.
Some examples of concepts and functional relationships which are best taught throughindirect
instruction strategies may clarify the nature of these outcomes. Examples of topicsthat require
complex behavior to master include:
Concept of a quadratic equation.
Understanding of the law of conservation of energy.
Demonstration of a designed experiment.
Understanding of a cross-functional approach.
Assessment of risk inherent in a development program.
Learning these topics requires not just the learning of facts and standard procedures, butmuch
more: processes, meanings, and understandings. If students are taught just the facts
andprocedures about quadratic quations -- "Here is the definition... "; "Here are the rules
forsolving them... "; or "Follow this sequence of steps..." -- they may never learn the
conceptfeatures that identify and characterize quadratic equations of different forms, or how to
usethese equations in a novel situation. To master the concept of a quadratic equation,
studentsmust learn to add to, rearrange, and elaborate upon the material they are presented in
class.
Ms requires the use of more-complex mental processes including generalization
anddiscrimination. Generalization helps learners respond in a similar manner to stimuli
thatdiffer, thereby increasing the range of instances to which particular concepts and
functionalrelationships apply. Discrimination selectively restricts this range by eliminating things
thatappear to match the students concept but differ from in some critical way. Generaliza-tionand
discrimination help learners classify apparently different things and events into the
samecategory, based on critical attributes. Critical attributes act as magnets, drawing together all

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instances of the same type without requiring the learner to memorize (or even see) allpossible
instances.The indirect instruction model uses instructional strategies that encourage the
mentalprocesses required to form concepts and to combine concepts into larger patterns and
abstractions. Indirect instruction functions in the following way:
1. Provides a means of organizing content in advance. Provides advance organizers
andconceptual frameworks, which serve as "pegs" on which to hang key points that guideand
channel thinking to the most productive areas. Allows for concept expansion tohigher levels of
abstraction
2. Provides conceptual movement using inductive and deductive methods. Focusesgeneralization
to higher levels of abstraction by inductive methods (selected eventsused to establish concepts or
patterns) and by deductive methods (principles or mgeneralizations applied to specific instances)
3. Uses examples and non-examples to define critical attributes and promote
accurategeneralizations, to gradually expand the set of examples to reflect the real world,
tobroaden concept and functional relationship understand-ing with noncritical attributes.
4. Uses questions to guide the search and discovery process. Questions are used to
raisecontradictions, probe for in-depth responses, extend the discussion, and passresponsibility
for learning to the individual student.
5. Encourages students to use examples and references from their own experience, toseek
clarification, and to draw parallels and associations that aid understanding andretention. Relates
ideas to past learning and to students own sphere of interests,concerns, and problems.
6. Allows students to evaluate the appropriateness of their own responses and thenprovides
guidance as necessary. Provides cues, questions, or hints as needed to callattention to
inappropriate responses.
7. Uses discussion to encourage critical thinking and help students to examinealternatives, judge
solutions, make predictions, and discover generalizations. Classdiscussions help to orient
students, provide new content, review and summarizeimportant points, alter the flow of
information, and combine areas to promote themost productive discussion.
8. The direct model is best suited to teaching facts and standard procedures, andprovides six
teaching approaches for doing so: daily review and checking, presentingand structuring new
content, guided student practice, feedback and corrections,independent practice, and regular
reviews.

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9. Indirect instruction is best suited for teaching concepts and functional relationships.The model
provides seven teaching approaches for doing so: advance organizations of mcontent, inductive
and deductive thinking, use of examples and nonexamles, use ofquestions to guide search and
discovery, use of student ideas, student self-evaluation,
and group discussion. Not only is content taught and learned, thinking skills ardeveloped and
practiced also.
10. These two main instructional models, coupled with a variety of instructional strategiesand
techniques, can be mixed in many combinations to match particular objectivesand student needs.
Teachers should employ the direct and indirect teaching models tocreate lessons which best fit
the content to be taught and their instructionalobjectives.
n contrast to the direct instruction strategy, indirect instruction is mainly studentcentered.It seeks
a high level of student involvement in observing, investigating, drawinginferences from data, or
forming hypotheses. It takes advantage of students' naturalcuriosity, often encouraging them to
generate alternatives or solve problems while they
construct new knowledge. Indirect instruction is an approach to teaching and learning in which
(1) the process is inquiry,
(2) the content involves concepts and functional
relationships,
(3) the context is a problem, and
(4) the result is a discovery (The
Companion Website for Effective Teaching Methods: Research-Based Practice, SixthEdition).
11.9. TEACHERS INDIRECTNESS AFFECT THE CLASSROOM PERFORMANCE
as follows:
Teacher indirectness affects the pupil talk
Teacher indirectness raise the amount of pupil initiate
Teacher indirectness enhance cognitive level of classroom discourse.
It causes students’ learning
It creates positive pupil attitude for learning
It is associated with greater achievement motivation of students
It enhances students ‘creativity in classroom.
It lowers pupils’ anxiety.

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It helps to achieve instructional and learning goals and objectives.

Strategies for analyzing teacher behavior- Flauder’s interaction Analysis
Categories(FIAC),Ned. A. Flanders defines, “Teaching as an interactive process. Interaction
means participationof teacher and students in the process of teaching. In this process, teacher
influences thestudents; students also interact with the teacher. Interaction takes place among the
studentsthemselves also. It means, in the process of teaching, every body interacts with every
otherperson involved in the process. Flander’s system of interaction is known as the most
populartechnique used for the analysis of the teacher behavior and interaction going on in the
classroom at a particular teaching-learning situation. It tries to categorize all the sets ofpossible
behaviors while interacting with his students in ten categories divided into three
major sections, namely: (i) teacher talk, (ii) student talk, (iii) silence or confusion.
Theapplication and utilization of Flander’s interaction analysis mainly involves three major
steps:
(i) observation and recording of the classroom events, (ii) construction of the interaction
matrix, and (iii) interpretation of the interaction matrix
Teacher influences students through lecture, ask questions, criticizing, giving directions etc.
Student‟s reacted to the teacher‟s lecture and questions, they give responses.
It is interaction between teachers and students.
What is Interaction Analysis?
Interaction analysis is a process of encoding and decoding a pattern of interactionbetween the
communicator and the receiver.
Encoding helps in recording the events in a meaningful way and decoding is used toarrange the
data in a useful way and then analyzing the behaviours and interactions inthe classroom
interaction.
There are four important techniques to observe the interaction systematically. Theseare:
1. Flander‟s Interaction Analysis Categories System (FIACS)
2. Reciprocal Category System (RCS)
3. Equivalent Talk Categories (ETC)
4. Verbal Interaction Category System (VICS)Flanders Interaction Analysis Technique is most
suitable and widely used technique in thefield of research all over the world.

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11.10. CHARACTERISTICS OF INTERACTION ANALYSIS

1. The classroom verbal interaction can be made more effective.
2. The teacher can increase student participation in his teaching.
3. The direct behaviour of teacher may be shifted to indirect behaviour, which is moresuitable in
democratic way of life.
4. The tape recorder and videotape can be used for recording the classroom events. Thetrainee
can encode and decode his own behaviour.
5. This technique can also be combined with other feedback device such as microteachingand
simulated teaching.
Flander’s Interaction Analysis Category System (FIACS)
Ned. A. Flanders developed a system of interaction analysis to study what is mhappening in a
classroom when a teacher teaches. It is known as Flanders Interaction
Analysis Categories System (FIACS).
Flanders and others developed this system at the University of Minnesota, U.S.A.between 1955
and 1960.
Flanders classified total verbal behaviour into 10 categories. Verbal behavior comprises
teacher talk, student talk and silence or confusion.
The ten categories are mentioned as under:
1. Teacher Talk – 7 categories
2. Pupil Talk – 2 categories
3. Silence or Confusion- 1 category
Thus, the first seven categories include teacher talk. Next two categories include pupil talk.The
last tenth category includes the small spans of silence or pause or confusion.The first 7 categories
or teacher talk has been bifurcated into a) indirect talk, b) direct talk.
A) Indirect Talk
In this method of analysis, the first four categories represent the teacher‟s indirect influence.
11.11. MEANING OF VARIOUS CATEGORIES
1. Teacher Talk (7 Categories)
Category 1: Accepts Feelings
In this category, teacher accepts the feelings of the pupils.
He feels himself that the pupils should not be punished for exhibiting his feelings.

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Feelings may be positive or negative.

Category 2: Praise or Encouragement
Teacher praises or encourages student action or behaviour.
When a student gives answer to the question asked by the teacher, the teacher givespositive
reinforcement by saying words like „good‟, „very good‟, „better‟, „correct‟,„excellent‟, „carry
on‟, etc.
Category 3: Accepts or Uses ideas of Pupils
It is just like 1st category. But in this category, the pupils ideas are accepted only andnot his
feelings.
If a pupil passes on some suggestions, then the teacher may repeat in nutshell in hisown style
or words.
The teacher can say, „I understand what you mean‟ etc. Or the teacher clarifies,builds or
develops ideas or suggestions given by a student.
Category 4: Asking Questions
Asking question about content or procedures, based on the teacher ideas andexpecting an
answer from the pupil.
Sometimes, teacher asks the question but he carries on his lecture without receivingany
answer. Such questions are not included in this category.
B) Direct Talk
Next 5th to 7th categories represent the teacher‟s direct influence.
Category 5: Lecturing /Lecture
Giving facts or opinions about content or procedure expression of his own ideas,giving his own
explanation or citing an authority other than a pupil.
Category 6: Giving Directions
The teacher gives directions, commands or orders or initiation with which apupil/student is
expected to comply with,
- Open your books.
- Stand up on the benches.
- Solve 4th sum of exercise 5.3.
Category 7: Criticizing or Justifying Authority

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When the teacher asks the pupils not to interrupt with foolish questions, then thisbehaviour is
included in this category.
1.Teacher‟s „what‟ and „why‟ also come under this category.
2. Pupil Talk (2 Categories)
Category 8: Pupil Talk Response
It includes the pupils talk in response to teacher‟s talk
Teacher asks question, student gives answer to the question.
Category 9: Pupil Talk Initiation
Talk by pupils that they initiate.
Expressing own ideas; initiating a new topic; freedom to develop opinions and a lineof thought
like asking thoughtful questions; going beyond the existing structure.
3. Silence or Pause or Confusion (1 category)
Category 10: Silence or Pause or Confusion
Pauses, short periods of silence and period of confusion in which ommunicationcannot be
understood by the observer.
11.12. SUMMARY
The trend which emerges indicates that objectives of teacher education were
researched.Alternative Model: Earlier researches on the Harbartian model as a method of
teaching, Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
11.13. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teacher’s teaching strategies.
2. Discuss the measurement of teacher’s strategies.
3. Discuss the differentstrategies required of teachers.

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11.14. FURTHER READING

First Edition(reprint 2004), Page No. – 254-256.
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: InternationalInstitute for
Educational Planning, Paris 2004, Second edition, Page no. – 19-32 & 109-
Increasing teacher effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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UNIT –12
EVALUATIVE SCALES OF TEACHER BEHAVIOURS
STRCTURE

12.1. Learning objectives

12.2introduction
12.3.meaning of performance appraisal(p.a)
12.4. Meaning of teacher‘s performance appraisal
12.5. Criteria for teacher‘s performance appraisal
12.6. Pre-teaching form sample
12.7. Formative evaluation
12.8. Minimal respect for teacher
12.9. Problems of rating
12.10. Performance attributes order
12.11. Evaluation of teacher effectiveness
12.12. Procedure of observation / encoding procedure
12.13. Trends in research in teachereducation
12.14. Summary
12.15. Unit end excercises
12.16. Further reading
12.1. LEARNING OBJECTIVES
After reading this unit you will able to :
1. Define teachers Evaluative scales
2. State components of evaluative scales
3. Describe measurement of Teacher behaviours.
4. Strategies for analyzing teacher behavior
12.2INTRODUCTION
The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.

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Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or
a particular teacher’s classroom are influenced to a great extent by the knowledge,
skillsaptitudes, attitudes and values that students possessed when they entered the school
orclassroom. In addition, the knowledge, skills, aptitudes, attitudes and values that
studentspossess when they enter a school or classroom are the result of some intricate and
complex
combination of their genetic composition and the environment to which they have beenexposed
in their homes.In addition to these genetic and environmental factors which are beyond the
control ofany teacher, teachers are powerless in terms of making learning occur; they cannot
simplyopen up the tops of their students’ heads and pour in the desired learning. The
stimulusresponsetheory has long been dismissed as a viable theory for understanding the
linkbetween teaching and learning (that is, teachers teach (stimulus) and students
learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
12.3.MEANING OF PERFORMANCE APPRAISAL(P.A)
P.A. is personnel evaluation methodseeking the measurement of employee work effectiveness
using objective criteria.P.A. systems hope to achieve higher productivity outcomes by
delineating howemployees meet job specifications. A major challenge for performance appraisal
systems is to define performance standards while maintaining objectivity

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P.A. is oneof the important components in the rational and systematic process of human
resourcemanagement―Appraisal may be defined as a structured formal interaction between
asubordinate and supervisor‖ that usually takes the form of a periodic interview.(Annual or Semi
Annual)
Uses :
1)To identify the better performing employees who should get the majority of availablemerit pay
increases, bonuses and promotions.
2)To manage performance.
3)To know how P.A. contributes to performance.
4)To review past behaviour and provide opportunity to reflect on past performance.
From employee view point :
1)Tell me what you want me to do?
2)Tell me how well I have done it?
3)Help me improve my performance
4)Reward me for doing well.
Organizational view point
:1)To establish and uphold the principles of accountability.
12.4. MEANING OF TEACHER‘S PERFORMANCE APPRAISAL
Teacher‘s Performance Appraisal or Evaluation means asystematic evaluation of theteacher with
respect to his/her performance on job and also,her potent development.Infact, performance
appraisal isformal, structured system of measuring, assessing andevaluating a teacher‘s job, her
behaviour and judging how he / she is presentlyperforming the job. It also includes forecasting
how he / she can perform the job more
effectively in future.
12.5. CRITERIA FOR TEACHER‘S PERFORMANCE APPRAISAL

1)The evaluation of teacher should be linked to the mission of the school.

2)The evaluation of teacher should be linked to the standards set up by teacher forherself.
3)The evaluation of teacher should be viewed as a continuingprocess. There should bealternative
formative techniques used as forms of evaluation and when one getscompleted, implement a new
one.

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4)The new evaluation system of teacher also emphasizes upon summative evaluation,i.e.
judgements of teachers made through collaboration of student soutcomes,opinions of
peers,administrators, parents.
Mission of the School :Mission‘ is a goal, an aim, a purpose or an objective. Everyschool has
its own mission. Infact, mission depends upon the vision of the school. Theeffective teacher is
expected to shoulder the school in order to accomplish the missionof the school. The teacher can
be evaluated through the efforts he / she has made in
accomplishing the mission. For exampleThe mission of ̳Seventh Day AdventistHigher Secondary
School‘ in Maninagar atAhmedabad is Committed to mpower eachstudent to achieve all round
development through Academic Excellence, PhysicalFitness, Mental and Spiritual Health and
Social Consciousness.‘Hence teacher can beevaluated not only on the basis of in-class learning
experiences that he / she provides,but also on the basis of out-class and off-campus learning
experiences. So, herpersonality should not be like a veneer that can be applied to a person by
herself, norsomething he / she can turn on and off like an electric current, Rather, her
personalityneeds to have its roots in physical health, emotions, intelligence, knowledge,
ideals,spiritualism and sociability. Standards set up :The saying ̳Teachers are born, not
made‘ is wrong. The basic qualities of mind and personality that predispose anindividual to
success in teaching are influenced greatly by the home and communityin which heis reared; also,
such qualities can be cultivated. The knowledge ofdesirable and undesirable qualities help the
teacher to set her goals for becoming aneffective professional person. The teacher can be
evaluated through the standards that
he / she has set –up for himself / herself.In order to know what standards a teacher hasset up for
himself / herself, a form known as ̳Pre teaching Form‘ can be filled byteachers.
12.6. PRE-TEACHING FORM SAMPLE
1.What are the goals for your subject?
2.What are the goals for particular lessons?
3.What do you want students to learn?
4.How far do such goals accomplish the mission of the school?
5.How far do such goals support district‘s curriculum and standards set-up by thestate?
6.How far do such goals relate to broader curriculum goals?
7.How do you plan teaching work to accomplish those goals?

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8.What instructional materials will you use?

9.What teaching-aids will you use?
10.How will you correlate theoretical knowledge to practical aspect of yoursubject?The
responses in ̳Pre Teaching Form‘ can help to evaluate the teacher‘sperformance in terms of her
willingness to do hard efforts, in preparing interestinghand-out materials, preparing learning
packages, organizing resource, managing timeand making learning process meaningful to
students.
12.7. FORMATIVE EVALUATION
Teacher continuously steers the boat of education. He / sheconstantly strives to help the students
to recognize their vital problems, to face theirproblems with confidence, skill and cretive
imagination. He / she guides the studentsday and night to recognize their desire and also nourish
it in order to develop moreadequate understanding.With a view of evaluate teacher‘s constant
efforts, formativeevaluation of teachers should be done. Formative evaluation can be done
throughvarious techniques by bifurcating teacher‘s responsibilities into four main domains :
Domain 1 : Planning and Preparation
a)Demonstrate knowledge of content and pedagogy : This refers to what planninghas the teacher
done to demonstrate her knowledge of a particular subject byinterrelating it with teaching skills.
b)Select instructional goals :
This refers what goals has the teacher set for herself, her subject, her lessons and herstudents.
c)Manage Resources : This refers to how far has the teacher planned her
teachinglearningactivities in limited available resources.
d)Design Coherent Instructions :
This refers to what has the teacher planned in coordinating curriculum with extraactivities.This
domain can be evaluated through –
Sample Unit Plan made by teacher
Sample Lesson Plan made by teacher
Teaching Artifacts planned by teacher
Domain 2 : The Classroom Environment :
a)Create an environment of respect and rapport :

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This refers to how far the teacher has been successful in creating environment ofrespect and
rapport. This can be evaluated on the basis of1Teacher interaction with some students is
negative, demeaning, sarcastic orinappropriate.Students exhibit disrespect for teacher.
2. Teacher –student interactions are generally appropriate but may reflect
occasionalinconsistencies, favoritism or disregard for students cultures.Students exhibit only
12.8. MINIMAL RESPECT FOR TEACHER
3. Teacher student interaction is friendly and demonstrates general warmth, caring andrespect
Students exhibit respect for teacher.
4. Teacher demonstrates genuine caring and respect for individuality of every studentStudents
make such teachers their role models.
b)Establish a culture for learning :
The culture for learning can be established by
Becoming an effective tutor
Getting pupils to talk to you
Helping pupils who donot believe in themselves
Coping with emotional pupils
Providing personal and pastoral care
c)Manage classroom procedures :
The teacher can be evaluated on the basis of how far he / she has been successful inmanaging
classroom procedures
Preparing herself well for the lesson
Preparing children for the lesson
Providing practical activities
Keeping children on task
Involving children
Displaying work
Preparing for consolidatory activities like worksheets,
experiments etc.
d)Manage Students Behaviour:
The teacher can be evaluated on basis of how far he / she could manage studentbehaviour. This
includes :

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Dealing with upset children by being gentle but firm giving

them, more time and space and becoming their friends.
Dealing with bad behaviourthrough knowledge of psychology.
Making Children feel secure and comfortable by being consistent, fair, judicious andnot being
too rigid.
Helping children to build self esteem by praising them, managing stressful situationsand
supporting their proper decisions.
e)Organize Physical Space :The teacher‘s evaluation can also be done on the basis ofhow far
he / she has provided satisfactory eating arrangement in available classroom,cares for hygien and
sanitation and providing sufficient lighting facilities ̳playgroundfacilities etc.‘
This domain can evaluated through –
Direct observation of teacher in classroom by an expert
principal or supervisor
Teacher –student relationship table
Student surveys
Samples of student work
Teaching artifacts
Domain 3 : The Classroom Instruction
a)Communicate clearly and accurately : The effective teacher is expected to havegood
command over the spoken language of school, speak in raised voice, with clarityin speech,
proper speech-patterns and neither too fast nor too slow.This is necessarypart of classroom
instruction. One of the factor to evaluate the teachers performance
can be her clear and accurate speech and communication skills.
b)Use various techniques : The effective teacher should make use of varioustechniques like
questioning, discussion, demonstration, etc. to stimulate students andbring variety in
teaching.Use of suitable echniques will make the lesson easy andinteresting for students. The
teachers performance can be evaluated on basis of herselection and implementation ofa particular
technique in particular lesson.
c)Engage students in learning : The effective teacher develops broad outlines,formulates
objectives to be attained, selects materials and teaching aids suitable to ageand level of student,
uses appropriate teaching methods, does demonstration,experimentation illustrations, projects,

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fieldworks to give practical view of thesubjects, develops and maintains pupil‘s interest in
learning process, develops suitablestudy-habits in pupils, develops sense of appreciation for
subject among pupils,evaluates pupil‘s progress using various evaluation techniques.Thus the
effectiveteacher constantly strives to engage students in learning. The teachers performancecan
be evaluated by assessing how far he / she has been successful in engagingstudents in learning.
d)Provide feedback to students :The effective teacher needs to be a minute observerand
evaluator herself. He / she is expected to do formal and informal observation ofher students and
give them appropriate feedback and also judge their potentials.Thisdomain can be evaluated
through –Direct observation of teacher‘s class by an expert,supervisor or principalTeaching
artefact Samples of students‘ workAssignment
provided by teacher
Domain 4 : Professional Responsibilities :It is sometimes said that degrees do makea teacher,
but it is professionalism which develops a teacher. Indeed there is great dealmore to being a
teacher than just teaching. Every teacher will be faced with an arrayof additional duties. The
effective teacher needs to fulfill these duties also. Hence the
teacher can be evaluated on the basis of professional responsibilities.
a)Competence in the subject : The effective teacher, at whatever level, should bethoroughly
competent in the subject he / she teaches. He / she should acquire fromadvanced study a much
wider and deeper knowledge of the subject matter that isdirectly needed in the class. One cannot
teach what one does not know, nor can oneteach with enthusiasm unless one know, so much
about his field of learning that he isconfident and enthusiastic about his specific subject. Facts,
ideas and inspiration flowfrom a mind that is full.The teacher can be evaluated on the basis of
her subjectcompetency.
b)Attending clinics, workshops, seminars, conferences : Such professional gatheringsare held
on special topic of discussion. The procedures are informal and the groupsare small enough that
problems of individual teacher can be sorted. The teachers whoattend these sessions have greater
opportunities to learn, better ways of helping their
students.The Teacher can be evaluated on the basis of her visits to such sessions.
c)Conducting experimentation and research : Teachers may initiate their ownexperiments, or
participate in large projects which aim at discovering new anddifferent techniques for effective
teaching.This can also be one of the factors toevaluate teacher‘s performance.

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d)Keeping Intellectually alert : Teacher should have daily association with magazinesand
books –professional and recreational, and in addition, should hold discussionswith friends and
colleagues to enliven his intellectual interest and deepen histhinking.This becomes one of the
factors to evaluate teacher‘sperformance.
e)Working with Outside Agencies : Teacher is expected to show professional whileworking
with outside agencies. The teacher should maintain individual studentrecords up to date, keep a
case diary of relevant incidents or occurrences, keepaccurate notes about any communication
carried on with outside agencies and beprepared to express her opinions on the basis of records
maintained.The teacher‘s
performance can be evaluated on the basis of what proportion of professionalism doeshe / she
showin relation to working with outside agencies.
f)Summative Evaluation :One of the evaluation technique to correct ineffectivebehaviour of
the teachers is to do subjective evaluation i.e. evaluation by all liveelements surrounding teacher.
This evaluation needs to be doe at the end of thesemester or academic year. Simple evaluation
scale including space for comments onthe particular strengths and weaknesses of the teacher can
be asked to be rated by
a)Studentsb)Peers or Colleaguesc)Administrators a)Rating by Students In order tosecure
objective ratings, a teacher should give her students the opportunity to rate heranonymously and
with complete impunity. Any feeling on the part of the student thatthere may be an attempt to
discover hisidentity as a rater will, of course, influence hisrating and thus defeat the entire
purpose of the procedure. In order to prevent the
handwriting from revealing the individual students the comments should be typed.Single,
isolated comments may reflecta student‘s weakness, rather than the teachers;but when the same
comment turns up a number of times, it is likely to be a goodindication of teacher‘s behaviour.
Many research studies have indicated that student‘sopinions for their teacher‘s behaviour in the
classroom are competent. Even childrenin the lower grades seem to ̳know what they are talking
about‘ when they comment onteachers.Again the teacher should have full opportunity to study
the comments madefor her. Also, it is very important that he / she not be offended by
unfavourable ratingsand comments or sensitive about learning that her teaching is not totally
effective. Onthe contrary he / she should regard it as an opportunity to improve his /
herprofessional skills.

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b)Rating by Peers :Working in a school or college can be really miserable if thepeople around
you are not supportive and helpful. It is very essential that colleaguesaround you are helpful and
supportive. Infact fellow teachers can better help toevaluate the teacher. But here, the fellow
teachers who are raters should keep in mindthat they are rating one another for one another‘s
development. Hence, too much
friendship or animosity should not become the hurdle. Again, all the peers shouldavoid to join
together to rate one another high. Further, the rating scale should notcreate conflicts among
them.
c)Rating by administrators : One of the important jobs of the teachers is to complywith the
rules made by administrators, try to tackle them by working on his /her ownterms and at the
same time by not offending them, acting as a bridge betweenadministrators and students and
making sure that protocols as defined are respectedcordially. Also, the teacher should exhibit
cooperation in his / her behaviour with nonteaching personnels and peons. They being the
helping hands of the organization, theteacher should not take undue advantage of his / her status.
Besides, novel ideas,leadership qualities, punctuality are additional qualities that administrators
expectfrom a teacher.Hence a teacher can also be evaluated through administrators.
12.9. PROBLEMS OF RATING
Teacher‘s Performance Appraisals are subject to a wide variety ofinaccuracies and, biases which
can be termed as ̳rating errors occurs in the rater‘sobservation, judgement and can seriously
affect assessment results.
The most common occurring rating errors are :
a)Leniency or severity :Leniency or severity on the part of any rater makes theassessment
subjective. Subjective assessment defeats the very purpose of performanceappraisal.
b)Central Tendency : This occurs when teachers are incorrectly rated by the ratersnear the
average or middle of the scale. Here the attitude of the rater is to play safe.
c)Halo Error :A halo error takes place when one aspect of an individual‘sperformance
influences the evaluation of entire performance of the individual. For ateacher, a halo error
occurs when a teacher who stays late at school to guide studentsmight be rated high on content
and method of teaching. Similarly, an attractive orpopular teacher might be given a high overall
rating.

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d)Rater Effect :This includes favoritism, stereotyping and hostility. Excessively highor low
scores are given only to certain individuals based on rater‘s attitude towardsthe ratee, not on
actual outcomes
e)Perceptual Set :This occurs when the rater‘s assessment is influenced by previouslyheld
beliefs. E.g. If the administrator has a belief that teachers hailing from oneparticular region are
intelligent and hardworking his subsequent rating of the teacher
hailing from that region tends to be favourably high.f)
12.10. PERFORMANCE ATTRIBUTES ORDER
Two or more attributes on the rating-scale follow or closely follow each other andboth describe
or rotate to a similar quality. The rater rates the first dimensionaccurately and then rates the
second dimension similar to the first because of theproximity. If the attributes had been arranged
in a significantly different order, theratings might have been different)Spill over Effect :This
refers to allowing pastperformance appraisal ratings to unjustifiably influence current ratings.
This mayhappen in case of ratings done by Administrators or Peers. If the above mentioned
problems are overcome while rating, summative evaluation can give a clear pictureof teacher‘s
present performance and also can judge her potentialdevelopment. Teacher‘s Performance
Appraisals are never welcomed. They can seema bit daunting, but if teachers prepare for it.
(Trainees of B.Ed. colleges can be for this,too) they aim at improving the performance. Now
when affective teaching hasbecome prominent and that the role of individual is undermined,
there is necessity of
teachers to reach not only intelligently but affectionately and also, learn to work inattribution to
system. Hence it is a high time that as erformance appraisals are madecompulsory in various
other professions like Management, Business, Medicine,Pharmacy. It should also be made
compulsory in the field of education also.
12.11. EVALUATION OF TEACHER EFFECTIVENESS
Evaluating teachers can be approached from three different but related angles: measurementof
inputs, processes, and outputs. Inputsare what a teacher brings to his or her position,generally
measured as teacher background, beliefs, expectations, experience, pedagogical andcontent
knowledge, certification and licensure, and educational attainment. These measuresaresometimes
discussed in the literature as “teacher quality”; for instance, the NCLBrequirement for highly
qualified teachers refers specifically to teacher qualifications andcredentials.

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Processes, on the other hand, refers to the interaction that occurs in a classroom betweenteachers
and students. It also may include a teacher’s professional activities within the largerschool and
community, but for the purposes of this research synthesis, classroom processesare the focus.
Outputs represent the results of classroom processes, such as impact on studentachievement,
graduation rates, student behavior, engagement, attitudes, and social-emotionalwell-being. Other
outcomes may involve contributions to the school or community in theform of taking on school
leadership roles, educating other teachers, or trengtheningrelationships with parents, but again
for the purposes of this research synthesis, studentoutcomes are the focus. Outputs can be
referred to as “teacher effectiveness.Clarifying the way teacher ffectivenessis defined is
important for two main reasons. First, what is measured is a reflection of what is valued, and as a
corollary, what is measured isvalued.
Definitions nominate and shape what needs to be measured. If, for example, policy
mconversations revolve around scores from tandardized tests, the significant outcomes can
benarrowed to those that can be measured with standardized test scores. On the other hand,
when policy conversations concern the interactions between teachers and students, the
focusshifts to classrooms and documenting effective interactions among teachers and
theirstudents. In addition, different definitions lead to different policy solutions. When
theconversation focuses on teacher quality, the discussion likely turns to improving
teachers’scores on measures of knowledge or on signals of that knowledge, such as
certification.When classroom processes are discussed, particular practices or approaches to
teachingbecome the focus.Given this broadened definition of teacher effectiveness, several
methods to evaluate teachingand its many dimensions are presented in this section. Research
findings on each method arediscussed along with associated validity and measurement issues and
the considerations to
take into account when adopting a method for specific purposes. Two of the most widelyused
measures of teacher effectiveness—value-added models and classroom observations—are
discussed. Then, other ethods—principal evaluations, analyses of classroom artifacts,
portfolios, self-reports of practice, and student evaluations—are examined.

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Definition
Value-added models provide a summary score of the contribution of various factors
towardgrowth in student achievement (Goldhaber & Anthony, 2004). The statistical models
arecomplex, but the underlying assumptions are straightforward: students’ prior achievement on
standardized tests can be used to predict their achievement in a specific subject the next year.
When most students in a particular classroom perform better than predicted on
standardizedachievement tests, the teacher is credited with being effective, but when most of his
or herstudents perform worse than predicted, the teacher may be deemed less effective.
Somemodels take into account only students’ prior achievement scores; others include
studentcharacteristics (e.g., gender, race, and socioeconomic ckground); and still others
includeinformation about teachers’ experienceValue-added models are relatively new measures
ofteacher effectiveness, and supporters of their use (e.g., Hershberg et al., 2004; Sanders, 2000)
argue that they provide an objective means of determining which teachers are successful
atimproving student learning. It is possible for teachers who are evaluated using
classroomobservations or other teaching measures to receive a high score but still have students
with average or below-average achievement growth; however, value-added models directly
assesshow well teachers promote student achievement as measured by gains on standardized
tests.Other researchers argue that these models are not yet fully understood and are theoretically
and statistically problematic.Classroom Observation Definition Classroom observations are the
most common form of teacher evaluation and vary widely inhow they are conducted and what
they evaluate. Observations can be created by the district orpurchased as a product. They can be
conducted by a school administrator or an outside evaluator. They can measure general teaching
practices or subject-specific techniques. Theycan be formally scheduled or unannounced and can
occur once or several times per year. Thetype of observation method adopted, its focus, and its
frequency should depend on what the administration would like to learn from the process. When
measuring teacher effectivenessthrough classroom observations, valid and appropriate
instruments are crucial. Equallyimportant are well-trained and calibrated observers to utilize
those instruments in standardways so that results will be comparable across classrooms.
Observations can providesignificant, useful information about a teacher’s practice if used
thoughtfully, but districtsmust take great care to administer them in ways that minimize rater bias
and othermeasurement concerns.

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Principal Evaluation
Definition
One of the most common forms of teacher evaluation is principal or vice-principal
classroomobservations (Brandt, Mathers, Oliva, Brown-Sims, & Hess, 2007). Principal
evaluation canvary widely by district—from a formal process using validated observation
instruments for both formative and summative purposes (Heneman et al., 2006) to an informal,
unannounced,or infrequent classroom visit to develop a quick impression of what a teacher is
doing in theclassroom. Whenever an evaluation involves classroom observation, the concerns
raised in the previous subsection apply. In this subsection, principal evaluation is considered a
specialcase of classroom observation, and some of its distinct issues are detailed.
Principalevaluations differ from those performed by districtpersonnel, researchers, or other
outside evaluators who are hired and trained to conductevaluations. Principals are most
knowledgeable about the context of their schools and theirstudent and teacher populations, but
they may not be well trained in methods of evaluation.They may employ evaluation techniques
that serve multiple purposes: to provide summativescores for accountability purposes, inform
decisions about tenure or dismissal, identifyteachers in need of remediation, or provide formative
feedback to improve teachers’ practice.Although these factors can make principals a valuable
source of information about theirschools and teachers, they also have the potential to introduce
bias in either direction toprincipals’ interpretation of teaching behaviors.
12.12. PROCEDURE OF OBSERVATION / ENCODING PROCEDURE
The observer sits in the classroom in the best position to hear and see the participants.
At the end of every three seconds he decides which category best represents thecommunication
events just completed. Thus the time involves in coding one tally ofevery 3 seconds, is 20 tallies
in on minute, 100 tallies in 5 minutes and 1200 tallies
in one hour.
In this process only the serial numbers of the categories are recorded.
The serial number of that category is recorded on the data sheet by the observer.
When the observation is over, the observer shifts to some other room and prepares thedetails
on the basis of those serial numbers of the categories.

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In this observation process, the writing of serial numbers of the categories is known
asEncoding.
Writing details of behaviour on the basis of these categories is known as Decoding.
The observers should remember the serial numbers of these categories.Rules for Observation /
Rules for Recording or Decoding
Flanders category method has many rules for observation without following which
theobservation is not possible. The observer must remember these rules. These rules help
inmaintaining consistency and making observations uniform. These rules are as follows:
Rule 1: If more than one type of category occurs during a 3 second period, the observershould
choose the category that is numerically farther from category 5 (but not category 10).
Suppose the observer is in doubt whether the category is 2 or 3; he should write 2 categories.
Rule 2: The observer should not involve his personal viewpoint.
Rule 3: If more than one category is active in a span of 3 seconds, and then all the
categoriesshould be recorded. If after 3 seconds, no category changes, then the same serial
numbershould be repeated in the next 3 seconds.
Rule 4: If the time period of silence exceeds 3 seconds, it should be recorded under thecategory
No.10
Rule 5: When teacher calls a child by name, the observer is supposed to record a 4thcategory.
Rule 6: When the teacher repeats the student‟s answer and the answer is a correct, that
isrecorded as a category No. 2. This tells the student that he has the right answer and
thereforefunctions as praise or couragement.
Rule 7:When a teacher listens to a pupil and accepts his ideas for a discussion, then
thisbehaviour belongs to category No. 3
Rule 8: The words „All is ok‟, „yes‟, „yah‟, „hum‟, „alright‟ etc belong to the category No.2.
(Encouragement)
Rule 9: If a teacher jokes without aiming at any pupil, this behaviour belongs to the categoryNo.
2. But if he makes any joke aiming at some particular pupil, then it belongs to thecategory No. 7
Rule 10: When all the pupils respond to a very small question collectively, then the serialnumber
of category-8 is recorded.Other evaluative scales of teacher behaviors, Baroda General Teaching
CompetenceScale(GTC).K. Passi’s General Teaching Competence Scale The General Teaching
Competence Scale isgenerally used by measuring teaching competency of a teacher individually

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by a reliable observer or a group of reliable observers making direct observations of his

classroombehaviour for the entire teaching period. As the teacher teaches, the observer sits at the
backfor observation. At the end of the teaching period, she gives her ratings on the General
teaching Competence Scale against all the items. To facilitate this process she may eithermark
frequencies or write verbal descriptions against each item which would help her ingiving rating
more objectively . Not at all 1 2 3 4 5 6 7 Very much
•Planning (Pre-instructional). Objectives of the lesson were appropriate: clearly statedrelevant to
the content, adequate and attainable.
•Content selected was appropriate: relevant and adequate with respect to the objectives of
thelesson, and accurate.
•Content selected was properly organized: Logical continuity and psychological organization.
•Audio-visual material chosen were appropriate: suited to the pupils and content, adequateand
necessary for attaining the objectives.
•Presentation (Instructional) Lesson was introduced effectively and pupils were made
readyemotionally and from knowledge point of viewto receive the new lesson: continuity
instatements or questions, relevance, use of previous knowledge and use of appropriate
device/technique
•Questions were appropriate: well structured, properly put, adequate in number and madepupils
participate.
•Critical awareness was brought about in pupils with the help of probing questions:prompting,
seeking further information, refocusing, redirection and increasing criticalawareness.
•Concepts and principles were explained (understanding brought about) with the help ofclean,
interrelated and meaningful statements: statements to create set, to concludestatements which
had relevancy, continuity appropriate vocabulary explaining links, fluencyand had no vague
words and phrases.
•The concepts and principles were illustrated with the help of appropriate examples
thoughappropriate media (verbal and non verbal): simple, relevant to content and interest level
ofpupils.
•Pupils’ attention was secured and maintained by varying stimuli like movements,
gestures,changing speech pattern, focusing, changing interaction styles, pausing, and oral-
visualswitching: Pupils’ postures, and listening, observing and responding behaviour of pupils.

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•Deliberate silence and nonverbal cues were used to increase pupil participation.
•Pupils’ participation (responding and initiating) was encouraged using verbal and
nonverbalreinforces.
•Speed of presentation of ideas was appropriate: matched with the rate of pupils’understanding
and there was proper budgeting of time.
•Pupils’ participated in the classroom and responded to the teacher and initiated by givingtheir
own idea and reacting to others’ ideas.
•The blackboard work was good: legible, neat, appropriateness of the content written
andadequate.
•Closing. The closure was achieved appropriately: main points of the lessonwe reconsolidated,
present knowledge was linked with the past knowledge, opportunities wereprovided for applying
present nowledge, and present knowledge was linked with futurelearning (assignment).
•The assignment given to the pupils was appropriate: suited to individual differences, relevantto
the content taught, and adequate.
•Evaluation. Pupils’ progress towards the objectives of the lesson was checked and
theprocedures of evaluation were appropriate: relevant to the objectives, valid, reliable
andobjective.
•Pupils’ difficulties inunderstanding a concept or principle were diagnosed by step-by-
stepquestioning and suitable remedial measures were undertaken.
•Managerial. Both attending and non attending behaviours of the pupils were
recognized:attending behaviour was rewarded, directions were given to eliminate non-
attendingbehaviours, questions were asked to check pupils’ attending behaviour, pupils’ feelings
andideas were accepted, and nonverbal cues were used to recognize pupils’ attending and
nonattendingbehaviours.
•Classroom discipline was maintained in the class: pupils’ followed teacher’s instructions
thatwere not related to the content. Comments (if any): 3.2.2.1 Scoring Procedure.The sum of
theratings against at the 21 items constitutes the score onGeneral Teaching Competency (GTC
Scale) of the teacher being observed. The maximum score possible is 147 and the minimumis 21.
•Reliability of the Scale.The inter-observer reliability coefficients range from 0.85 to 0.91.
•Validity of the Scale.The scale has factorial validity. Scott’s coefficient of inter-observerranging
from 0.78 to 0.82.B. Professional Growth: Meaning and purposes"'Profession' describes at once a

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knowing and a doing; it describes a practice rather than atechnical application." (Beyer,
Feinberg, Pagano, and Whitson, 1989, p.14)Educators must understand the concepts in
processing professional development and what itmeans to education. The National Staff
Development Council (2007) created a set of ninestandards that all professional development
should follow. They include content knowledgeand quality teaching, research-basis,
collaboration, diverse learning needs, student learningenvironments, family involvement,
evaluation, data-driven design, and teacher learning.However, it does not determine whether
accountable measures are being gathered todetermine if this information has benefited the
education system as a whole.Professional development refers to the development of a person in
his or her professional mrole. According to Glattenhorn (1987), by gaining increased experience
in one’s teaching role
they systematically gain increased experience in their professional growth throughexamination of
their teaching ability. Professional workshops and other formally relatedmeetings are a part of
the professional development experience (Ganzer, 2000). Much
broader in scope than career development, professional development is defined as a growththat
occurs through the professional cycle of a teacher (Glattenhorn, 1987). Moreover,professional
development and other organized in-service programs are deigned to foster the
growth of teachers that can be used for their further development (Crowther et al, 2000).
Onemust examine the content of those experiences through which the process will occur and
howit will take place (Ganzer, 2000; Guskey, 2000).This perspective, in a way, is new to
teaching in that professional development and in-service
training simply consisted of workshops or short term courses that offered teachers
newinformation on specific aspects of their work (Brookfield, 2005). Champion (2003)
positedthat regular opportunities and experiences for professional development over the past few
years had yielded systematic growth and development in the teaching profession.Many have
referred to this dramatic shift as a new image or a new module of teachereducation for
professional development (Cochran-Smith & Lytle, 2001: Walling & Lewis,2000). In the past 15
years there have been standards-based movements for reform
(Consortium for Policy Research in Education, 1993; Hord, 2004; Kedzior & Fifield,
2004:Sparks, 2002). The key component of this reform effort has been that effective
professionaldevelopment has created a knowledge base that has helped to transform and

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restructure quality schools (Guskey, 1995; Willis, 2000).Much of the available research on
professional development involves its relationship to
student achievement. Researchers differ on the degree of this relationship. Variables are
theschool, teacher, student level related to the level of learning within the classroom, parent
andcommunity involvement, instructional strategies, classroom management, curriculum
design,student background knowledge, and student motivation (Marzano, 2003). Based upon
areview of several studies, Marzano (2003) concluded that the professional development
activities experienced by teachers have a similar impact on student achievement to those ofthe
aforementioned variables.Opportunities for active learning, content knowledge, and the overall
coherence of staff development are the top three characteristics of professional development.
Opportunities foractive learning and content specific strategies for staff development refer to a
focus onteacher application of learned material. Overall coherence refers to the staff
development program perceived as an integrated whole and development activities building upon
eachother in a consecutive fashion. Marzano (2003) warned, however, that standardized staff
development activities which do not allow for effective application would be ineffective in
changing teacher behavior.Richardson, (2003) published a list of characteristics associated with
effective professionaldevelopment, stating that such programs would optimally be:“statewide,
long term with follow-up; encourage collegiality; foster agreement among participants on goals
and visions; have a supportive administration; have access to adequatefunds for materials,
outside speakers, substitute teachers, and so on; encourage and developagreement among
participants; acknowledge participants existing beliefs and practices; and make use of outside
facilitator/staff developers.” (p. 402)Kedzior and Fifield (2004) described effective professional
development as a prolonged facetof classroom instruction that is integrated, logical and on-going
and incorporates experiencesthat are consistent with teachers’ goals; aligned with standards,
assessments, other reforminitiatives, and beset by the best research evidence. Elmore (2002)
described professionaldevelopment as sustained focus over time that is consistent with best
practice.Professional development encompasses all types of facilitated learning
opportunitiesincluding credentials such as academic degrees to formal coursework, conferences
andinformal learning opportunities situated in practice. It has been described as intensive and

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collaborative, ideally incorporating an evaluative stage.[1] There are a variety of approaches

toprofessional development, including onsultation, coaching, communities of practice,
lessonstudy, mentoring, reflective supervision and technical assistance
Professional Development Refers to the development of a person in his or her
professionalrole. According to Glattenhorn (1987), by gaining increased experience in one’s
teaching rolethey systematically gain increased experience in their professional growth
throughexamination of their teaching ability.
4. Professional Development means practices and activities teachers do individually
orcollectively to enrich themselves professionally. These activities provide opportunities
forgrowth in knowledge, skills and attributes leading to improved practice.
Purpose of Professional GrowthGood teachers form the foundatio of good schools, and
improving teachers’ skills andknowledge is one of the most important investments of time and
money that local, state, and
national leaders make in education. Yet with the wide variety of professional
developmentoptions available, which methods have the most impact on student
learning?Research on professional development is scattered throughout subject areas, with its
focusranging from classroom processes and structures to teachers’ personal traits. We have
limitedour review to learning opportunities for teachers that are explicitly aimed at
increasingstudent achievement.
12.13. TRENDS IN RESEARCH IN TEACHEREDUCATION:
Quantitative Leap:
The first study reported in Teacher Education was by Banerjiin 1956. After the first studywas
reported the First Survey reported45 studies on Teacher Education upto 1973. TheSecond
Surveyduring the next five years i.e. up to 1978 reported 65 studies. During theperiod 1978 to
1983, 116 studies were reported. The growth of researches in Teacher
Education indicates that the researchers were getting attracted towards this area. Some of the
reasons cited for this attraction were easy accessibility of sample for the studies,availability of
ready-made tools and expertise.
Systematization of Instruction:
Instruction dominated by ̳lecture‘ method, which is usually aone way interaction and
oftenunstructured was called the traditionalmethod. Research on instruction show a shift

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ofemphasis fromlecture methodto structured methods such as programmed learning,instructional

model-based teaching or structured lectures. The purpose of research was to
make instruction at Teacher Education level a systematic activity. The main intention was
tomakeinstruction reproducible. Further, the purpose was to develop instructional strategies
forTeacher Education.
Larger Coverage of Objectives:
Attempts to cover a larger number of objectives was seen.These included
classroomunderstanding dynamics of classroom teaching. Micro-teaching studies aimed
atdeveloping skills of teaching. Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of
teacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
12.14. SUMMARY
Attempts to cover a larger number of objectives was seen.These included
classroomunderstanding dynamics of classroom teaching. Micro-teaching studies aimed
atdeveloping skills of teaching. Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of

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teacher education were researched.Alternative Model: Earlier researches on the Harbartian

model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
12.15. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teachers evaluating scales.
2. Discuss the teacher’s scales of bihaviour.
3. Discuss the roles and competencies required of teachers programme.
12.16. FURTHER READING
InternationalInstitute for Educational Planning, Paris 2004, Second edition, Page no. – 19-32 &
109
Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: Increasing teacher
effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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UNIT –13
PROFESSIONAL GROWTH
STRCTURE

13.1. learning objectives

13.2.introduction
13.3. strategies for professional growth
13.5. methods of professional growth for teachers
13.6. without direct supervision or attendance in a class
13.7. reflective teachinglearning strategies self-analysis
13.8. focus on teaching skills
13.9. focus on subject matter and student learning
13.10. linking professional learning to teachers’ real work
13.11. summary
13.12. unit end excercises
13.13. further reading

13.1. LEARNING OBJECTIVES

After reading this unit you will able to :
Give meaning and purposes of Professional Growth
Explain strategies of professional growth
Identify means for Assessing professional growth
Narrate Research trends in Teachers Education.
13.2.INTRODUCTION
The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.
Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or
a particular teacher’s classroom are influenced to a great extent by the knowledge,
skillsaptitudes, attitudes and values that students possessed when they entered the school

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orclassroom. In addition, the knowledge, skills, aptitudes, attitudes and values that
studentspossess when they enter a school or classroom are the result of some intricate and
complex
combination of their genetic composition and the environment to which they have beenexposed
in their homes.In addition to these genetic and environmental factors which are beyond the
control ofany teacher, teachers are powerless in terms of making learning occur; they cannot
simplyopen up the tops of their students’ heads and pour in the desired learning. The
stimulusresponsetheory has long been dismissed as a viable theory for understanding the
linkbetween teaching and learning (that is, teachers teach (stimulus) and students
learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
13.3. STRATEGIES FOR PROFESSIONAL GROWTH
How to Set Professional Development Goals Find a description of your current job andlist the
skills critical to that position. Isolate areas where improvement is needed. Take yourrankings and
list the skills where you need the most improvement. List any subskills or partsof the areas that
might need extra improvement. Create a skill mastery plan. List the ways inwhich to improve or
the skills that you need the most work on. Determine appropriatemilestones and completion
dates. Break your mastery plan down into reasonably achievable milestones. How to Set
Professional Development Goals 1. Find a description of your current joband list the skills
critical to that position. These skills might include knowledge of certaincomputer software,
certain classes or certifications or specific skills associated with aprofessional position. Review

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the skills necessary for your position and rank your own skillson a 1 to 5 scale. How to Set
Professional Development Goals 2. Isolate areas where improvement isneeded. Take your
rankings and list the skills where you need the most improvement. Listany subskills or parts of
the areas that might need extra improvement. How to Set Professional Development Goals 3.
Create a skill mastery plan. List theways in which to improve or the skills that you need the most
work on. Also list the ways toobtain skills that you lack. Research classes or training needed to
gain these skills. If theseskills can be taught by someone in your organization, put that into your
plan, as well. Typethese goals and print them for your records. How to Set Professional
Development Goals 4. Determine appropriate milestones andcompletion dates. Break your
mastery plan down into reasonably acheivable milestones. It'sbest to use a year long plan. Work
on your most needed skills first and set a date by whichyou want to be at the minimum,
competent at the skill. Create dates for completion for theother skills, as well.
13.4. METHODS OF PROFESSIONAL GROWTH FOR TEACHERS
1. Books on the Teaching Profession
2.Professional Development Courses
3. Additional College Courses
4. Reading WellEstablished Websites and Journals
5. Visiting Other Classrooms and Schools
6. JoiningProfessional Organizations
7. Attending Teaching Conferences
13.5.METHODS OF PROFESSIONAL GROWTH FOR TEACHERS
1. Books on the Teaching Profession Aneasy way to learn new methods for lesson preparation,
organization, and creating effectiveclassroom systems can be found in books You can also read
books that provide inspirationaland moving stories to help motivate you as you teach.
12. Methods of Professional Growth for Teachers 2. Professional Development Courses
Professional development courses are a great way to find out the latest research in
education.Courses on topics like research and assessment creation can be very enlightening. You
should
approach your department head and administration if you hear of a course that would be greatto
bring to your school district. Alternatively, online professional development courses are onthe
rise and provide your more flexibility in terms of when you actually do the work.

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13. Methods of Professional Growth for Teachers 3.

Additional College Courses Collegecourses provide teachers with more in depth information on
the topic chosen. Manyeducational institutions provide teachers with incentives for completing
additional college
courses.
14. Methods of Professional Growth for Teachers 4. Reading Well Established Websitesand
Journals Established websites like About.com's Education sites and others providewonderful
ideas and inspiration to teachers. Further, professional journals can help enhance
lessons throughout the curriculum.
15. Methods of Professional Growth for Teachers 5. Visiting Other Classrooms andSchools If
you know of a great teacher at your school, arrange to spend a little time observingthem. They
don't even have to teach in your subject area. You can pick up different ways todeal with
situations and to help with basic housekeeping tasks. Additionally, visiting otherschools and
seeing how other teachers present their lessons and deal with students can bevery enlightening.
Sometimes we get in a rut thinking that the way that we are teaching is theonly way to do it.
However, seeing how other professionals handle the material can be a realeye opener.
16. Methods of Professional Growth for Teachers 6. Joining Professional
OrganizationsProfessional organizations for teachers provide resources to help you in and out of
theclassroom. Further, many teachers find associations specific to their subject matter give them
a wealth of material to help build and enhance lessons.
17. Methods of Professional Growth for Teachers 7. Attending Teaching ConferencesLocal
and national teaching conferences occur throughout the year. See if one is going to benear you
and try and attend. Most schools will give you the time off to attend if you promise
to present the information. Some might even pay for your attendance depending on thebudgetary
situation. Check with your administration. The individual sessions and keynotespeakers can be
truly inspirational.
18. As a teacher, what is your Professional Growth Plan? Determine your goals and plans
19. Professional Growth Plans means the career-long learning process whereby a
teacherannually develops and implements a plan to achieve professional learning objectives or
goalsthat are consistent with the Vision and Mission of the University.

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20. Professional Growth Plans Teachers have a professional responsibility to keep abreastof
new developments in education and to continue to develop their professional practice.Every
teacher employed by a school system must develop and implement an annual plan for
professional growth that outlines the professional development activities the teacher intendsto
undertake in that year.
21. Sample Professional Growth Plan Target Area Objectives Strategies ExpectedOutcomes
Teaching Strategies use/utilize various teaching strategies -Attend seminar onteaching strategies
-Enroll post graduate studies - Use collaborative teaching -Confidence inteaching and
systematized teaching process -Increased student participation in the learningprocess
22. Teachers start strong and continue to grow professionally throughout their teachers-
professional-development-improvestudent-
A, strategies of professional growth, self study, acquisition of higher learning,
conductingresearch and publications, Teachers ccountability- Meaning, teacher,s role in
school,community and the nation, parent Teacher Association, Assessing accountability.Self
Study
he study of something by oneself, as through books, records, etc.
13.6.WITHOUT DIRECT SUPERVISION OR ATTENDANCE IN A CLASS
Self studying, which involves studying without direct supervision or attendance in aclassroom, is
a valuable way to learn, and is quickly growing in popularity among parentsand students. By
complementing formal education with home study, students can see adrastic improvement to
grades, material understanding, and confidence.
Many students study at home to supplement their class-based learning. However, self study mcan
also be used to master a new skill or learn an entirely new concept – like a language or
aninstrument. The benefits you can gain from self study are endless and are completelyetermined
by yours and your child’s goals.There are various self studying methods you can implement at
home (whether they’re selfstudy tips to complete solo or with you) that can bring about many
educational benefits both
in and out of school.Important insights into varying aspects of teacher education emerge when
attention is focusedon the work of teacher educators. Teacher educators’ observations,
explorations and inquirie

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are important as they offer access to the intricacies of teaching and learning about teaching
soimportant in shaping the nature of teacher education itself. For (at least) this reason, researchof
the kind found in self-study of teacher education practices (S-STEP) is increasingly
pursued and valued by teacher educators. In so doing, self-study also encourages others tolook
more closely into their own practices.
For many, self-study has become an empowering way of examining and learning aboutpractice
while simultaneously developing opportunities for exploring scholarship in, andthrough,
teaching. Self-Study allows educators to maintain a focus on their teaching and ontheir students’
learning; both high priorities that constantly interact with one another. Thisinterplay between
practice and scholarship can then be quite appealing to educators as theirwork becomes more
holistic as opposed to being sectioned off into separate and distinctcompartments (e.g., teaching,
research, program evaluation, development, etc.). However,
just because self-study may be appealing, it is not to suggest that the nature of self-studywork
should simply be accepted without question and critique. There is a constant need toexamine
what is being done, how and why, in order to further ourunderstanding of the field and to foster
development in critical and useful ways so that thelearning through self-study might be
informative and accessible to others.
This series has been organized in order so that the insights from self-study research andpractice
might offer a more comprehensive articulation of the distinguishing aspects of suchwork to the
education community at large and builds on the International Handbook of Self
Study in Teaching and Teacher Education (Loughran, Hamilton, LaBoskey & Russell,
2004).Self-study may be viewed as a natural consequence of the re-emergence of reflection
andreflective practice that gripped the education community in the last two decades of the 20th
century (see for example Calderhead & Gates, 1993; Clift et al., 1990; Grimmett &
Erickson,1988; LaBoskey, 1994; Schön, 1983, 1987). However, self-study aims to, and must,
gofurther than reflection alone. Self-study generates questions about the very nature of teaching
about teaching in teacher education (Korthagen & Kessels, 1999) and is important
inconceptualizing scholarship in teaching as it generates and makes public the knowledge
ofteaching and learning about teaching so that it might be informative to the education

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community in general. This series offers a rage of committed teacher educators who, through
their books, offer adiverse range of approaches to, and outcomes from, self-study of teacher
teacher education practices.
Methods/Techniques of Self Study
13.7. REFLECTIVE TEACHINGLEARNING STRATEGIES SELF-ANALYSIS
• Keep a record of own success or failure in employing a strategy, problemsand issues
confronted, and significance of learning events
Writing Journals
• Includes: a) a description of the teaching/learning event, b) outcomes ofthe event, c) value or
worthiness of the outcomes and d) causes of successKeeping a Portfolio
• Includes a student’s first-hand observations and personal knowledge
that will be needed on analyzing changes in values being developed. helps students tounderstand
the meaning and effect of their contributions. The experiential learning process ofreflection
• one borne out of experiences that have been deeply thought of, analyzed andevaluated.
Learning that results from reflective teaching Take Note:
8. (M) Metacognitive Approach (“meta” means beyond) an approach that goes
beyondcognition. It is an approach that makes students think about thinking. Making the
teachersconscious of their thought processes while they are thinking; allowing them to think
aloud.“students learn more effectivly when they are aware on their learning of how they learn
andknow how to monitor and reflect” (Linda Darling-Hammond and colleagues, 2008)
“effectiveproblem solvers subvocalize, that is they talk to themselves frequently” (Orlich,
1994)Students describe what is going on in their mind; Students identify what is known in a
situation or problemWays
For those who are conditioned to think that learning only happens in a classroom, the worldof
self-learning can be a little daunting. How do we best take advantage these newopportunities.

1. Get interested Make no mistake.

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Your interest in the subject is the essential driver of success. You can’tlearn what you do not
want to learn. Emotion is an important part of the learning process. Ifyou are even moderately
interested in a subject, give yourself a chance. The key is to get
started. If you can create some pleasurable routines, you may find that the subject grows onyou.
“L’appetit vient en mangeant” (the appetite comes with eating) as they say in French. \
2. Expect problems and you won’t be disappointed.
Don’t expect to understand things, much less remember them, the first time you study them.Trust
that things will get clearer as your brain comes to grips with new information. It is like
a jig-saw puzzle or a cross-word puzzle. As you start to put the pieces together, or string
thewords together, the full picture becomes clearer. The brain learns all the time, but on its
ownschedule. Learning does not take place according to a schedule laid down by a curriculum or
teacher. Some things are easier to learn than others. Some things just take longer to click in.Keep
at it, and you will gradually find that things that seem difficult at first, will becomesecond nature
with time.
3. Cover the same ground from different angles.Your brain is struggling to form patterns to cope
with new input from your learning activities.
Sometimes, no matter how long you focus on one subject, your brain is not going to pick itup. If
you are stuck, move on. Then cover the same general information from a differentsource, a
different book, or a podcast, or an online lecture or a video. Try to become a grazing
learner, roaming the countryside, rather than a feedlot learner, just standing there in one
spot,munching on the same bale of hay. The broader your base, the easier it is to learn. Just as
the“rich get richer”, the more you know, the more you can learn.
4. Anytime is learning time.Take full advantage of the Internet, iTunes, and various mobile
devices, not to mention goodold-fashioned books and magazines. Learn during “dead time”.
Listen in your car, on the
train, or while jogging. Have your learning with you while waiting in the doctor’s office, orlisten
while checking out at the supermarket. Anytime is learning time. Remember, you arelearning
through exposure, not by nailing things down. It is more like moisture accumulationin a cloud,
rather than building a brick wall.

5. Be a multimedia learner.

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The more varied your learning content, and the more varied the ways in which you learn,
theclearer the puzzle will become. Different learning activities suit different people, at
differenttimes of the day. Vary your activities in order to keep your interest level up. Even if
listening and reading work best for you, treat yourself to the odd video lecture, or get-together
withother learners. This will renew your batteries.
6. Join learning communities.The “loneliness of the distance learner” is a thing of the past. Join a
learning community onthe web, where members share their knowledge and experience. Search
for the communitiesthat suit your interests and learning style. You will find encouragement,
advice and stimulusfrom fellow learners, as well as from tutors, teachers and coaches. In these
communities, youcan measure your progress against your own goals, or compare your
experience with that ofother learners. You can even teach and help others, which is a great way
to learn.acquisition of higher learning.
13.8. FOCUS ON TEACHING SKILLS
Research on the links between teacher learning and student achievement is divided into
twowaves. The first wave, beginning in the 1960s, focused primarily on “generic” teaching
skills,such as allocating class time, providing clear classroom demonstrations, assessing student
comprehension during lectures, maintaining attention, and grouping students.These studies
showed small to moderate positive effects on students’ basic skills, such asphonetic decoding
and arithmetic operations; in a few cases, reasoning skills also improved.For example, in an
experimental study of fourth-grade mathematics in urban schools servingprimarily low-income
families, student achievement was greater when teachers emphasizedactive whole-class
instruction — giving information, questioning students, and providingfeedback — and more
frequent reviews, among other measures. Student achievement also
was enhanced when teachers learned to follow the presentation of new material with
“guidedpractice” — asking questions and supervising exercises.
13.9. FOCUS ON SUBJECT MATTER AND STUDENT LEARNING
1In the 1990s, a second wave of research delved deeper into student learning, focusing
onstudents’ reasoning and problemsolving potentials rather than only on basic skills. Itsuggested
that professional evelopment can influence teachers’ classroom practicessignificantly and lead to
improved student achievement when it focuses on
(1) how studentslearn particular subject matter;

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(2) instructional practices that are specifically related to thesubject matter and how students
understand it; and
(3) strengthening teachers’ knowledge ofspecific subject-matter content. Close alignment of
professional development with actualclassroom conditions also is key.In one study, Thomas
Carpenter and colleagues randomly placed first-grade teachers either ina monthlong workshop
that familiarized them with research on how students understand
addition and subtraction word problems or in professional development that focused
onmathematical problem-solving strategies but not on how students learn. Teachers
whoparticipated in the student learning workshop more often posed complex problems
tostudents, listened to the processes students used to solve those problems, and encouraged
them to seek different methods of finding answers. By contrast, teachers who were not in
theworkshop emphasized basic fact recall, getting answers quickly, and working alone ratherthan
in groups.Student achievement was consistently higher and growth in students’ basic and
advancedreasoning and problem-solving skills was greatest when their teachers’
professionaldevelopment focused on how students learn and how to gauge that learning
effectively. Thissuggests that professional development that is rooted in subject matter and
focused on student
learning can have a significant impact on student achievement.
In another study, Paul Cobb and colleagues provided opportunities for teachers to examinenew
curriculum materials, solve mathematics problems that they would teach to students, andthen
study student learning. At the end of the school year, these teachers’ students did betteron
conceptual understanding and maintained their basic computational) skills.
Although research in teacher professional development is dominated by mathematics
studies,good examples of such research also exist in other subjects including science, literacy,
andbasic reading skills.In reading, Deborah McCutchen and colleagues studied two groups of
kindergarten and firstgradeteachers. One group received professional development that improved
their knowledgeof word sounds and structure, whereas the other group had no additional
training. Studentsreading performance then was tracked over the course of a year. Teachers who
got the extratraining spent more time explicitly teaching the building blocks of words and
language, andtheir students did better on tests of word reading, spelling, and in first grade,
comprehension.

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13.10. LINKING PROFESSIONAL LEARNING TO TEACHERS’ REAL WORK

To be effective, professional development must provide teachers with a way to directly
applywhat they learn to their teaching. Research shows that professional development leads
tobetter instruction and improved student learning when it connects to the curriculum
materialsthat teachers use, the district and state academic standards that guide their work, and
theassessment and accountability measures that evaluate their success.Two recent studies that
support focusing professional development on curriculum haveimplications for states striving to
connect education policy to instruction. David Cohen andHeather Hill found that teachers whose
learning focused directly on the curriculum theywould be teaching were the ones who adopted
the practices taught in their professionaldevelopment. These teachers embraced new curriculum
materials when they were supportedby training and, in some cases, workshops about the new
state-required student assessment.
The study also showed that students of teachers who participated in this kind of curriculum
focusedprofessional development did well on assessments. Unfortunately, most teachersreceived
less effective forms of training.In another study, Michael Garet and colleagues surveyed a
nationally representative sampleof teachers who, in the late 1990s, participated in the
Eisenhower Professional DevelopmentProgram, which emphasized mathematics and science.
The study found that teachers weremore likely to change their instructional practices and gain
greater subject knowledge andimproved teaching skills when their professional development
linked directly to their dailyexperiences and aligned with standards and assessments.How Much
Professional Development Is Enough, and How Well Is It Working?Studies suggest that the
more time teachers spend on professional development, the more
significantly they change their practices and that participating in professional
learningcommunities optimizes the time spent on professional development. Therefore, it is
strikingthat one national survey found that in nine of 10 content areas, most teachers said that
theyspent one day or less on professional development during the previous year.While adequate
time for professional development is essential, studies also show that byitself, more time does
not guarantee success. If the sessions do not focus on the subject mattercontent that research has
shown to be effective, then the duration will do little to
change teachers’ practices and improve student learning.Most states and school districts do not
know how much money they are spending on professional development for teachers or what

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benefit they are actually getting from theiroutlays because they do not systematically evaluate
how well the additional training works.An effective evaluation includes an examination of actual
classroom practices, the training’simpact on teacher behavior, and its effect on student learning.
Evaluation should be anongoing process that starts in the earliest stages of program planning and
continues beyondthe end of the program.ConclusionOur changing goals for learning, coupled
with shifts in curriculum emphasis and a deeperunderstanding of teacher learning and student
thinking, have led to new findings about theimpact of teacher professional development and how
best to sharpen teachers’ skills andknowledge.What matters most is what teachers learn.
Professional development should improve teachers’ knowledge of the subject matter that they are
teaching, and it should enhance theirunderstanding of student thinking in that subject matter.
Aligning substantive training withthe curriculum and teach ers’ actual work experiences also is
vital.The time teachers spend in rofessional development makes a difference as well, but
onlywhen the activities focus on high-quality subject-matter content. Extended opportunities
tobetter understand student learning, curriculum materials and instruction, and subject-
mattercontent can boost the performance of both teachers and students.Conducting research and
publications What is action research?One problem with action research is that the term means
different things when used bydifferent authors. For example, Hopkins (1985) treats action
research and classroom research by teachers as synonymous;
Wallace (1991) argues that the main criterion for action researchis practicality;
Brown (1994) and Robinson (1991) suggest that any action undertaken byteachers to collect data
and evaluate their own teaching can be termed action research; and
Somekh (1993) highlights the participatory insider nature of action research.Despite the
differences between these interpretations of action research, there does appear tobe a common
core which distinguishes action research from research in general. Actionresearch occurs within
a specific classroom situation, is usually conducted by the teacher as
classroom participant, and aims to develop the situation and the teacher-researcher rather
thangenerate additions to the pool of human knowledge.Since action research does not aim to
increase knowledge, issues of research reliability andvalidity can generally be downplayed in
action research while practicality and immediateusefulness become more important. For this
reason, action research often seems an attractiveoption for teachers new to research. It looks easy
- action researchers do not have to worryabout creating valid research designs, about statistics, or

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about concepts like triangulation andreliability. While these points are to some extent true,
conducting useful action researchstill requires serious devotion of time and effort, and a lot of
thoughtful consideration.However, while not easy, action research should still be an attractive
option for classroomteachers, albeit for different reasons.Why should teachers conduct research?
To improve and develop teaching, research into classrooms is needed. As teachers, we needto
know what is actually happening in our classrooms, what learners are thinking, whylearners are
reacting in the ways they do, what aspects of the classroom we should focus on to
develop our teaching most effectively, how we should change in these aspects, and what
theeffects of such a change are. It is important to note that more than half of the items in this
listconcern describing and understanding the existing classroom situation rather than evaluating
the implementation of a new approach. If we do not truly understand our classroom
situationsfirst, our choices of new approaches to implement are likely to be based on personal
fancyand whimsy rather than on what is most likely to have beneficial effects in the
situation.Given this need for teachers to understand their own classroom situations, it comes as
something of a surprise to realise that most research into classrooms is still conducted
byresearchers from outside the classroom situation. A quick trawl through a few recent
journalsshows that university esearchers are the authors of nearly all of the articles, including
those that investigate school classrooms. (I should be a little careful here as I work at a
universitybut am advocating action research at all educational levels). The problem with
classroomresearch being conducted by outside researchers is that classrooms are very
complicatedspecific contexts replete with their own routines and expectations which are very
difficult foroutside observers to understand. Classroom research into surface behaviours, such as
thenumber of questions a teacher asks in a lesson, can be effectively conducted by
outsideresearchers, but getting a real understanding of the underlying meaning s and purposes of
these behaviours can only be done by insiders. Since most learners are not in a position to beable
to conduct research, this means that the teacher is the person who should be doing mostresearch
into classrooms.The problems with conducting researchTeachers wishing to conduct research
into their own classrooms, however, are faced with a host of problems. Not least among these are
lack of time, lack of expertise or skills inresearch, lack of support especially from within their
own institution, and threats to their selfimageas a teacher (Allwright, 1993; Burton and Mickan,
1993; Nunan, 1993). The problem of lack of research expertise or skills has a knock-on effect

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causing furtherproblems. Research designed and conducted by teachers new to research is likely
to have lowreliability (e.g. the findings are not likely to be generalisable) and low validity (e.g.
theresearch may bot actually produce findings which address the targetted research topic).
Because of these problems, the research is also likely to have low publishability - which
mayobstruct achievement of the teacher's real reason for conducting research, namely, to
getpublished given the heavy stress placed on publishing research by the Ministry of Education
and universities at present.Action research as a solution to the problems
All of these problems may make teachers think twice before getting involved in
research.However, these problems apply to research in general rather than action research. In
focusingon action research, we need to shift our perceptions of the nature and purposes of
research, and this shift in our perceptions reduces the importance that can be given to the
problemsdiscussed above.Action research, as we have seen, aims to develop the teaching
situation and the teacherresearcherrather than generate new knowledge. As such, reliability and
generalisability are not really issues in action research. Action research aims to generate findings
that are usefulwithin a specific context rather than findings applicable across many different
situations.Similarly, the basis for judging validity in action research is different from that used in
research in general. In general research, validity is measured by the extent to which theresearch
actually investigates what it is supposed to investigate, and because of this, researchdesign and
data analysis procedures are crucial. In action research, on the other hand, validity
can be measured by the extent to which the research produces findings which are useful
indeveloping the classroom situation. This shift in perceptions concerning the nature
andpurposes of research means that action research, which may not be publishable when
judgedby the criteria of research in general, is publishable as action research (see Edge, 2001;
Sitler and Tezel, 1999; Watson Todd, 1999 for recent examples of published action research).
However, the nuber of publications focusing on action research is limited meaning
thatpublishability is actually still low. Publishing an article, however, should not be a teacher's
top priority when deciding toconduct action research. More important is the likely effect that
conducting the actionresearch will have on the classroom situation and the teacher-
researcher.Action research for development In conducting action research, teachers can become
emancipated (Gore and Zeichner, 1995),in that they become in control of the whole process of
research and investigation of their ownteaching, rather than being the tool of an outside

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researcher. Teachers, then, can become moreutonomous, responsible and answerable through
action research (Day, 1987), and sodecisions concerning change can be taken by teachers
themselves. One outcome of this is thataction research is likely to be relevant and immediately
useful in understanding anddeveloping the specific classroom context in which it was conducted,
and so of benefit tolearners. Another outcome is that the research becomes both an input into and
a stimulus forteacher reflection (indeed, teacher reflection is one of the key tools in conducting
actionresearch), and reflection is a necessary component of personal and professional
development. Conducting action research, then, is one key way for us to develop ourselves as
teachers.As teachers, it is our duty to develop both our teaching and ourselves. Action research
canhelp us to fulfil these responsibilities. Because of this, conducting action research should not
be seen as something extra that keen teachers can do which goes beyond their usual
teachingresponsibilities. Instead, conducting action research should be seen as an integral part of
ourresponsibilities as professionals dedicated to developing our teaching and ourselves.
13.11. SUMMARY
Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
ofteacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,Flanders interaction model, micro-teaching were seen as the
behaviouristic models. However,recent researches indicated a different trend wherein other
behaviouristic models such asConcept Attainment, Inquiry Training, Advanced Organizer
Models. This was indeed awelcome change. During the current period researches on the context,
presage, process andproduct variables highlighting the importance of areas of teaching and
learning styles ofteachers and students, cognitive styles, student and teacher characteristics,
management ofeducation and technology of education and technology in education are
aimingimportanceand attention of researchers.
13.12. UNIT END EXCERCISES
1. Compare the objective of teacher education at frofessional growthlevels.
2. Discuss the measurement of teacher’s frofessional growthlevels.
3. Discuss the roles and competencies required of teachers programme.

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13.13. FURTHER READING

Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: InternationalInstitute for
Educational Planning, Paris 2004, Second edition, Page no. – 19-32 & 109-
Increasing teacher effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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UNIT –14
TEACHERS ACCOUNTABILITY
STRCTURE

14.1. Learning Objectives

14.3. Teachers Accountability-
14.4. parent Teacher Association
14.5. sharing in upbringing
14.6. academic work and performance
14.7. standards and values
14.8. moral attitude and behaviour
14.9. sharing of ideas
14.10. Assessing accountability
14.11.Criterion for Accountabilit
14.12. recommendation of various commissions
14.13.nature &purpose of research inteacher education
14.14. Summary
14.15. Unit end excercises
14.16. Further reading

14.1. LEARNING OBJECTIVES

After reading this unit you will able to :
Give meaning and purposes of teachers accountability
Explain strategies of teachers accountability
Identify means for Assessing accountability.
14.2.INTRODUCTION
The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.
Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or a particular
teacher’s classroom are influenced to a great extent by the knowledge, skillsaptitudes, attitudes

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and values that students possessed when they entered the school orclassroom. In addition, the
knowledge, skills, aptitudes, attitudes and values that studentspossess when they enter a school
or classroom are the result of some intricate and complex combination of their genetic
composition and the environment to which they have beenexposed in their homes.In addition to
these genetic and environmental factors which are beyond the control ofany teacher, teachers are
powerless in terms of making learning occur; they cannot simplyopen up the tops of their
students’ heads and pour in the desired learning. The stimulusresponsetheory has long been
dismissed as a viable theory for understanding the linkbetween teaching and learning (that is,
teachers teach (stimulus) and students learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
14.3. TEACHERS ACCOUNTABILITY-
Meaning,teacher,s role in school, community and the nation,ox 1 Twelve ualities of a good
teacher or mentor
1. Committed to the work
Focuses on educational needs of the students
Works with passion
Keen to uphold the university's values
Enthusiastic about work and about teaching
2. Encourages and appreciates diversity
Does not stereotype or speak negatively of others
Nurtures and encourages diversity

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Seeks and encourages understanding of, and respect for, people of diversebackgrounds
3. Interacts and communicates respect
Communicates effectively with others
Encourages input from others, listening deeply and giving credit for theircontributions
Acts with integrity
Provides a model of high ethical standards
Shows a caring attitude
4. Motivates students and co-workers
Encourages students to achieve their goals
Provides constructive feedback
Monitors progress of students and fosters their success
5. Brings a wide range of skills and talents to teaching
Teaching is clearly presented and stimulates high-order thinking skills
Presents difficult concepts comprehensibly
Brings appropriate evidence to the critique
Teaches memorably
6. Demonstrates leadership in teaching
Contributes to course design and structure
Contributes to publications on education
Evidence of self-development in an educational context
Demonstrates creativity in teaching strategies
Committed to professional development in education
7. Encourages an open and trusting learning environment
Creates a climate of trust
Encourages students to learn from mistakes
Helps students redefine failure as a learning experience
Encourages student questions and engagement in the learning process
Encourages student growth with appropriate behaviour-based feedback
8. Fosters critical thinking
Teaches students how to think, not what to think
Encourages students to organize, analyse and evaluate

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Explores with probing questions

Discusses ideas in an organized way
Helps students to focus on key issues
Trains students in strategic thinking
9. Encourages creative work
Motivates students to create new ideas
Fosters innovation and new approaches
10. Emphasizes teamwork
Builds links at national and international levels in education
Encourages students to work in teams
Encourages collaborative learning
11. Seeks continually to improve teaching skills
Seeks to learn and incorporate new skills, and information teaching
Seeks feedback and criticism
Keeps up to date in specialty
12. Provides positive feedback
Listens to students and discovers their educational needs
Values students, never belittles
Provides constructive feedback
Helps and supports people to grow
Teaches students how to monitor their own progress.
14.4. PARENT TEACHER ASSOCIATION
What is the Parent Teacher Association?/
The purpose of the PTA is to provide a structure through which the parents/guardians ofchildren
attending Dublin 7 Educate Together National School can work together for the bestpossible
education and welfare of their children.The objectives of the Parent Teacher Association will be
as follows:
1. To represent the views of parents
2. To promote a positive view of parents through liaison with the Parent Representativeson the
Board of Management
3. To develop partnership between the school bodies

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4. To inform parents of current changes in the education system, if need

5. To network with other Parent Associations through involvement with NationalParents Council
6.To work as a team and to have a yearly plan
7.To establish a forum through which parents can communicate their opinions andconcerns
regarding the school, to identify issues and possibly work towards a solution.
8.To establish a forum through which parents and teachers can exchange informationand
research in relation to education/welfare of children.
9. The Parent Association can play their role by:
10. Finding out what information parents would like or need
11. Contributing to the school newsletter
12. Helping the teachers to set up an information meeting for parents of aparticular class
13.Bringing Department of Education and Science and National Parents Councilcirculars or any
relevant information to the attention of parents
14. To support parents, teachers and students to ensure that all children are treated inaccordance
with the ethos of the school.
15.To support teachers, and to work with them in delivering the curriculum
16.To elect a Committee and Sub-committees, e.g. Fundraising Committee, EthicsCommittee.
17. To ensure equal participation by all parents
18. To access any training available for parents and staff of the school from other sources
18. To help plan and carry-out programme of activities for the year, in consultation withthe
Principal and Board of Management and to run activities that involve parents andchildren
19.To help raise funds for the school and the Parents Association, in consultation withthe
Principal and Board of Management
20.To keep parents informed about activities planned for the school
21.To influence policy development at school level
22.To influence policy development at national level once affiliated to the NationalParents
Council.
What is NOT the role of the Parents Association?
To get involved in individual complaints
Day to day running of the school
Curriculum

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Appointment of teachers
Carrying out activities without consultation with Principal and/or Board ofManagement
Portraying the school, its staff, the Board of Management and pupils in a negativemannerThe
parents/teacher association is a body omprising of parents and teachers of an institutionof
learning who meet annually to discuss matters on the educational, moral and spiritual
wellbeingof the students or pupils of a particular learning institution, either at the elementary
orsecondary school level.This body is basically made up of two arms; the Executive and the
General Assembly. The
general assembly meets once a year, while the executive meets as often as the need arises.Every
child begins life within a particular family. The child is raised and taught somefundamental
principles in life, such as what is right and what is wrong, the kind of behavior that society
approves of and those which society regards as anti social. Thus children beginlife in a home
environment learning and being exposed to life principles. Gradually, as thechild grows older it
becomes an imperative for the child to meet persons in a differentenvironment where formal
education takes place.This new environment is the school. At the beginning children have
difficulties coping andaccepting this “strange” place but they gradually begin to become
accustomed to it. What is
very important to note here is that discipline and learning which was initially and exclusivelythe
responsibility of the parents, must now be shared between parents and teachers. The child begins
to learn a lot of things and very new things, new ways of doing things and so forth.
Besides the teachers who have become a new phenomenon in the child’s life, other pupils
orstudents play a role in the life of the child because of constant interaction andcommunication.
This phenomenon sometimes brings confusing in the mind of the child. It ishowever a very
important process because it is the only means by which a child can acquire
formal education and training and gain financial independence in future. Teachers becomethe
watch dogs and the regulators of the new way of life, helping the child to adapt toeverything
seemingly new for the child.
But because the parents still play an important role in the life of the child, it becomesnecessary
and important to group the two main actors at this stage of the child’s life to worktogether in
raising a complete human person.

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The idea of a PARENTS/TEACHERSASSOCIATION

came to be borne out of the necessity to avoid conflicting methods andapproaches in raising the
child. Suffice it to note that this is a purely ENGLISH SPEAKINGTRADITION, in all
institutions of learning be it private or public, you will not find onesingle school in the NW nor
SW Regions of Cameroon without a body or association nameda PARENTS/TEACHER
ASSOCIATION. They have contributed immensely in the educational, material and moral well-
being of the children.
14.5. SHARING IN UPBRINGING:
From the very moment that a child begins school, his or her life is no more influenced by
thehome environment, but also by the new environment which is the school. Parents are
theprimary actors in the life of the child and the teachers are secondary actors. Both are
participating in the upbringing of the child in different ways and as a result it becomes
veryimportant to establish a common forum for both parents and teachers to come together
todiscuss issues pertaining to the welfare of the children.While the children are in school the
teachers are acting in loco parentis, especially in the areaof discipline, and therefore the necessity
for both parties to meet annually to exchange notes
and form a common ground of action in the best interest of their children.
14.6. ACADEMIC WORK AND PERFORMANCE
Teachers are more involved in the academic work of the children and must see to theiracademic
growth, strength and soundness. Parents are more or less active in this area. Itbecomes
imperative therefore for parents and teacher to meet and discuss the academicdevelopment and
performance of the children so as to enable the parents to participate by
allowing them through discussions to appreciate the standard of learning imparted to thechildren,
be able to understand the difficulties which some children face. Parents are able tothe see the
importance of following up their children at home because they know the
particular difficulties which their children are encountering at school.
Thus in a forum of this nature there is bound to be an entente between the parents and
theteachers which go a long way to help the children and take away unnecessary blames
andaccusation which sometimes, bring gross misunderstanding between parents and teachers

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with regrettable consequences. Meetings like this have the advantage of a very frank andopen
discussion which leads to resolutions being taken in the interest of all concerned and asa result
avoid unpleasant situations.
14.7. STANDARDS AND VALUES
Every educational institution has its own set of values by which the standards of thatinstitution
are assessed. It is not sufficient for the school to send to parents, a list of schoolrules to which the
children are to be subjected. It is most important for parents to understand
the essence of those rules and regulations. Such understanding can only be derived in a forumof
the Parents/teachers meeting. Parents need to understand the rules and regulation so as
toencourage their kids to abide by them and as such learn their support to the institution to keep
the standards and values in the interest of the kids. Where this is not possible, parents
becomedisgruntled and critical of a system which is rather beneficial to their kids. ( e g
owningmobile phones or other electronic gadgets in school, assorted clothes in school, extra food
in school etc).For the standards and values to be maintained parents must contribute their own
measurethrough understanding and participating in maintain those standards.
14.8. MORAL ATTITUDE AND BEHAVIOUR
The school environment is far different from the home. It is place where we see aconglomeration
of all types of attitudes and behaviour. There is no gainsaying that parentshave different
approaches in raising and disciplining their kids. Here we dare say that thereare two types of
parents the “no nonsense” parents and the seemingly “I don’t care parents.”Before coming to an
institution like Holy Cross, most children have spent at least the firsteleven years of their lives
with their parents and under their discipline. Mindful of the factthat, parents have different
approaches in the disciplining of their kids, teachers are facedwith children of varying types of
behaviour, albeit positive and negative.
It is incumbent on the teachers to help children whose behaviour and attitude leaves much tobe
desired. At this stage of their growth kids suffer from peer influence and will readily copywhat
their friends do without giving a thought to the correctness of what they are copying.
Such problems are well addressed in PTA meetings so as to keep the parents aware and soenable
them to be vigilant with their kids while they are on holidays. Some kids exhibittendencies which
their parents are not aware of and these are brought to the notices of theparents when parents and
teachers meet under the umbrella of a PTA meeting. The fact ofhaving parents assemble as we

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are doing today is very important because parents also havethe opportunity to discuss first hand
with teachers on individual and private basis. Parentsbecome aware of certain negative attitudes
of their kids known only by the teachers, and thishelps the parents to work in correcting such
attitudes while the kids are on holidays.
14.9. SHARING OF IDEAS
From the above expose, we realize that the PTA meeting is very important as a forum forsharing
ideas all geared towards helping our children develop both academic and moralstrength and
integrity. As parents we want the best for our kids and we want to know and
understand the environment in which they learn, the comfort of the environment the
facilitiesmade available to achieve a holistic education.
It is a well known and established fact that school environment and regulations have
beenimproved and made more conducive for learning over the years through a great deal
ofparticipation and contribution of ideas from parents.Parents and teachers have worked together
to improve on the living standards of the children,by providing structural facilities, such as good
water supply, sports facilities, medical
facilities, etc, which have contributed a great deal in enhancing the living standards of
thechildren, as well as their condition of health, etc.
14.10. ASSESSING ACCOUNTABILITY
Meaning
Accountability of teacher is very significant aspect in teacher education. It is veryessential for
quality assurance in education. The concept is more relevant in professionlike teaching to ensure
teachers esponsibilities. This is necessary if educationalaccountability is to be successfully
implemented.Good Biddle and Murphy define ccountability as follows:
1. Making them responsible for people is accountability.
It is not unilateral concept. In the educational system the principal, teachers and nonteachingstaff
and the community is accountable for the products of educationAccording to Webster's
Encyclopedia Dictionary, accountability means one's subjection tohaving to report, explain or
justify and he is responsible and answerable to somebodyelse.LeonLessinger(1971) stated that
“accountability is the product of a process.”Accountability means that apublic or private agency
entering into a contractual agreement toperform a service will be heldanswerable for performing

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according to agreedupon terms, withan established time period, and witha stipulated use of
resources and performance standards.
(Taylor 1992).In layman's language accountability means an accounting of one's
performancewith respect tothe responsibility given to an individual. The account of his or
herperformance is taken by an. authority or by the society in general. Accountability is
usmeasurementof the assignedresponsibility actually performed by a person or a group. Theterm
'accountability' is concerned withthe total outcome of the task given. Every employee isdirectly
accountable to his superiors andorganization and finally to the public or the society at
large. Accountability may be regarded as anacid test for measuring efficiency and proficiencyof
the employees at their respective placements. Ittouches upon the sincerity of
purpose,commitment and devotion to duty and profession. (Mohanty,2000)Teaching is a
professionlike any other profession but the roles and responsibilities of a teacher are more
significantthan in many other professions as he is regarded as an important source or generator
andtransmitter of knowledge, a creator of values and a self-sacrificing nation builder. That is
whythe teacher is apt to be more accountable than any other public servant.Accountability
hastwo aspects- moral and legal (Wagner, 1989). Moral accountability is basedon upon a senseof
responsibility, a feeling that one is responsible to one's clients (students andparents)tocolleagues
and to oneself. Legal accountability is being responsible to one's employeronly interms of
fulfillment of terms of employment. Formaintenance of quality it is necessarytodevise an
accountability evaluation system which shifts the emphasis from legalaccountability tomoral
accountability to generate a feeling of responsibility rather than thefeeling of
failure.(Powar,2002).
14.11.CRITERION FOR ACCOUNTABILIT
According to Gnanam (1995) the following criteria (having moral and legal basis) may
beconsidered to ensure teacher accountability to their students, their parents, their communityand
their
profession:
1. Regularity and punctuality of the teachers in performing their jobs.
2. Innovative methods of teaching evolved and or adopted for effective teaching, leading
togenerating interest and motivation and independent thinking on the part of students.

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3. The number of level of courses taught and developed, number and quality of researchpapers
published, research projects undertaken and Ph.D.'s guided.
4. Co-ordination and co-operation extended to colleagues and authorities.
5. Contribution to the construction of curriculum, design of evaluation methods, preparationof
learning/reading materials and role played in student counseling and remedial
teaching.
6. Seminars conferences and symposia organized at university level, and international
level.Fellowship, awards and recognition received.
7. Higher positions secured outside the institution.
8. Office held in national or regional or international organization.
9. Contribution in resolving the social issues, international issues and issues related tonational
concern and priorities.
10. Contribution to environment preservation, co-curricular activities and extension services.
11. Implementation of comprehensive objective evaluation system in overall evaluationprocess
of the institution.
13. Role played in enrichment of campus life, student welfare and ensuring
qualityeducationDimension
STUDENTS
Love and affection for children.
Tolerance towards their mistakes, mischief coupled with their pedagogically
correctinterpretation.
Towards this progress and development.
Towards their human empowerment.
Core for the development of quality of life among the children
PARENTS
Children of the poor and deprived section need extraordinary care and love
Encouragement to make them educated
Encouraging Adult to joint adult education and non-formal education
Enrolment of children into formal school
Develop sense of equity for the children of the poor and illiterate parents.
Community mobilization for development of school.

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Willingness to participate in enrollment drives.

Develop a sense of belongingness with the community
SCHOOLS AUTHORITIESSchool Manegement
Account to the management, action acts, programmes.
Develop mutual trust and respect.
Education Department
Follow rules and regulations with meticulous care.
Obedience and strict observance of education acts, programmes and policies.
Participation in department programmers’ whole heartedly.
GOVERNMENT SUPERVISION
Teaching is a highly regulated profession. As well, teachers continually enhance theirpractice by:
assessing their own learning needs and developing annual professional growth plans;
participating in professional development activities at the school, school board, and
provincial level;
addressing critical issues, sharing ideas and working on grade activities in divisionalmeetings;
attending curriculum meetings;
presenting workshops;
taking courses to enhance their learning;
mentoring peers;
writing curriculum; and
serving on in-school, board and provincial committees.
strategies for Nurturing teacher accountability.
1. Allocation for construction of school building should be increased in the central andstate
budget, and community resources mobilized on the basis of equalization. Loansand grants in aid
should be given on a liberal basis to provide schools for theconstructed of building.
2. The norms and guidance available as a result of the work of a number of committeesappointed
by the central and state governments and on behalf of Ministry ofEducation, the Ministry of
works and the planning commission, U.G.C. and thecentral building Research Institute of Roorke
and the Indian standard institute, forspacing and planning of school buildings should be put into
practice.

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3. In view of the shortage of traditional building material and the cost involved, well –designed
and constructed Kacha structures should be accepted as a part of the school system.
4. In rural areas, efforts should be made to encourage local initiative and contribution inputting
up school buildings. The “nuclear” approach suggested by the Ministry ofEducation is
recommended for general adoption.

14.12. RECOMMENDATION OF VARIOUS COMMISSIONS

The recommendation of various commissions is as follows:
Kothari Commission made important recommendations regarding salaries of teachers theirstatus
Intensive and continuous efforts are necessary to raise the economic, social andprofessional
status of teachers and to attract talented young persons into theprogrammes.
The most urgent to upgrade the remuneration of teachers substantially particularly atthe school
stage.
The system of retirement benefits to the teachers should also of uniformity and purity.The
recommendation of Indian Education Commission 1964-66
• In view of the present unsatisfactory position regarding school building it is necessaryto take
steps to clear the backlog of unobstructed school.
• In 1982 the hunter commission came into existence. The commission suggested thatthe
government should conduct examinations for the teacher’s trainees both inprinciples of teaching
and practice teaching Jobs were given to the successfulcandidates. At the same time the Indian
Education Commission (1882) also made the mtraining of teachers a condition nor for initial
employment is any school but for
permanent employment. At the end of the 19th Century there only ‘six trainingcollege’ in India
for secondary school teachers. There were name none Bombay.
• 1900-1950 was the crucial period in the “Teacher Education”. The government ofIndia’s
resolution on education policy,1904,emphasized that the time has came toextend the system to
all provinces where it does not exist and supply trained teacherswhich shall be adequate to the
needs of the secondary schools throughout the country.The resolution also laid down the
following norms for establishment of training
institutions.NPE (1986) calls upon teachers to be accountable to the students, parents,
community andtheirown teaching profession. It enunciated that a system of teacher evaluation –

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open,participative anddata based would be created. It also stated that norms of

accountabilitywould be laid down withincentives for good performance and disincentives for
nonperformance.According to the Annual Status of Education Report (ASER-2010), the student
learninglevels in India is abysmal- 46% of 5thgrades cannot read basic text in their local
language;and 64% cannot do basic mathematicalfunctions. The drop-out rates are very
high(more than50% drop out by 8th grade) and only 12.4%actually graduate from college. This
all can beexplained only by one factor-Accountability. Almost65% of the teaching resources are
wasted in India as a result of teacher absence and inactivity inschool classrooms.
Teacherabsenteeism is chronic in India and only half the teachers who areactually present in
theclassroom are actively teaching. The lack of teacher responsibility in Indiastems from
poormonitoring, high level of corruption, influence and power of teacher unions,inability
tohire/fire teachers, seniority-based salary structure and extreme centralized nature
oftheeducational system.According to IIM Calcutta Report on Education (2010) - 'teacher's
accountability is aconcern'.It points out 'managing committees do not spend time on academic
matters. Thecommittees spendmost of the time on matters concerning physical infrastructure.'It
isessential to ensure that a teacherregularly spends 5 hours in the school every working day.
Ateacher should also take classes as perschedule.The report recommends innovative means of
learning and incentives. An incentives scheme(in the lines of ratibhaParvin MadhyaPradesh) may
be launched for the teachers in primary andupper primary schools (IndianExpress, 4th July
2010).
Research trends in Teachers Education.Educational research is that which develops new
knowledge, which is then applied to the
improvement of educational practice. Same is true for Teacher Education. The contributionsof
research to educational knowledge are easy to demonstrate through reviews of relatedliterature.
However, it is difficult to determine whether the accumulation of research findings
has made an impact on thepractice of education. Even when research knowledge attractsThe
attention of policy makers in education, they generally consider itjust one source of
information to use it in shaping a particular policy, or use it to justify a unpopular decision, orcut
funds, or may dismiss the research findings which are contradictory to their beliefs.Inspite of this
research in education in general and teacher education in particular continues to
grow and make its contributions to the body of knowledge.

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14.13.NATURE &PURPOSE OF RESEARCH INTEACHER EDUCATION

Essentially thereare two broad purposes of research inTeacher Education.
(1)To understand the educational phenomenon and
(2) To transform it

14.14. SUMMARY
The more comfortable our children are in schools, the less worrisome we shall be as parentsand
as the old saying goes more heads are better than one, a PTA is very essential to cater forthe
needs of our kids to help them perform excellently both academically, morally andpiritually. The
PTA is therefore essential to achieve these goals.
Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of
teacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
14.15. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teacher’s effectivness
2. Discuss the measurement of teacher’s effectiveness
3. Discuss the roles and competencies required of teachers programme.

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14.16. FURTHER READING

Basavanthappa, B.T. “Nursing education” Jaypee Brother, New Delhi, First Edition(reprint
2004), Page No. – 254-256.
Lorin W. Anderson, “Increasing teacher effectiveness” UNESCO: InternationalInstitute for
Educational Planning, Paris 2004, Second edition, Page no. – 19-32 & 109-
Increasing teacher effectiveness; Fundamentals of
educationalhttp://www.unesdoc.unesco.org/images/0013/001376/137629e.pdf
https://pariharraj.wordpress.com/2011/01/24/concept-of-teacher-effectiveness/

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BLOCK 05: IMPROVEMENT OF QUALITY OF TEACHER

EDUCATION

• Unit 15:-Role of the following Organizations- Indian Association of pre-

school Education(I.A.P.E), Indian Association of Teacher
Education(I.A.T.E), Primary and secondary Teachers Organizations.
• Unit 16:-National Council for Teachers Education (N.C.T.E),
NationalAssessment and Accreditation Council (NAAC).

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UNIT –15
IMPROVEMENT OF QUALITY OF TEACHER EDUCATION
15.1.Learning objectives
15.2. introduction
15.3. Improvement of quality of Teacher Education Philosophy
15.4. Objectives of the Association
15.5. Aims and Objectives
15.6.Structure Of AIPTF
15.7.Activities at the National Level
15.8. Relationship of AIPTF with National and International Bodies India .
15.9.AIFTO
15.10.All India Schools Science Teachers Association (A.I.S.S.T.A)
15.11.Indian Association of Physics Teachers
15.12. Objectives
15.13.Activities
15.14. MISSION
15.15.VISION
15.16.NSTA’s Guiding Principles
15.17.NSTA’s Strategic Plan
15.18.Governance
15.19.Journals and Publications
15.20.Professional Learning
15.21.Conferences
15.22.Advocating for Science and Science Teachers
15.23.Higher Secondary School Teachers Association (HSSTA)
15.24. Summary
15.25. Unit end excercises
15.26. Further reading
15.1. LEARNING OBJECTIVES
After studing this unit you will be able to
1. Identify different organizations for quality improvement in teacher education
2. Explain Role of the following organizations in quality improvement inteachereducation-
Indian Association of pre-school ducation(I.A.P.E), IndianAssociation of Teacher
Education(I.A.T.E), Primary and secondary TeachersOrganizations, National Council for
Teachers Education(N.C.T.E), NationalAssessment and Accreditation Council(NAAC).

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15.2. INTRODUCTION
The World Declaration on Education for All, states that primary education must beuniversal to
ensure that the basic needs of all children are met. Basic learning needs aredefined in terms of
the essential learning tools and the basic learning content that people
require in order to survive, to live and work with dignity, to improve the quality of their lives,to
make informed decisions, and to continue learning. But the quality of education has
beensuffering. Education for all is all very well, but good quality education for all is another
story.
Teachers and the instruction they give their students are only two of a complex set offactors that
have an impact on student learning. One of the fundamental truths in education isthat the
knowledge, skills, aptitudes, attitudes and values with which students leave school or
a particular teacher’s classroom are influenced to a great extent by the knowledge,
skillsaptitudes, attitudes and values that students possessed when they entered the school
orclassroom. In addition, the knowledge, skills, aptitudes, attitudes and values that
studentspossess when they enter a school or classroom are the result of some intricate and
complex
combination of their genetic composition and the environment to which they have beenexposed
in their homes.In addition to these genetic and environmental factors which are beyond the
control ofany teacher, teachers are powerless in terms of making learning occur; they cannot
simplyopen up the tops of their students’ heads and pour in the desired learning. The
stimulusresponsetheory has long been dismissed as a viable theory for understanding the
linkbetween teaching and learning (that is, teachers teach (stimulus) and students
learn(response)).
As Tyler pointed out over half a century ago, learning depends on the activities of thestudent:
Students learn according to what they do, not according to what their teacher does;they either
pay attention or they do not; they either construct their knowledge consistentlywith the teacher’s
intended construction of knowledge, or they do not. More than a quarter ofa century later, Roth
Kopf reinforced Tyler’s contention by emphasizing the negative case:“The student has complete
veto power over the success of instruction”. Teachers can neithermake students pay attention,
nor can they construct meaning for them. So what can teachers

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do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
15.3. IMPROVEMENT OF QUALITY OF TEACHER EDUCATION PHILOSOPHY

IAPE is a committed organization working towards quality in early childhood education.Through

our programs it empowers concerned adults towards creating a joyful childhoodfor each child.
We bring together professional experts and make available their experi
ences to others. We promote a comprehensive approach towards a child's development.We
strongly believe that any early childhood programme must promote allround, total,integrated and
balanced development of the child in a harmonious environment through
developmentally appropriate learning experiencesProgrammes:
Workshops on varied topics for enhancing teaching skills and knowledgethroughout the year at
regular intervals.
Refresher courses are held annually to generate an awareness of innovative ideasand methods
in teaching learning process.
Conferences: specific themes chosen for conferences held in different parts of thecountry to
bring together researchers, experts and practitioners.
Seminars: seminars on relevant trends and issues in the field of ECE developmentaiming to
increase awareness are conducted.
Parent interaction programme: internal and open forum for discussing issues withexpert
panelists for various disciplines.
Need based parents programme to enable them towards more effective parenting isundertaken
in schools.
Consultancy: need based consultancy services provided by professional experts forindividual
setups such as space, organizing, curriculum planning, in-servicetraining, sustained monitoring
and evaluation of the programme.
Publications: a Journal “Balak” is published for members.

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Advocacy and networking: Advocacy on issues affecting children and networkingwith other
likeminded organizations for further cause of young children.Indian Association of Teacher
Education(I.A.T.E)
Indian Association of Teacher Educators (IATE) the oldest and leading professional body
ofteacher educators of India was established on 25th Nov, 1950 at MS University of Barodadue
to initiatives of eminent educationists like late Prof. T. K. N. Menon, Late Prof. Hansa
Ben Mehta and Late Prof. S.N. Mukerjee. It was registered under Societies Registration Actin
1966. IATE has been playing significant role in providing a platform to teacher educatorsof India
and neighboring countries for meaningful deliberations on various issues related toeducation
system in general and teacher education in specific. It has made ventures ininfluencing policy
decisions in shaping teacher education programme in the country.Organization of annual
conferences, national and international seminars and workshops as
well as publication of its journal are some of the regular features of IATE. Currently it haslife
membership of more than 2,000 covering different regions of the country.
15.4. OBJECTIVES OF THE ASSOCIATION ARE
To develop and promote teacher education
To provide a forum for discussion and deliberations on issues and problems related toeducation
in general and teacher education in particular
To conduct workshops, seminars, conferences etc. on teacher education and relatedareas
To publish journals, monographs and other literatures on teacher education
To co-operate with organizations working in the area of teacher educationResolution of
General Body of IATE mThis resolution was adopted by the General body of IATE on 23
December in the conference
Hall of the Dept. of Education& Allied Sciences, M.J.P. Rohilkhand University during 44thIATE
Annual Conference, Bareilly (22-24 December, 2010)
National Curriculum Framework for Teacher Education 2009 prepared by the NCTEshould be
modified and National Consultation / debate must be organized by NCTEfor removing
anomalies. The IATE shall send its observations to NCTE.
Superannuation age of NCTE Chairperson & Vice-Chairperson should be similar tothat of the
Vice-Chancellors of Central Universities.

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Like other professional courses the interns of teacher education course should begiven suitable
stipend from NCTE/UGC.
A National Teacher Education University should be established. The existing status ofNCERT
should be maintained.
Commercialization of Teacher Education must be stopped forthwith to avoidexploitation of
teacher educators and students by the private managements.
B.Ed. should remain essential qualification for admission to M.Ed. courses. Theadmission
criteria suggested by NCTE be modified immediately.
UGC Qualification should be endorsed by the NCTE for appointment of faculty forB.Ed. /
M.Ed. courses.
Individual Life membership of IATE should be enhanced to Rs. 1000/- andinstitutional life
membership to Rs 5,000/- from January 2011 and corpus fund fromthis may be created so that
routine expenditure be made from the interest earning fromthat.
The state Govt. / Universities should ensure the fair deal for teachers in privateteacher
education institutions.Primary and secondary Teachers OrganizationsProfessional organizations
and teacher association can play leading role in quality enrichmentamong proimary and secondar
school teachers.These organization or association hold theirmeetings and discuss on various
issues in education and related subjects, encourageexperimentation, research and innovation,
thus cater the general and specific need ofprofessional growth of members as well as other
teachers.These organization also publishjournals, bulletin, on line resources helpful for
professional enlightmentAIPTFAll India Primary Teachers FederationIndia, New Delhi,
IndiaThe idea and the efforts for uniting teachers to effectively represent their grievances and
justdemands to their authorities were seriously initiated during the struggle for independence
bythe teachers leaders of that time . Soon after the independence the unity among teachers
wasseen through the formation of teachers organizations in various states of India. After the
independence of India there was no significant improvement in the status and the conditionsof
primary teachers . So the idea of setting up of an organization of primary teachers at thenational
level came to the minds of leaders . A national level body called All India Primary
Teachers Federation came into the existence into the year 1954 . Pandit Jawahar Lal Nehru,the
then Prime Minister of India inagurated its first conference at Nagpur on 7th January1954. It is
the apex organization of Primary teachers in the country. More than 2.5 millionteachers are its

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members. Almost all the state primary teachers associations are affiliated to it.The AIPTF is
affiliated to Education International (EI). AIPTF is working for the bettermentand upliftment of
education since its inception to improve the quality of education and statusof teachers. It has
restricted its activities as a trade union to safeguard socio economic
interests, salary , service conditions and the general welfare of primary teachers in India.
15.5. AIMS AND OBJECTIVES
To make every effort to build the nation by actively encouraging participation ineconomic
,social, educational, political , mental and moral development of teachers .
To work for the development of primary teachers in India.
To work for the improvement of the educational system on the basis of spirit ofcooperation
leading to self sufficiency.
To foster the spirit of brotherhood and cooperation among all members of theprofession.
To improve the working and living conditions of the teachers .
To promote the standard of education and reestablish it in the society .
To make aware the teachers in the concerns of their professional and
organizationalresponsibilities and rights.
To safeguard and promote the rights and privileges of primary teachers onmatters relating to
employment service conditions and create consciousness aboutduties and responsibilities.
15.6.STRUCTURE OF AIPTF
The organization is a homogenous corporate of the following :
The affiliated State Organizations
The General Council ,representing the affiliates
The Working Committee ,representing the General Council
The Working Committee meets at least thrice in a year and the General Council at leasttwice a
year to elect its office bearers.
15.7.ACTIVITIES AT THE NATIONAL LEVEL
AIPTF organizes the following activities to realize its aims and objectives and to achieve
itsgoals.
Seminars and workshops on Educational issues affecting Primary Education .
Eradication of Child Labour
Elimination of Violence Against Women .

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Women Empowerment
Girls Education
HIV/AIDS Education
Value Education
Developing professional competency among primary teachers.
Agitations , Dharnas on issues related to Education and teachers problems .
Against Para Teachers Recruitment and getting them trained and bringing them
intomainstream
Global Action Week.
Policies :
AIPTF has developed policies to achieve its goal. The emphasis is to empower its affiliatesand
its leadership throgh various strengthening measures such as seminar, workshops,roundtables . It
has also on educational policies , its implementation andevaluation to lobby for acceptance of its
demands in the large interest of the teaching
community .AIPTF has further resolved that it will impart education and awareness on
HIV/AIDS andpromote health education in schools.
15.8. RELATIONSHIP OF AIPTF WITH NATIONAL AND INTERNATIONAL BODIES
AIPTF has established linkages with international, national, regional and local organizationsand
facilitates periodic meetings, conferences, training courses etc. AIPTF is member inmany high
level committees of Government of India ,Department of Education ,Ministry ofHuman
ResourceDevelopment , Women and Child Development , National Council forEducation,
Research and Training(NCERT ),National AIDS Control Organisation (NACO )Ministry of
Labour , National Council for Teacher Education ( NCTE), National Commissionfor Protection
of Child Rights (NCPCR),National Committee on Sarva Shiksha Abhiyan
headed by the Prime Minister of India and to name a few.
International Linkages :
AIPTF also enjoys the patronage by many international organizations like EducationInternational
(EI), UNESCO,UNICEF ,ILO ,World Bank ,Global Campaign for Education(GCE ) ,Global
Union Federation(GUF) SAARC Teachers Federation (STF), etc.

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Achievements of AIPTF :
The continuous efforts and agitations by AIPTF and its affiliates has successfully ledto the
passing of Right to Education Bill by the Government of India in 2009 .
Regularizing and mainstreaming the Para teachers in many states for QualityEducation .
Pressurizing the states Government to implement the recommendations of VI PayCommission
set up by the Government of India .
15.9.AIFTO
All India Federation of Teachers’ Organizations, Ahmedabad, India
Background:
AIFTO was established on 23 January,1976 with following objectives:
(a) To use resources to teach, to do research work and to serve the society and the world,
(b) To serve the public good and to be the stewards of knowledge and to use it for building
apeaceful and just world.
(c) To seek excellence at every level in teaching and learning process.
(d) Building national atmosphere for the profession with regards to professional ethics
andequitable salaries and curriculum improvement.
AIFTO's Vision
AIFTO desires to visualise totally literate India. Every child to be in school and not at workplace
The child getting quality education from qualified teachers. Teachers professional ,dignity is not
compromised under any pretext. A teacher to become a friend, philosopherguide and leader of
the community around.
AIFTO's Mission
Mobilising teaching community to struggle for the professional excellence and dignity.
Theteaching community to integrate its interests in the well-being of students in the class and
thesociety. The teacher to champion the new ideas to take care of the new challenges of the
century before the society. The teacher should become the rallying point to spearhead thefight
against the out-dated ideas of gender inequalities, discrimination based on cast, creedand gender
and should strife for a strong integrated peaceful and just world.
AIFTO's Major Goals
Organising education workers.
Building professional excellence.

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Better service conditions.

Research and training.
To work for professional excellence
Activities : At present AIFTO is working on three issues :
Quality Education for All,
Women Empowerment
Professionalism in teachersPublications
AIFTO News (Monthly),The Swayam Siddha (Women Quarterly),
Quality Education in India Trends and Strategies Quality Teachers Required for
QualityEducation
HIV/AIDS Poses Threats to India HIV/AIDS and STDs,Profile of Para-teachers in India ILO
Workplace Policy Code of Professional Ethics for
TeachersThe Right to Children to Free and Compulsory Education
Survey Reports.
15.10.ALL INDIA SCHOOLS SCIENCE TEACHERS ASSOCIATION (A.I.S.S.T.A)
Eminent Educationist from different parts of India associated and formed an Educationaltheatre
to provide techniques in Science for development of mental skill to theyoungsters. Since then the
aim of forming this Association is well achieved. The year 1990was the establishment year when
a group of eminent Educationists from different parts of thecountry assembled and formed an
Association with the name of All India Schools ScienceTeachers Association (A.I.S.S.T.A) to
serve the noble cause of education with an aim toprovide the latest techniques in Science subject
to the youngsters and to feed them to improvetheir knowledge so as to find a place for them in
the competitive world.Since then, the Association has come a long way in achieving its aim to
motivate the studentsto sharpen their skills and talent mentally. They are also gaining
tremendous knowledge to
partake in future competitions. Moreover it is a self practice event before their finalexamination.
The AISSTA is moving ahead with distinctive vision and philosophy. It isemerging as a
conglomerate of institutions and comprising real knowledge developing bodyof modern
generation.
Every year numerous numbers of schools are adding up to the member’s list of AISSTA.This
support makes us work more efficiently towards our goal of making examinationinnovatively

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more competitive and challenging.The National Science Olympiad contest is an event that brings
together schools from notonly India but also from Japan, Kingdom of Bahrain, Thailand, Saud i
Arabia, Doha-Qatar, Dubai, Kuwait, Sultanate of Oman, Republic of Yemen, Tanzania, Moscow
and Indonesia. This event is truly a Global event and it is possible only with the help ofPrincipals
& Organizing Staff involvement that an event of this magnitude can be organizedsmoothly.The
Association feels proud that most of the parents are taking keen interest to awakening their wards
to participate in the contest and the Association is more excited to see that ouraim and object of
getting most meaningful education to a different level is achieved. All India Schools
Mathematics Teachers Association (A.I.S.M.T.A) The year 1990 was the establishment year
when a group of eminent Educationists fromdifferent parts of the country assembled and formed
an Association with the name of AllIndia Schools Mathematics eachers Association
(A.I.S.M.T.A) to serve the noble causeof education with an aim to provide the latest techniques
in Mathematics subject to the youngsters and to feedthem to improve their knowledge so as to
find a place for them in thecompetitive world.Since then, the Association has come a long way in
achieving its aim to motivate the studentsto sharpen their skills and talent mentally. They are also
gaining tremendous knowledge topartake in future competitions. Moreover it is a self practice
event before their finalexamination. The AISMTA is moving ahead with distinctive vision and
philosophy. It isemerging as a conglomerate of institutions and comprising real knowledge
developing bodyof modern generation.Every year numerous numbers of schools are adding up to
the member’s list of AISMTA.This support makes us work more efficiently towards our goal of
making examination innovatively more competitive and challenging.The National Mathematics
Olympiad contest is an event that brings together schools fromnot only India but also from
Japan, Kingdom of Bahrain, Thailand, Saudi Arabia, Doha-Qatar, Dubai, Kuwait, Sultanate of
Oman, Republic of Yemen, Tanzania, Moscow andIndonesia. This event is truly a Global event
and it is possible only with the help of Principals & Organizing Staff involvement that an event
of this magnitude can be organizedsmoothly.
15.11.INDIAN ASSOCIATION OF PHYSICS TEACHERS
IAPT was established in the year 1984 by the great visionary late Dr. D.P. Khandelwal
withactive support from some physics teachers with the aim of upgrading the quality of
physicsteaching and physics teachers through a mass movement of dedicated teachers.Since then
it has grown into a major organization with more than 11000 members of which7000 are Life-

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members, 65 are institutional membersd and about 100 of them from abroad.The members
include research workers, science administrators, science savvy enthusiasts,university, college
and school teachers.The Association of Chemistry Teachers (ACT) The Association of
Chemistry Teachers was launched in 2000 to serve as an apex nationalbody of chemistry
educators to promote excellence in chemistry education. The Association brings together on a
common platform higher secondary school teachers, collegeand university lecturers,professors,
scientists and researchers from industry for organizing subject related active ties. Since
itsinception, ACT has worked tirelessly to strengthen chemistry education in India and to
motivate students to pursue chemistry as a career.
15.12. OBJECTIVES
1.To advance Chemistry education by means of curriculum development and innovation
inteaching and evaluation methodologies.
2. To organize workshops and conferences including an Annual National Conventionof
Chemistry Teachers (NCCT) in different cities and regions.
3. To forge a synergistic relationship between academia, industry and research centresfor mutual
benefit.
4. To explore and nurture talent in Chemistry with special reference to the IndianNational and
International Chemistry Olympiads.
5. To collaborate with International Science Teachers' organizations for exchange ofideas and
organization of joint programmes.
15.13.ACTIVITIES
ELTAI
The largest Network of Teachers of English in India (An Associate of IATEFL,UK )The English
Language Teachers' Association of India (ELTAI) was founded on August7,1974 by the late
Padmashri S. Natarajan, a noted Educationist.It brings out "The Journal of English Language
Teaching", a bi-monthly, and it is given freeto all the members of the Association. Our
consultancy services offer Teacher training mpackages and organize bi-monthly meetings on
current ELT themes relevant to the Indiancontext.It hosts annual conferences and regional
conferences on specific areas relevant to the ELTscenario today. Delegates from all over the
country as well as the world outside participate inthem, present papers and conduct workshops.

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15.14. MISSION
It provides a forum for teachers of English to meet periodically and discuss problems relatingto
the teaching of English in India.help teachers interact with educational administrators on matters
relating to the teaching ofEnglish. disseminates information in the ELT field among teachers of
English. undertake innovative projects aimed at the improvement of learners' proficiency in
English.promote professional solidarity among teachers of English at primary, secondary
anduniversity levels andstrive promote professional excellence among its members in all
possible ways.
15.15.VISION
ELTAI envisions to make India a hub of ELT related activities and to conceptualize
theexperiences of English language teaching-learning and symbiotically share them with
others.ELTAI shall develop into a movement spreading across the length and breadth of the
country empowering teachers to make every learner of English globally competitive. ELTAI
shallaim at becoming a recognized leader, a catalyst. A facilitator and trendsetter in
spreadingEnglish literacy. NSTAThe National Science Teachers Association (NSTA), founded
in 1944 and headquartered inArlington, Virginia, is the largest organization in the world
committed to promotingexcellence and innovation in science teaching and learning for all.
NSTA's current membership of 55,000 includes science teachers, science supervisors,
administrators,scientists, business and industry representatives, and others involved in and
committed toscience education.
15.16.NSTA’S GUIDING PRINCIPLES
Model excellence;
Champion science literacy;
Value scientific excellence;
Embrace diversity, equity, and respect;
Enhance teaching and learning through research;
Collaborate with partners; and
Exemplify a dynamic professional organization.

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15.17.NSTA’S STRATEGIC PLAN

In the fall of 2014, NSTA unveiled its new strategic plan, NSTA Strategic Goals 2015. Theplan
identifies six overarching goals that will provide a road map to guide and prioritize thework of
the association over the next five years. Goals include:
1. Advocacy – Raise the status of science education and science teaching as a professionby
advocating for high-quality science education within national, state, and localcontexts.
2. Professional Learning – Enhance the professional learning of science educators byproviding a
suite of tools, resources, and opportunities that support long-term growthwithin a collaborative
learning environment.
3. Next Generation Science Standards and STEM – Revitalize science education toboost student
achievement and science literacy, and bolster U.S. economic standing.
4. Elementary Education – Nurture scientific curiosity among children in the earliestgrades.
5. Membership – Enrich the NSTA membership experience through enhanced peer-
topeerengagement and differentiated benefits.
6. Internal Organizational Goals – Fulfilling the goals and objectives outlined in thisplan requires
updates in infrastructure, as well as certain tactical staff supports.
15.18.GOVERNANCE
The NSTA Board of Directors consists of elected officers and directors representing the ten
divisions within the organization. The Divisions are:
Preschool and Elementary Division
Middle Level Division
High School Division
College Division
Informal Science Division
Division of Research in Science Education
Division of Coordination and Supervision
Division of Preservice Teacher Preparation
Division of Multicultural/Equity in Science Education
Division of Professional Learning
The Executive Director is a nonvoting, ex-officio secretary and there is a nonvoting
exofficiotreasurer. There are three elected members in the presidential chain: the presidentelect,

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the president and the retiring president. Each of their terms is one year. The NSTA Council is
composed of one director elected from each of NSTA 18 districts. TheNSTA Council serves as
the advisory body to the Board of Directors. The Council makesrecommendations for
consideration by the Board of Directors and attends all meetings of the Congress as non-voting
members. All members of the Council have the responsibility forpromoting NSTA programs.
The Alliance of Affiliates consists of one voting delegate from the NSTA affiliate
organizations. NSTA Affiliate organizations include:
Association for Science Teacher Preparation
Association for Multicultural Science Education
Council for Elementary Science International
Council of State Science Supervisors
National Association for Research in Science Teaching
National Middle level Science Teachers Association
National Science Education Leadership Association
Society for College Science Teachers
The Congress comprises one voting delegate from each Chapter and Associated Group.
TheNSTA Congress meets each summer for the purpose of identifying and examining
issuesfrom the local perspective.
The Center for Science Education CampaignThe Center for Science Education Campaign—led
by Honorary Chair Senator John Glenn—
is a $43 million national effort to make excellence in science teaching and learning a realityfor
all U.S. students. This effort—one of the most significant ever undertaken by NSTA—will fund
a body of forward-thinking programs and initiatives that promote leadership,learning, and
advocacy in science education. An extraordinary state-of-the art facility willhouse these
programs and serve as a national home base for all teachers of science. Learnmore.
15.19.JOURNALS AND PUBLICATIONS
To address subjects of critical interest to science educators, the Association publishes
aprofessional journal for each level of science teaching; a 52-page newspaper, NSTA Reportsand
many other educational books and professional publications. Publications, books, posters,and
other educational tools are available through the NSTA Recommends catalog and online.

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15.20.PROFESSIONAL LEARNING
NSTA offers a wide range of professional learning opportunities for science educators at
alllevels, including the NSTA Learning Center, NSTA Conferences on Science
Education,Research Dissemination Conferences, NSTA New Science Teacher Academy, and
much
more.
15.21.CONFERENCES
To enhance professional learning and provide networking forums for science educators, eachyear
NSTA conducts a national conference and a series of area conferences. These eventsattract over
30,000 attendees annually. At the conferences, teachers may choose fromhundreds of workshops,
demonstrations, and presentations covering every discipline, gradelevel, and teaching focus.
They hear nationally renowned speakers address the hottest topics min science education and
learn about the latest breakthroughs from experts in the field.Science Matters
NSTA's Science Matters initiative is a major public awareness and engagement
campaigndesigned to rekindle a national sense of urgency and action among schools and families
aboutthe importance of science education and science literacy. Science Matters builds on the
success of the Building a Presence for Science program, first launched in 1997 as an
enetworkinginitiative to assist teachers of science with professional learning opportunities.The
Building a Presence for Science network—now the Science Matters network—reachesreaders in
34 states and the District of Columbia.Awards and Recognition Programs
Each year the Association and its sponsors reward and recognize teachers and students withcash
awards, school supplies and materials, trips to our national convention, U.S. savingsbonds, and
more. NSTA administers a robust Awards Program and several exciting
competitions to recognize the professional efforts of teachers and the innovative talents oftheir
students.
15.22.ADVOCATING FOR SCIENCE AND SCIENCE TEACHERS
The Association serves as an advocate for science educators by keeping its members and
thegeneral public informed about national issues and trends in science education.
NSTAdisseminates results from nationwide surveys and reports and offers testimony to Congress
onscience education-related legislation and other issues. The Association develops
positionstatements on issues such as teacher preparation, laboratory science, use of animals in

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theclassroom, laboratory safety, and elementary and middle level science.The Association of
Mathematics Teachers of India (AMTI)The Association of Mathematics Teachers of India is a
registered body founded on 27th June1965 and registered as SI43/1965 under the Societies
Registration Act XXI of 1860 on 29
October 1965. It is an academically oriented premier organization of professionals and mstudents
interested in the field of mathematics and mathematics education.
Objectives
To assist practising teachers of mathematics at all levels in improving their expertiseand
professional skills making mathematics interesting and enjoyable.
To spot out and foster mathematical talent in the young.
To disseminate new trends in Mathematics Education.
To offer consultancy services to schools.
Periodicals
The official Journal of the Association “The Mathematics Teacher (India)” ispublished
quarterly in English and is sent to members free. (Quarterly issued twice ayear combining two at
a time).
The Journal for students - JUNIOR MATHEMATICIAN - is published tri-annually inEnglish
before the commencement of vacation(s) and is supplied only to thesubscribers through the
respective schools, wherever possible. (Issued thrice a year -September, December and March).
Activities
Conducting National Mathematics Talent Contests. ( NMTC)
Conducting Grand Achievement Test. (GAT)
Arranging Exposure Programmes for talented students.
Organising Orientation Courses, Seminars and Workshops for teachers includingsuggestions to
equip the mathematics section of their libraries and laboratories.
Organizing National Conferences in different parts of the country to meet anddeliberate on
important issues of Mathematics Education.
Giving Distinguished Mathematics Teacher Award to enterprising and pioneeringteachers of
Mathematics.
Odisha Secondary School Teachers’ Association (OSSTA)

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Odisha Secondary School Teachers' Association popularly known as OSSTA has beenworking in
the state with Head Quarter at Nayasarak, Cuttack to bring about a new changeand add
something conducive for the growth of Education in the state to improve theacademic activities
and uplift the social and financial status of the inmates of theassociation.
Vision and Mission
1. To improve the Present system of education by all its legitimate means.
2. To have effective voice in shaping of the Secondary Education in ODISHA.
3. To improve the professional ability and social status of its members.
4. To foster spirit of brotherhood among all teachers and employees of all grades andclasses .
5. To promote the status of the secondary Teachers and employees of the state.
6. To secure adequate representation of secondary School Teachers in the Board ofSecondary
Education and other controlling bodies.
7. To promote teachers and students welfare activities.
8. To create social awareness in connection with educational development in the state.
9. To develop and foster sense of morality and social commitment among the members.
10. To keep co-ordination with other Teachers Organisation at Block / District / State level.
11. To affiliate OSSTA with the Federal Teachers organizations of All India level, Statelevel and
abroad.
12. To promote the qualitative aspect of secondary education avoiding disparity.
13. To organize odia medium schools in the area outside the state.
14. To up hold the social Commitment of Teachers by organizing socio-economic
andenvironmental seminars / discussions / Programmes.
15. To develop values / obligation within teachers / employees towards professionalethics.
15.23.HIGHER SECONDARY SCHOOL TEACHERS ASSOCIATION (HSSTA)
The Departmental Higher Secondary School Teachers Association is the vanguard of
theGovernment Higher Secondary School Teachers movement in Kerala. Having the
distinctionof being the only recognized organization of the Government Higher Secondary
SchoolTeachers of Kerala; it is steadfastly committed to its objectives of taking up the cause of
thefraternity of teachers of Higher Secondary sector. HSSTA is unflinching in its efforts to
makequality education accessible to all especially the marginalized sections of our
society.Reinvigorated with the induction of most of the new generation teachers in the field, the

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Association is poised to advance its position on the bandwagon of change: educational,cultural,

social and political.KHSTU - ( Kerala Higher Secondary Teachers Union )Kerala Higher
Secondary Teachers Union (KHSTU) is a govt recognized teacherorganization which represents
the higher secondary teaching community of Kerala. This
organization has a pivotal role in streamlining the higher secondary system and in tacklingthe
academic and service matters with clinical precision.National Council for Teachers
Education(N.C.T.E)
IntroductionThe National Council for Teacher Education, in its previous status since 1973, was
anadvisory body for the Central and State Governments on all matters pertaining to
teachereducation, with its Secretariat in the Department of Teacher Education of the National
Council of Educational Research and Training (NCERT). Despite its commendable work inthe
academic fields, it could not perform essential regulatory functions, to ensuremaintenance of
standards in teacher education and preventing proliferation of substandardteacher education
institutions. The National Policy on Education (NPE), 1986 and the
Programme of Action thereunder, envisaged a National Council for Teacher Education
withstatutory status and necessary resources as a first step for overhauling the system of
teachereducation. The National Council for Teacher Education as a statutory body came
intoexistence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73
of1993) on the 17th August,1995.
Objective
The main objective of the NCTE is to achieve planned and coordinated development of
theteacher education system throughout the country, the regulation and proper maintenance
ofNorms and Standards in the teacher education system and for matters connected therewith.
The mandate given to the NCTE is very broad and covers the whole gamut of teacherducation
programmes including research and training of persons for equipping them to teachat pre-
primary, primary, secondary and senior secondary stages in schools, and non-formal
education, part-time education, adult education and distance (correspondence) educationcourses.
Functions of Council
It shall be the duty of the Council to take all such steps as it may think fit for ensuringplanned
and co-ordinated development of teacher education and for the determination andmaintenance of
standards for teacher education and for the purposes of performing its

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functions under this Act, the Council may:

a. undertake surveys and studies relating to various aspects of teacher education andpublish the
result thereof;
b. make recommendations to the Central and State Government, Universities, UniversityGrants
Commission and recognised institutions in the matter of preparation of suitableplans and
programmes in the field of teacher education;
c. co-ordinate and monitor teacher education and its development in the country;
d. lay down guidelines in respect of minimum qualifications for a person to be employedas a
teacher in schools or in recognised institutions;
e. lay down norms for any specified category of courses or trainings in teachereducation,
including the minimum eligibility criteria for admission thereof, and themethod of selection of
candidates, duration of the course, course contents and modeof curriculum;
f. lay down guidelines for compliance by recognised institutions, for starting newcourses or
training, and for providing physical and instructional facilities, staffingpattern and staff
qualification;
g. lay down standards in respect of examinations leading to teacher educationqualifications,
criteria for admission to such examinations and schemes of courses ortraining;
h. lay down guidelines regarding tuition fees and other fees chargeable by recognized
institutions;
i. promote and conduct innovation and research in various areas of teacher educationand
disseminate the results thereof;
j. examine and review periodically the implementation of the norms, guidelines andstandards laid
down by the Council, and to suitably advise the recognised institution;
k. evolve suitable performance appraisal system, norms and mechanism for
enforcingaccountability on recognised institutions.
l. formulate schemes for various levels of teacher education and identify recognized institutions
and set up new institutions for teacher development programmes;
m. take all necessary steps to prevent commercialisation of teacher education; and
n. perform such other functions as may be entrusted to it by the Central Government.

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15.24. SUMMARY
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of
teacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers
15.25. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teacher’s research and publication.
2. Discuss the measurement of teacher’s frofessional growth
3. Discuss the roles and competencies required of teachers programme.
15.26. FURTHER READING
aismta.com/NationalScienceOlympiad.asp
www.eltai.in
http://htmladviser.com/www/aissta.com.html
www.naac.gov.in/
http://ncte-india.org/ncte_new/
https://www.nsta.org/
http://www.iate.in/
http://www.karmayog.org/ngo/iape/upload/197/iape.pdf

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UNIT –16
ROLE OF THE FOLLOWING ORGANIZATIONS

STRCTURE

16.1 .Learning Objectives

16.2.Introduction
16.3. Programmes Recognised by NCTE
16.4. National Assessment and Accreditation Council (NAAC).
16.5. important part of NAAC's activities.
16.6. Institutional Accreditation
16.7.Key Aspects
16.8. Grading
16.9. Advantages of CGPA
16.10.Cycles of Accreditation
16.11.Quality Assurance
16.12. Summary
16.13. Unit end excercises
16.14. Further reading

16.1. LEARNING OBJECTIVES

After studing this unit you will be able to
1. Role of Different Organizations for Improvement in quality of Teacher EducationIndian
Association for Preschool Education (IAPE)
A national level voluntary organization established in 1964 with the intention of bringingtogether
the professionals in the field of early childhood education in the interest of youngchild.
2.Narrate Research trends in Teachers Education.
16.2.INTRODUCTION
Basic learning needs aredefined in terms of the essential learning tools and the basic learning
content that peoplerequire in order to survive, to live and work with dignity, to improve the
quality of their lives,to make informed decisions, and to continue learning. But the quality of
ducation has beensuffering. Education for all is all very well, but good quality education for all is
another story.Teachers and the instruction they give their students are only two of a complex set
offactors that have an impact on student learning. One of the fundamental truths in education
isthat the knowledge, skills, aptitudes, attitudes and values with which students leave school ora
particular teacher’s classroom are influenced to a great extent by the knowledge, skillsaptitudes,

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attitudes and values that students possessed when they entered the school orclassroom. In
addition, the knowledge, skills, aptitudes, attitudes and values that studentspossess when they
enter a school or classroom are the result of some intricate and complexcombination of their
genetic composition and the environment to which they have beenexposed in their homes.In
addition to these genetic and environmental factors which are beyond the control ofany teacher,
teachers are powerless in terms of making learning occur; they cannot simplyopen up the tops of
their students’ heads and pour in the desired learning. The imulusresponsetheory has long been
dismissed as a viable theory for understanding the linkbetween teaching and learning (that is,
teachers teach (stimulus) and students learn(response)).As Tyler pointed out over half a century
ago, learning depends on the activities of thestudent: Students learn according to what they do,
not according to what their teacher does;they either pay attention or they do not; they either
construct their knowledge consistentlywith the teacher’s intended construction of knowledge, or
they do not. More than a quarter ofa century later, Roth Kopf reinforced Tyler’s contention by
emphasizing the negative case:“The student has complete veto power over the success of
instruction”. Teachers can neithermake students pay attention, nor can they construct meaning
for them. So what can teachers
do? What exactly is the role of the teacher in student learning?Teachers must create conditions
that reduce the likelihood that students will use theirveto power and increase the probability that
students will put forth the time and effort neededto learn what their teachers intend them to learn,
that is the teacher effectiveness.
16.3. PROGRAMMES RECOGNISED BY NCTE
NCTE notified revised Regulations and Norms and Standards on November 28, 2014 for
thefollowing Teacher Education Programmes:
a. Diploma in early childhood education programme leading to Diploma in PreschoolEducation
(DPSE).
b. Elementary teacher education programme leading to Diploma in ElementaryEducation
(D.El.Ed.).
c. Bachelor of elementary teacher education programme leading to Bachelor ofElementary
Education (B.El.Ed.) degree.
d. Bachelor of education programme leading to Bachelor of Education (B.Ed.) degree.
e. Master of education programme leading to Master of Education (M.Ed.) degree.

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f. Diploma in physical education programme leading to Diploma in Physical Education(D.P.Ed.).

g. Bachelor of physical education programme leading to Bachelor of Physical
Education(B.P.Ed.) degree.
h. Master of physical education programme leading to Master of Physical Education(M.P.Ed.)
degree.
i. Diploma in elementary education programme through Open and Distance LearningSystem
leading to Diploma in Elementary Education (D.El.Ed.).
j. Bachelor of education programme through Open and Distance Learning Systemleading to
Bachelor of Education (B.Ed.) degree.
k. Diploma in arts education (Visual Arts) programme leading to Diploma in ArtsEducation
(Visual Arts).
l. Diploma in arts education (Performing Arts) programme leading to Diploma in ArtsEducation
(Performing Arts).
m. 4-year Integrated programme leading to B.A.B.Ed./B.Sc.B.Ed. degree.
n. Bachelor of education programme 3-year (Part Time) leading to Bachelor ofEducation (B.Ed)
degree.
o. 3-year Integrated programme leading to B.Ed., M.Ed (Integrated) degree.NCTE Regulations
2014: HighlightsNCTE completed and notified the revised Regulations 2014, along with Norms
and Standardsfor 15 programmes o November 28, 2014 under Government of India Gazette
NotificationNo.346 (F.No. 51-1/2014/NCTE/N&S) by following the recommendations of the
JusticeVerma Commission (JVC) appointed by the Government at the instance of the
Hon’bleSupreme Court of India. The JVC had suggested wide range reforms in Teacher
Educationwhich the new Regulations 2014 have addressed. The new Regulations are an outcome
ofwider consultations with stakeholders undertaken by NCTE.The important highlights of
Regulations 2014 are as under
a. A wide basket with 15 programmes is on offer, recognising for the first time threenew
programmes – 4-year B.A/B.Sc.B.Ed., 3-year B.Ed. (Part-time), and 3-yearB.Ed.-M.Ed.
programme.
b. The duration of three programmes – B.Ed., B.P.Ed., M.Ed. – has been increased totwo years,
providing more professional rigour and at par with best internationalstandards.

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c. Henceforth, in place of stand-alone institutions, teacher education shall be establishedin

composite institutions (multi-disciplinary or multi-teacher education programmes).
d. Each programme curriculum comprises three components – theory, practicum,internship; and
at least 25% of the programme is developed to school-based activitiesand internship.
e. ICT, Yoga Education, Gender and Disability/Inclusive Education are integral part ofeach
programme curriculum.
f. More integrated teacher education programmes are encouraged.
g. The teacher educator M.Ed. Degree comes with specialization in either ElementaryEducation
or in Secondary/Senior Secondary Education.
h. Open and Distance Learning (ODL) has become more rigorous with built-in qualityassurance
mechanisms.
i. In-service teachers have more option to acquire higher TE qualifications—DElEd(ODL), B.Ed.
(ODL), B.Ed. (Part-Time).
j. NOC from affiliating university/body is mandatory while making an application.
k. Provision of application, payment of fees, visiting team reports, etc. online.Centralized
computerized visiting team for transparent use by both HQs and RegionalCommittees for
inspection/monitoring. (For this, E-Governance is in the process offinalization).
l. Each teacher education institution to have compulsory accreditation in every 5 yearsfrom an
accrediting agency recognized by NCTE. (An MoU has already been signedwith NAAC in this
regard).
16.4. NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC).
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is anautonomous
body established by the University Grants Commission (UGC) of India to assessand accredit
institutions of higher education in the country. It is an outcome of therecommendations of the
National Policy in Education (1986) which laid special emphasis on
upholding the quality of higher education in India. To address the issues of quality, theNational
Policy on Education (1986) and the Plan of Action (POA-1992) advocated theestablishment of
an independent national accreditation body. Consequently, the NAAC wasestablished in 1994
with its headquarters at Bangalore.
Vision

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To make quality the defining element of higher education in India through a combination ofself
and external quality evaluation, promotion and sustenance initiatives.
Mission
To arrange for periodic assessment and accreditation of institutions of highereducation or units
thereof, or specific academic programmes or projects;
To stimulate the academic environment for promotion of quality of teaching-learningand
research in higher education institutions;
To encourage self-evaluation, accountability, autonomy and innovations in highereducation;
To undertake quality -related research studies, consultancy and training programmes, and
To collaborate with other stakeholders of higher education for quality evaluation,promotion
and sustenance.Guided by its vision and striving to achieve its mission, the NAAC primarily
assesses thequality of institutions of higher education that volunteer for the process, through an
internationally accepted methodology.Rationale Assessment and Accreditation is broadly used
for understanding the “Quality Status” of aninstitution. In the context of Higher Education, the
accreditation status indicates that theparticular Higher Educational Institutions (HEI) – a College,
a University, or any otherrecognised Unit therein, meets the standards of quality as set by the
Accreditation Agency, interms of its performance, related to the educational processes and
outcomes, covering thecurriculum, teaching-learning, evaluation, faculty, research,
infrastructure, learning resources,organisation, governance, financial well being and student
services.ActivitiesIn addition to many Peer Team Visits which take place every day, the NAAC
also facilitatesconduct of workshops and seminars in accredited institutions. NAAC also partners
withvarious State Governments and professional bodies to create an advocacy for assessment
andcreditation. Assessors Interaction Meetings (AIM), IQAC Meetings and interaction
withgovernmental agencies are an Process.

16.5. IMPORTANT PART OF NAAC'S ACTIVITIES.

Education plays a vital role in the development of any nation. Therefore, there is a premiumon
both quantity (increased access) and quality (relevance and excellence of academicprogrammes
offered) of higher education. The NAAC has been set up to facilitate thevolunteering institutions
to assess their performance vis-a-vis set parameters through

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introspection and a process that provides space for participation of the institution.
Accreditation facilitates
institution to know its strengths, weaknesses, and opportunities through an informedreview
process.
identification of internal areas of planning and resource allocation
collegiality on the campus.
funding agencies look for objective data for performance funding.
institutions to initiate innovative and modern methods of pedagogy.
new sense of direction and identity for institutions.
the society look for reliable information on quality education offered.
employers look for reliable information on the quality of education offered to theprospective
recruits.
intra and inter-institutional interactions.
Eligibility Criteria for Institutions (w.e.f. 1st November 2013)
1) The following types of Higher Education Institutions (HEIs) are eligible to apply for
theprocess of Assessment and Accreditation (A&A) of NAAC, if they have a record of
atleasttwo batches of students graduated or been in existence for six years, whichever is earlier
and fulfill the other conditions or are covered by the other provisions, if any, mentioned below :
a) Universities (Central/State/Private/Deemed-to-be) and Institutions of NationalImportance
Provided further that the duly established campuses within the country, if any, shallbe treated
as part of the universities / Institutions of National Importance for the A&Aprocess
NAAC will not undertake the accreditation of off-shore campuses
b) Colleges(i.e., colleges/institutions affiliated to, or constituent of, or recognized byuniversities,
including autonomous colleges)
Provided Teacher Education / Physical Education colleges shall have a standing ofatleast three
years..
However, colleges/institutions offering programmes recognized by StatutoryProfessional
Regulatory Councils concerned as equivalent to a degree programme of auniversity shall also be
eligible for A&A even if such colleges/institutions are notaffiliated to a university.
2) Any other HEIs at the discretion of NAAC.

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Note: The NAAC accreditation does not cover distance education units of HEIs.NAAC's process
of assessment is towards holistic, systematic, objective, data-based,transparent and shared
experience for institutional improvement.The process for assessment and accreditation broadly
consists of:
Preparation of Self-study Report (SSR), and uploading on the institution website priorto
submission of LOI.
On-line submission of the Letter of Intent (LOI).
On-line submission of Institutional Eligibility for Quality Assessment (IEQA) forapplicable
institutions.
Submission of Hard Copies of SSR
Peer team visit to the institution.
Final decision by NAAC.
The procedure and time line has been revised from 1st August, 2015
Units of AssessmentNAAC’s instrument is developed to assess and grade institutions of higher
education througha three-step-process and make the outcome as objective as possible. Though
the methodology
and the broad framework of the instrument is similar, there is a slight difference in the focusof
the instrument depending on the unit of Accreditation, i.e., Affiliated / Constituent colleges/
Autonomous colleges / Universities / Health Science / Teacher / Physical Education.
16.6. INSTITUTIONAL ACCREDITATION
University: University Central Governance Structure along with all the UnderGraduate and
Post Graduate Departments.
College: Any College - affiliated, constituent or autonomous with all its departmentsof studies.
Department Accreditation: Any department/School/Centre of the University.Presently, NAAC is
undertaking only institutional accreditation. Experts groups have beenconstituted to work on
Program AccreditationCriteria for Assessment
NAAC has identified the following seven criteria to serve as the basis of its
assessmentprocedures:
Curricular Aspects
Teaching-Learning and Evaluation
Research, Consultancy and Extension

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Infrastructure and Learning Resources

Student Support and Progression
Governance, Leadership and Management
Innovations and Best Practices
16.7.KEY ASPECTS
The Seven Criteria is further divided into "Key Aspects”. Certain important
AssessmentIndicators are identified under the Key Aspects and the Seven Criteria which
encompassesthem, as probes or leads for the Peer Team members to capture the micro-level
qualityparameters. These indicators facilitate the computing of the Key Aspect-wise Grade
Points(KA-GPS) and the Criterion-wise Grade Point Averages (CR-GPAs) in order to arrive at
thequality status of the institution.
WeightagesThe NAAC has categorized the Higher Educational Institutions into three major
types(University, Autonomous College, and Affiliated/Constituent College) and assigned
different weightages to these criteria under different key aspects based on the functioning
andorganizational focus of the three types of HEIs.
The criterion-wise differential weightages for the three types of HEIs are:
Curricular Aspects 150 (U) 150 (Au)100 (Aff)
Teaching-learning and Evaluation 200 (U) 300 (Au) 350 (Aff)
Research, Consultancy and Extension 250 (U) 150 (Au) 150 (Aff)
Infrastructure and Learning Resources 100 (U) 100 (Au) 100 (Aff)
Student Support and Progression 100 (U) 100 (Au) 100 (Aff)
Governance, Leadership and Management 100 (U) 100 (Au) 100 (Aff)
Innovations and Best Practices 100 (U) 100 (Au) 100 (Aff)
16.8. GRADING
Institutions are graded for each Key Aspect under four categories, viz. A, B, C and D,denoting
Very good, Good, Satisfactory and Unsatisfactory levels respectively. Thesummated score for all
the Key Aspects under a Criterion is then calculated with theappropriate weightage applied to it
and the GPA is worked out for the Criterion. The
Cumulative GPA (CGPA), which gives the final Assessment Outcome, is then calculatedfrom
the seven GPAs pertaining to the seven criteria, after applying the prescribed weightageto each
Criterion.

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16.9. ADVANTAGES OF CGPA

Letter grades converted to Numerical Grade Points (overall score in CumulativeGrade Point
Average)
Qualitative measurements converted to grade points
Wider scope for normalizing the scores
Extreme biases (if any) could be minimized
A one point difference between two letter grades, with 50 or 100 points assignedbetween two
successive letter grades results in appreciable fine-tuning of the process.
Relative evaluation would be more exact, due to a reduction in variations and standard
mdeviations
Inter-Peer Team variations are substantially reduced
With scare scope for adjustment at any stage, the peer team judgment would be moreaccurate
CGPA computation
The Assessment indicator guidelines are used for arriving at the Key Aspect GradePoints. The
Key Aspects under each criterion have their own weightages according tothe relative importance
of the said key aspect in the context of the type of institution.Finally, at the criterion level, there
are specified differential weightages according to
the type of institution. Therefore, the grade points assigned to different Key Aspectsand Criteria
get normalized at two levels, before the final CGPA is calculated for theinstitution. The CGPA is
thus calculated with the application of weightages at two
different levels of assessment.
Assessment Outcome
There are two outcomes of Assessment and Accreditation:
1.PeerTeamReport
The qualitative part of the outcome is called Peer Team Report (PTR) which is anobjective
report prepared by the Team highlighting its evaluative judgements, mostlyusing precise
GradingThe quantitative part of the outcome comprises the criterion-wise quality assessment,
resulting in the final Cumulative Grade Point Average (CGPA), a letter grade and aperformance
descriptor. The CGPA, letter grade and the performance descriptorconstitute the certification by
the NAAC on institutional accreditation. Thus, at theend of A&A process, each applicant

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institution will be awarded with a Letter Grade torepresent its quality level along with its
Performance Descriptor and Accreditation
Status, based on the CGPA earned by it through the assessment process, as mentionedbelow:
Institutions which secure a CGPA less than or equal to 1.50 will be intimated andnotified by
the NAAC as “assessed and found not qualified for accreditation”.
Period of validity of accreditation The accreditation status is valid for five years fromthe date
of approval by the Executive Committee of the NAAC. mRange of institutional Cumulative
Grade Point Average
(CGPA)
Letter
Grade
Performance
Descriptor
3.01 - 4.00 A Very Good
(Accredited)
2.01 - 3.00 B Good
(Accredited)
1.51 - 2.00 C Satisfactory
(Accredited)
<= 1.50 D Unsatisfactory
(Not
accredited)
Re-assessment
Institutions, which would like to make an improvement in the accredited status, mayvolunteer
for Re-assessment, after completing at least one year but not after them completion of three
years. The manual to be followed for re-assessment is the same asthat for the Assessment and
Accreditation. However, the institution shall makespecific responses based on the
recommendations made by the peer team in the firstassessment and accreditation report, as well
as the specific quality improvementsmade by the institution. The fee structure would be the same
as that for Assessmentand Accreditation.
16.10.CYCLES OF ACCREDITATION

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When an institution undergoes the accreditation process for the first time it is referred to as Cycle
1and the consecutive five year periods as Cycles 2, 3, etc.For Cycles 2, 3, etc. the following are
essential:
IQAC to be functional.
Timely submission of AQARs annually.
Institutions to submit LOI, six months before the expiry of the accreditation status.
Submission of SSR within six months of acceptance of LOI by NAAC, failing whichthe HEI
will lose its accreditation at the end of the fifth year.
Other steps remain the same as first cycle.
IQAC
In pursuance of its Action Plan for performance evaluation, assessment andaccreditation and
quality up-gradation of institutions of higher education, the NationalAssessment and
Accreditation Council (NAAC), Bangalore proposes that everyaccredited institution should
establish an Internal Quality Assurance Cell (IQAC) as apost-accreditation quality sustenance
measure. Since quality enhancement is a
continuous process, the IQAC will become a part of the institution’s system and worktowards
realisation of the goals of quality enhancement and sustenance. The primetask of the IQAC is to
develop a system for conscious, consistent and catalyticimprovement in the overall performance
of institutions. For this, during the postaccreditation period, it will channelize all efforts and
measures of the institution
towards promoting its holistic academic excellence.
Strategies
IQAC shall evolve mechanisms and procedures for:
* Ensuring timely, efficient and progressive performance of academic,
administrative and financial tasks
* The relevance and quality of academic and research programmes
* Equitable access to and affordability of academic programmes for various sectionsof society
* Optimization and integration of modern methods of teaching and learning
* The credibility of evaluation procedures
* Ensuring the adequacy, maintenance and functioning of the support structure andservices

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* Research sharing and networking with other institutions in India and abroad.Some of the
functions expected of the IQAC are:
Development and application of quality benchmarks/parameters for various academicand
administrative activities of the institution
Facilitating the creation of a learner-centric environment conducive to qualityeducation and
faculty maturation to adopt the required knowledge and technology forparticipatory teaching and
learning process
Arrangement for feedback response from students, parents and other stakeholders onquality-
related institutional processes
Dissemination of information on various quality parameters of higher education
Organization of inter and intra institutional workshops, seminars on quality relatedthemes and
promotion of quality circles
Documentation of the various programmes/activities leading to quality improvement.
Acting as a nodal agency of the Institution for coordinating quality-related activities,including
adoption and dissemination of best practices.
Development and maintenance of institutional database through MIS for the purposeof
maintaining /enhancing the institutional quality.
Development of Quality Culture in the institution.
Preparation of the Annual Quality Assurance Report (AQAR) as per guidelines andparameters
of NAAC, to be submitted to NAAC
IQAC will facilitate / contribute:
Ensure heightened level of clarity and focus in institutional functioning towardsquality
enhancement
Ensure internalization of the quality culture.
Ensure enhancement and coordination among various activities of the institution
andinstitutionalize all good practices.
Provide a sound basis for decision-making to improve institutional functioning.
Act as a dynamic system for quality changes in HEIs.
Build an organized methodology of documentation and internal communication.
Composition.

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IQAC may be constituted in every institution under the Chairmanship of the Head ofthe
institution with heads of important academic and administrative units and a fewteachers and a
few distinguished educationists and representatives of localmanagement and stakeholders
The composition of the IQAC may be as follows:
1. Chairperson: Head of the Institution
2. A few senior administrative officers
3. Three to eight teachers
4. One member from the Management
5. One/two nominees from local society, Students and Alumni
6. One/two nominees from Employers /Industrialists/stakeholders
7. One of the senior teachers as the coordinator/Director of the IQAC
AQAR
NAAC has revised the Guidelines for the Creation of the Internal
16.11.QUALITY ASSURANCE
Cell (IQAC) and Submission of Annual Quality Assurance Report (AQAR) inAccredited
Institutions. The revised guidelines will come into effect from 1st January2014
The Higher Education institutions which are submitting the Annual Quality AssuranceReport
(AQAR) from 01-01-2014 on wards need to submit in the revised format witheffect from 1st
January 2014. The Guidelines for the Creation of the Internal QualityAssurance Cell (IQAC) and
Submission of Annual Quality Assurance Report
(AQAR) in Accredited Institutions is placed below in word file.
Activities
In addition to many Peer Team Visits which take place every day, the NAAC alsofacilitates
conduct of workshops and seminars in accredited institutions. NAAC alsopartners with various
State Governments and professional bodies to create anadvocacy for assessment and
accreditation. Assessors Interaction Meetings (AIM),
IQAC Meetings and interaction with governmental agencies are an important part ofNAAC's
activities.
16.12. SUMMARY

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Attempts to cover a larger number of objectives was seen.These included

classroomunderstanding dynamics of classroom teaching. Micro-teaching studies aimed
atdeveloping skills of teaching. Programmed learning for imparting theoretical knowledge.
Discussion as an alternative method for developing social interaction skills and higher
ordercognitive skills, and simulation for development of application and decision making
skillsand abilities were also areas of research. The trend which emerges indicates that objectives
of
teacher education were researched.Alternative Model: Earlier researches on the Harbartian
model as a method of teaching,
Flanders interaction model, micro-teaching were seen as the behaviouristic models.
However,recent researches indicated a different trend wherein other behaviouristic models such
asConcept Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a
welcome change. During the current period researches on the context, presage, process
andproduct variables highlighting the importance of areas of teaching and learning styles
ofteachers and students, cognitive styles, student and teacher characteristics, management
ofeducation and technology of education and technology in education are aimingimportanceand
attention of researchers.
16.13. UNIT END EXCERCISES
1. Compare the objective of teacher education programme at teacher’s effectivness
2. Discuss the measurement of teacher’s effectiveness
3. Discuss the roles and competencies required of teachers programme.
16.14. FURTHER READING
aismta.com/NationalScienceOlympiad.asp
www.eltai.in
http://htmladviser.com/www/aissta.com.html
www.naac.gov.in/
http://ncte-india.org/ncte_new/
https://www.nsta.org/
http://www.iate.in/
http://www.karmayog.org/ngo/iape/upload/197/iape.pdf

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