Meaning of Teacher Education :
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 programme of education, research and training of persons to teach
from pre-primary to higher education level
Teacher education is a programme that is related to the development of
teacher proficiency and competence that would enable and empower the
teacher to meet the requirements of the profession and face the challenges
therein.
According to Goods Dictionary of Education Teacher education means,
―all the formal and non-formal activities and experiences that help to
qualify a person to assume responsibilities of a member of the educational
profession or to discharge his responsibilities more effectively.
In 1906-1956, the program of teacher preparation was called teacher
training. It prepared teachers as mechanics or technicians. It had narrower
goals with its focus being only on skill 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 pedagogical
theory and professional skills.
Teacher 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 instruction, provide appropriate reinforcement and conduct
effective assessment. It includes effective classroom management skills,
preparation and use of instructional materials and communication skills.
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Pedagogical theory includes the philosophical, sociological and
psychological considerations that would enable the teachers to have a
sound basis for practicing the teaching skills in the classroom. The theory is
stage specific and is based on the needs and requirements that are
characteristic of that stage.
Professional skills include the techniques, strategies and approaches that
would help teachers to grow in the profession and also work towards the
growth of the profession. It includes soft skills, counseling skills,
interpersonal skills, computer skills, information retrieving and management
skills and above all lifelong learning skills.
An amalgamation of teaching skills, pedagogical theory and professional
skills would serve to create the right knowledge, attitude and skills in
teachers, thus promoting holistic development.
Nature of Teacher Education:
1) Teacher education is a continuous process and its pre-service and in-
service components are complimentary to each other. According to the
International Encyclopedia of Teaching and Teacher education (1987),
―Teacher education can be considered in three phases : Pre-service,
Induction and In-service. The three phases are considered as parts of a
continuous process.
2) Teacher education is based on the theory that ―Teachers are
made, not born in contrary to the assumption, ―Teachers are born, not
made. Since teaching is considered an art and a science, the teacher
has to acquire not only knowledge, but also skills that are called ―tricks
of the trade.
3) Teacher education is broad and comprehensive. Besides preservice
and in-service programmes for teachers, it is meant to be involved in
various community programmes and extension activities, via adult
education and non-formal education programmes, literacy and
development activities of the society.
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4) It is ever-evolving and dynamic. In order to prepare teachers who
are competent to face the challenges of the dynamic society, Teacher
education has to keep abreast of recent developments and trends.
5) The crux of the entire process of teacher 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 programmes the teacher
education curriculum has a knowledge base which is sensitive to the
needs of field applications and comprises meaningful, conceptual
blending of theoretical understanding available in several cognate
disciplines..
7) Teacher education has become differentiated into stage-specific
programmes. This suggests that the knowledge base is adequately
specialized and diversified across stages, which should be utilized for
developing effective processes of preparing entrant teachers for the
functions which a teacher is expected to perform at each stage.
8) It is a system that involves an interdependence of its Inputs,
Processes and Outputs
Objectives :
Vision of teacher education :
Teacher education has to become more sensitive to the emerging
demands from the school system. For this, it has to prepare teachers for a
dual role of;
Encouraging, supportive and humane facilitator in teaching learning
situations who enables learners (students) to discover their talents, to
realize their physical and intellectual potentialities to the fullest, to develop
character 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 towards the process of renewal of school curriculum to maintain
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its relevance to the changing societal needs and personal needs of
learners, keeping in view the experiences gained in the past and the
concerns and imperatives that have emerged in the light of changing
national development goals and educational priorities.
These expectations suggest that teacher operates in a larger context and
its dynamics as well as concerns impinge upon her functioning. That is to
say, teacher has to be responsive and sensitive to the social contexts of
education, the various disparities in the background of learners as well as
in the macro national 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 comprise such features
as would enable the student teachers to
Care for children, and who love to be with them; Understand children
within social, cultural and political contexts; View learning as a search for
meaning out of personal experience;
Understand the way learning occurs, possible ways of creating conductive
conditions for learning, differences among students in respect of the kind,
pace and styles of learning.
View knowledge generation as a continuously evolving process of
reflective learning.
Be receptive and constantly learning.
View learning as a search for meaning out of personal experience, and
knowledge generation as a continuously evolving process of reflective
learning.
View knowledge not as an external reality embedded in textbooks, but as
constructed in the shared context of teaching learning and personal
experience.
Own responsibility towards society, and work to build a better world.
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Appreciate the potential of productive work and hands-on experience as a
pedagogic medium both inside and outside the classroom.
Analyze the curricular framework, policy implications and texts.
Have a sound knowledge base and basic proficiency in language.
The objectives of teacher education would therefore be to,
Provide opportunities to observe and engage 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.
Provide opportunities for understanding self and others (including
one‘s beliefs, assumptions and emotions); developing the ability for
self analysis, self-evaluation, adaptability, flexibility, creativity and
innovation.
Provide opportunities to enhance understanding, knowledge and
examine disciplinary knowledge and social realities, relate subject
matter with the social milieu and develop critical thinking.
Provide opportunities to develop professional skills in pedagogy,
observation, documentation, analysis, drama, craft, story-telling and
reflective inquiry.
NATIONAL LEVEL AGENCIES OF TEACHER EDUCATION
PROGRAMME
University Grants Commission (UGC) : Established on 28th December,
1953, at New Delhi. UGC was given autonomy by govt. of India in 1956.
Functions :
It provides financial assistance to universities and colleges to meet their
requirement.
It extends the financial aid for the development of Universities and
maintenance. It provides a guide-line to Center and State Govt. for giving
grant to a University.
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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
academic programme in the University but now state concurrence is
essential.
It encourages higher level research work and teaching activities by
providing financial assistance.
It provides the grants for higher education and new programmes in the
Universities and colleges.
It provides the fellowship for teachers and project work for University and
college teachers.
National Institute of Educational Planning and Administration:
(NUEPA/ NIEPA) :
Functions :
As the highest organization of educational planning and Administration-
has the following function to perform:
Integrating educational studies and researches under the area of
educational planning and administration and make co ordinations in these
activities
. Encouraging the teachers to solve the problems of educational planning
and administration by organizing seminars and workshops.
Arranging extension programs for new developments and innovations in
the area of planning and administration.
Establishing contact with other countries to understand the developments
and innovations of the developed countries.
Providing guidance at National and State levels in the area of planning and
administration.
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Multi –dimensional activities- under extension programs– journal on
educational planning and administration and other books are published.
Review of educational planning and administration of other countries- used
to develop our educational system and solve educational problems.
Orientation programs for educational administrators- provide awareness of
new developments in this area.
Educational research reports are published. The publication unit
established the coordination between theory and practice.
Seminars and workshops are organized and their discussions and results
are published.
Training Institutions for special fields for school and collegesthese provide
elementary in special 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.
National Council of Teacher Education (NCTE) :
Kothari commission Report (1964-66) criticized Teacher Education
Programme being conventional, rigid and away from reality. Therefore it
expressed the need of establishing National council of Teacher Education
in order to improve the standard of Teacher Education. In September 1972,
Central Advisory Board in Education accepted the said proposal which was
supported by fifth National plan. Thereafter by law, Indian Education
Ministry established NCTE on 21st May 1973. NCTE has got independent
constitutional status since 1993.
Objectives :
To work especially towards planned and coordinated development of
teacher-education.
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To improve the standard and functioning of teacher-educators.
NCERT - National Council of Educational Research and Training :
Introduction:
Due to knowledge explosion, there is a spread of education not only in
India, but all over the world. Due to this change, social needs have
changed accordingly. A teacher is expected to face 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:
Ministry of Education of Indian Government established NCERT in 1961.
NCERT is an autonomous - organization, working as an academic wing of
the Ministry of Education. It assists the said ministry in the formulation and
implementation of its policies and programmes 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, it has
established National Institute of Education (NIE) at Delhi and 4 regional
colleges of education at Ajmer, Bhopal, Bhubaneswar and Mysore. It also
works in collaboration with the departments in the states, the universities
and institutes, following objectives of school education. It also maintains
close-contact with similar national and international 103 institutions
throughout 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.
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To publish necessary textbooks, journals and other literature for achieving
the objectives.
To organize extension centers in training institutes with the cooperation of
state governments and extend facilities pertaining to new methods and
technologies among them.
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 counseling services on a large scale.
AN ANALYSIS ABOUT DIFFERENT TEACHER EDUCATION
PROGRAMMES IN INDIA
Diploma in early childhood education program (D.E.C.Ed.)
The DPSE program is a two-year educational program recognized by
NCTE. It aims at preparing teachers for preschool programmes.
Candidates with at least 50% marks in12th or equivalent are eligible to
apply for the program. However admission to this program is as per the
norms laid down by NCTE and govt. from time to time.
Diploma in Elementary Education (D.El.Ed.)
Diploma in Elementary Education is two-year (full-time) educational
program. This course is recognized by NCTE. Minimum eligibility to take
admission in this program is 12th. However selection of the candidates to
this program is solely based upon merit and as per the norms laid down by
NCTE and govt. from time to time.
Bachelor of Education (B.Ed.) It is a two-year, full time degree to prepare
the teachers from upper primary level to Secondary level and higher
secondary level. Admission to this program is done as per the norms laid
down by NCTE and govt. from time to time. Candidates are eligible to enroll
in this program if they have at least 55% of their marks in either the
bachelor’s or master’s degree.
Diploma in Physical education program (D.P.Ed.) An intensive two-year
curriculum called the Diploma in Physical Education prepares instructors of
Physical education for primary school teaching. To apply for this program,
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candidates must have secured at least 50% of marks in their 12th grade or
comparable grade
. Integrated B.A. B.Ed. /B.Sc. B.Ed.
It is a flagship teacher education program recognized by NCTE. It allows
the students to complete their graduation along with B.Ed. at a time. The
duration of this program is 4 years. The purpose of this curriculum is to get
teachers ready for upper primary and secondary education.
Integrated B.Ed.-M.Ed.
It allows a student to complete his/her B.Ed. and M.Ed. at a time in three
years. Candidates having postgraduate degree in the humanities, social
sciences, or sciences with a minimum of 55% marks are eligible for the
program.
Diploma in Art Education (Visual Arts) Preparing teachers to teach
visual arts up to class VIII is the goal of this pre-service teacher education
program. To be considered for admission to this program, candidates must
have secured at least 50% of their marks in visual arts, as an elective
subject, in their 12th grade or equivalent.
Diploma in Art Education (Performing Arts)
It is a pre-service teacher education program which aims to prepare
teachers to teach performing arts up to class VIII. Candidates with at least
50% marks in 12th or its equivalent with music/dance/theatre as a elective
subject are eligible to take admission to this program.
Master of Education (M.Ed.) It is a two year full time teacher education
program which prepares the teachers to teach the trainee teachers and
other students at various levels. Candidates having at least 50% marks in
B.Ed. or graduate with D.El.Ed. (50% in each) are eligible for the
admission.
Master of Physical Education (M.P.Ed.)
The purpose of the Master of Physical Education (M.P.Ed.) program is to
prepare physical education teachers at various levels. In physical education
departments at universities and colleges, they can work as assistant
professors, directors, sports officers, or teacher educators. Its duration is
two years. Applicants are eligible for the program if they have secured at
least 50% marks in B.P.Ed. or B.Sc. in health and physical education. The
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qualifying marks for reservation students are lenient in accordance with the
guidelines established by the central and state governments for the
aforementioned teacher education programs
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MAJOR CHALLENGES IN TEACHER EDUCATION
As teacher training is essential hence to impart quality education to the
trainee teachers the following challenges must be addressed before time.
Some of the challenges are listed below.
1. Lack of human resources One of the major problem which we are
going through is shortage of teachers. Due to lack of teachers it is
difficult to impart quality instructions to the students. Hence the pupil
teachers are unable to get continuous guidance and support
2. . 2. Inappropriate teaching internship The most important component
of any teacher education program is practice teaching. But the thing
is that due to shortage of pedagogy teachers the pupil teachers are
not getting proper guidance. So that they face many problems during
classroom transactions and failed to develop command on pedagogy
part which is a big concern.
3. 3. Lack of Supervision The supervision for practice teaching should
aim at guiding the pupil teachers in learning to organize their content,
planning their lessons, techniques of assessment and essential skills.
But at present their lesson plans are checked superficially also there
is no class observation by the concerned pedagogy teachers for
which the students are not getting proper feedback which is a big
issue.
4. 4. Attitudinal barrier The quality of teacher education is steadily
declining because some of us view teaching as a secondary career.
Students with this mindset approach everything with a casual attitude
and lack the motivation to understand the subjects covered in teacher
education.
5. 5. Incompetent teacher educators As now it is said that besides
content and pedagogical knowledge a teacher should be technology
savvy as today’s age is the digital age and to meet the current
requirement of society we have to make up-to-date ourselves. Hence
those are who not that much familiar with the technology face
problems in dealing with the student teachers.
6. 6. Lack of Infrastructure Due to lack of Infrastructures sometimes it is
not possible to maintain the quality of teacher education. In some
institutions there is no ICT lab, Psychology lab, library etc. which are
important for the student teachers.
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7. 7. Admission Procedure It has been observed that certain educational
institutions use career marks as a criterion for selecting students,
whereas other educational institutions are conducting entrance
examinations Thus, the selection process is not consistent. Hence
the standard of teacher education program is significantly imp-
8. Lack of Professionalism It is essential to be up-to-dated on a daily
basis so that we will be able to know about the daily happenings around
the globe. Only by confining ourselves within the books or syllabus we
can’t provide quality education to the student teachers. In order to be
professional a teacher educator have to read journals, magazines, current
affairs, etc or he or she can join conferences, webinars to enhance his/her
outlook.
9. Lack of Funds A shortage of funding prevents an institution from
providing workshops and in-service training for teacher educators, which
eventually lowers the standard of teacher education.
10. Monitoring of the institutions Monitoring of the teacher education
institution is important nowadays as there are some institutions which are
not recognized by NCTE still they are taking the admission of the students
and they are more oriented to money making rather than the educational
growth of the students (Dodiya, 2018).
11. Qualification of Teacher Educators/Assistant Professors Qualifications
and eligibility criteria for appointing teacher educators is changing
frequently. It is noticed that sometimes the recruiting body is lowering the
qualification. Hence by lowering the qualifications how can we expect to
get the teachers of higher quality
SUGGESTIONS
Some suggestions to overcome the challenges
• Workshops, In-service training should be organized for the teacher
educators time to time to maintain the quality of teacher education.
• Stricter requirements for affiliation and an efficient monitoring system by
NCTE are necessary to uphold the decorum of teacher education in India
. • The curriculum needs to be changed periodically to meet the needs of
both society and the pupils.
• There should be a common admission procedure in order to admit the
students in various teacher education programs. Content knowledge,
general awareness, reasoning ability along with teaching aptitude can be
assessed prior to the admission.
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• The qualification of Teacher Educators or Assistant Professors to teach
the student teachers should be decided strictly as per the NCTE norms. • In
order to revitalize India's teacher education institutes, funds and other
resources should be made available
. • To preserve the standard of teacher education in India, timely
appointments of Assistant Professors or Teacher Educators are required.
• The trainee teachers' evaluations have to be continuous and
comprehensive. So that they will be able to know their strength and
weakness and accordingly they can improve themselves. The nature of
feedback should be constructive. • Internship period can be increased a
little bit to make the student teachers more familiar with the school as well
as class environment.
• Teacher Educators should integrate different methodologies as well as
approaches to facilitate the students. Traditional approach of teaching
should be avoided as far as possible.
RECOMMENDATIONS OF NATIONAL EDUCATION POLICY (2020) ON
TEACHER EDUCATION
Some of the key recommendations of NEP (2020) regarding Teacher
Education are listed below
. • NEP (2020) has placed emphasis on the Integrated Teacher Education
Program
. • By 2030, all standalone teacher education institutions will become
interdisciplinary ones in order to provide the four-year integrated teacher
education program.
• By 2030, a 4-year integrated B.Ed. degree will be the minimal need for
teachers in schools to instruct pupils at different levels
. • To uphold the consistent standards for teacher education in India,
admission to the pre-service teacher training program will be conducted
through the National Testing Agency (NTA).
• For teachers' ongoing professional development, the usage of online
platforms such as SWAYAM/DIKSHA for online training will be promoted
. • To guide the teachers, a National Mission for Mentoring will be formed,
and senior/retired faculty members will be the mentors. An overall analysis
reveals that if the NEP (2020) recommendations on teacher education are
properly implemented at the local level, it will contribute in improving the
quality of teacher education program in India. its implementation in order to
preserve the caliber of teacher preparation programs across the nation.
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Bibliography
Jaspreet Kaur Sodhi, “comprehensive textbook of
nursing education”,jaypee brothers medical publishers
ltd,1st edition ,page no.391-399.
Anuj prakash Shrivastav,prof.Ali Imam. “Teachers
education at various level in india”,international journal
of creative research thoughts,vol 10,2022.
https://www.slideshare.net/slideshow/critical-analysis-
of-various-programmes-of-teacher-education.
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