International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
A DETAILED STUDY ON ISSUES AND PROBLEMS FACED BY
TEACHERS IN TEACHING
Dr. B. K. Gupta
Associate Professor, Department of Education
Jawaharlal Nehru Memorial Post-Graduate College, Barabanki (U.P.)
ABSTRACT
Education has a very significant role in developing an individual to the level of perfection by
drawing out the best citizen from him, best Indian from him. Education is a lifelong process and
without the help of a teacher it will be incomplete. Teacher preparation has been a subject of
discussion at all levels, from the government, ministries, regulatory bodies, schools, to teachers
themselves. No nation develops beyond the quality of its education system, which is highly
dependent on the quality of its teachers. Some problems are plaguing the system of teacher
education so the teachers should be given the most appropriate tools during and after their
training, including content knowledge and skills as well as teaching methodology to be able to
do their work professionally. This full length paper highlighted the major problems and some
suggestions to resolves these problems of teacher education, these suggestions will be helpful to
educationist, Policy Makers, universities and colleges to improve the quality and standard of
teacher education.
Keywords: Education, Teacher Education, Problems and suggestions
INTRODUCTION
A teacher educator (also called a teacher trainer) is a person who helps other people to acquire
the knowledge, competences and attitudes they require to be effective teachers. Several
individual teacher educators are usually involved in the initial or ongoing education of each
teacher; often each specialises in teaching about a different aspect of teaching (e.g. educational
ethics, philosophy of education, sociology of education, curriculum, pedagogy, subject-specific
teaching methods etc.). Not every culture has a concept that precisely matches the English
term
'teacher educator'. Even where the concept exists, the range of roles that is covered by the term
varies significantly from country to country. In some traditions, the term 'teacher trainer' may be
used instead of 'teacher educator'. A teacher educator may be narrowly defined as a higher
education professional whose principle activity is the preparation of beginning teachers in
universities and other institutions of teacher education, such as teacher colleges. A broader
definition might include any professional whose work contributes in some way to the initial
education or the continuing professional development of school and other teachers. Even within
a single educational system, teacher educators may be employed in different roles by
2489 International Journal of Research in Social Sciences
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International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
different kinds of organisation. In the European context, for example, people who could be
considered to be teacher educators include:
-Higher Education academics with a responsibility
--for Teacher Education as such,
--for teaching a subject (such as chemistry or mathematics) to students who will later
become teachers;
--for research into teaching,
--for subject studies or
--for didactics;
-teachers in schools who supervise student teachers during periods of teaching practice;
-school teachers or school managers responsible for inducting new teachers during their first
year of teaching; or
-those in charge of school teaching staff‟s continuous professional development.
Teacher educators may therefore work in many different contexts including (universities,
schools, private sector training organisations or trade unions).and their working time may
be fully, or only partly, dedicated to the preparation of teachers.
GOVERNMENT OF INDIA ORGANISATION BODIES IN TEACHER EDUCATION
University Grants. Besides these, MHRD, there are also other ministries that have institutions which
run teacher Commission (UGC) is also involved with Departments of Teacher Education or
Departments of Education in the Universities and Institutions Deemed to be Universities and
Colleges of Teacher Education training programmes. Ministry of Women and Child
Development has a large net work of training of Anganwadi workers, who take care of pre-school
component. At the State level, the apex states under the control of the Department of School
Education, whereas the teacher training body that looks after teacher education is the Government
Department of Education. In certain States, it is looked after by the Department of School Education.
A few States have independent Directorates for Teacher education. In a few others, the Directorate
and SCERT function under one Director. The teacher training institutions offering programmes for
elementary and pre- school teachers are in many education institutions are managed by the State
government. In certain other States, majority of teacher training institutions are managed by private
agencies under self- financed category. At the State levels institutions offering degree courses are
under the Department of Higher Education. In certain States all teacher, there are teacher training
institutions being run by the Departments of Tribal Welfare, and other administrative departments.
Creation of separate cadre for teacher educators has been an important issue to be solved in many
states.
2490 International Journal of Research in Social Sciences
http://www.ijmra.us, Email: editorijmie@gmail.com
International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
ISSUES AND CHALLENGES IN TEACHER EDUCATION
SOME SUGGESTIONS THERE OF
A number of write ups have appeared on educational quality in recent years, examining factors
that help improve education and proposing ways to promote better learning in schools. The issue
of quality has become critical in many countries. In countries like India where with constrained
resources, the successful effort to increase access to basic education has often led to declining
quality of education. In a search for the factors that promote quality, various programs as well as
the literature increasingly emphasize teachers, schools, societies and communities. The rapid
changes in society led to teachers facing new and complex issues, resulting in changes in the area
of teacher education. Some issues & challenges in Teacher Education are delineated here along
with probable suggestions:
QUALITY CONCERN
The Practices and Procedures insisted upon by Teacher Education Institutions usually tend to be
quite at variance with the Content, Instructional Objectives, nature and level of the
Learner Group, teacher‟s inclinations and capacities and the context in which the instructional
process is carried out. Irrespective of the institution and where it is situated, all student teachers
generally conclude that the B.Ed. programme is not so useful once they become regular
teachers in schools, although it is essential passing the B.Ed. examination to become a regular
teacher. The significant Question that it poses to teacher educators is whether there is any
„Omnibus‟ methodology for Teaching.
LACK OF TECHNICAL CLARITY
There is a certain lack of technical clarity about what are proposed and insisted upon as
essentials in Practice Teaching. To Some extent, this could also be due to the fact that several
teacher educators, who provide „feedback‟ to student teachers, are themselves in no position to
be sensitive to the subtleties of the instructional process. They can hardly visualize effective
alternatives and suggest them to student teachers. The reasons could be that several of them have
become teacher educators after completing studies. This leaves them with the barest minimum
exposure to actual classroom or, more appropriately, to instructional Processes of „Practices‟
sessions while under training. As a result, when they attempt providing technical hints, they
sound too theoretical and may appear “bookish”. To combat this problem experienced teachers
may be associated while teaching accomplishing the task of practice teaching. The services of
superannuated teachers can be availed for the same.
2491 International Journal of Research in Social Sciences
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International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
PROCEDURE OF ASSESSMENT
The procedure of assessment is inappropriate for a complex practice like teaching the nature of
the tasks being highly creative, individualistic and non- standardized. Its evaluation should also
necessarily possess similar characteristics. The Practices adopted for assessment of practice
teaching tend to emphasize objective, standardized and fair assessment. For fear of being
“unfair” and “Subjective” they do not often reflect concern for the rigor of teaching in
technique
and spirit.
ISOLATION OF TEACHER EDUCATION DEPARTMENTS
The Teacher Education Institutions, which are affiliated to universities, feel separated from the
intellectual discipline in the university. Training institutions meant for undergraduates are
completed isolated in this regard. Thus, there is an urgent need to break the existing isolation of
teacher training institutions from universities. In order to achieve this goal, we shall have to
bring teacher education in to the mainstream of the academic life of the universities. In order to
strengthen its bond with the university, education may be introduced as an elective subject in
degree courses. Education should be recognized as an independent discipline like philosophy and
psychology.
LACK OF BOOKS AND MATERIALS
For successful teaching, there is a strict requirement of books and other supportive material
which lead to effective teaching. But, unfortunately in our education system, there is lack of
quality books and materials in Teacher Education Institutions. Most of the institutions just
purchase some books to fulfill the criteria without bothering their worth whileness. To check
books and other supportive material State Government and Universities should take initiative.
Statutory bodies should insist upon the need of latest, up-to date & quality books in Teacher
Education Institutions which will be able to enhance knowledge of teachers and also
broaden their mental horizons which may not remain inchoate in the absence of a meaningful
exposure.
LACK OF DEDICATION TOWARDS THE PROFESSION
Teaching can be made effective by the interest and dedication of the teachers. In Teacher
Education system, we hardly find such type of dedication among teachers towards their
profession. In order to create such type of dedication some refresher courses should be started by
N.C.T.E and action research in Teacher Education should be encouraged.
2492 International Journal of Research in Social Sciences
http://www.ijmra.us, Email: editorijmie@gmail.com
International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
ISOLATION OF COLLEGES OF EDUCATION
The different types of Teacher Education Institutions are also isolated from one another. In order
to remove the isolation existing among the institutions preparing teachers for various levels of
education and for special areas such as physical Education, art and craft, etc. an intensive
effort is to be made. In a phased manner, all types of Teacher Education institutions should be
brought under the jurisdiction of universities and all the existing training programmes may be
upgraded to the university standard. The same may be applied for special kinds of training
institutions also. Obviously, the qualification and pay scales of Teacher Educators will have to be
improved accordingly.
SUGGESTIONS
1. Value education should be given to teachers, so that they could educate young minds in the
right direction.
2. Curriculum of teacher education program should be revised from time to time according to
changing needs of society.
3. The quality of teacher education program should be up graded.
4. Teacher education program should be raised to a university level and that the duration and
rigour of program should be appropriately enhanced.
5. Teacher education institutions should be put under strict control of this regulatory
body for the selection of teacher, students and provisions of good infrastructure etc.
6. Institutions working should be examined from time to time and strict action should be taken if
they fail to come up to expected level.
7. University gives more preference to the government institute then the private institute. Private
institutes criticized by the university, but they have to deal with as a guide so that they can
improve their qualities. It will be given equal importance so that teacher education program will
run in better manner.
8. University deal institution as a ring master but if they deal with the institution as guide then it
will give a better result in teacher education program.
Teachers should train about stress management mechanism so that they could help students in
managing the stress and sustaining themselves in this time of social isolation, parental pressure
and cut throat competition.
10. Teachers should be able to think critically make right decisions and maintain harmonious
relations with others.
11. Teacher education program should enable the teachers to develop their life skills among
students.
12. Techniques used in teaching should develop habit of self learning and reduce dependence on
2493 International Journal of Research in Social Sciences
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International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
teachers. It will help them to reflect on their own and doing something new. Doing something
new is creativeness.
13. Teachers should encourage student‟s capacity to construct knowledge.
CONCLUSION
Teacher and his education are very significant aspects of any nation. The education gives a new
shape to the individual and the nation as well. It is a well known saying that teacher is the nation
builder. The quality of teacher education program needs to be up graded. Learning to teach also
had to do with the beliefs, knowledge, and experiences prospective teachers brought with them
into preparation programs; the ways their knowledge changed and was translated into classroom
practice over time; the ways teachers interpreted their fieldwork and course experiences in light
of their own school experiences; and how they developed professionally as teachers by observing
and talking with others. Based on the premise that teacher education was a learning problem, the
center government, state government as well as NCTE should take strictly step to make teacher
education program effective. he teacher educator profession has also been seen as under-
researched; empirical research on professional practice is also scarce. However, the importance
of the quality of this profession for the quality of teaching and learning has been underlined by
international bodies including the OECD and the European Commission. Some writers
have therefore identified a need for more research into “what teachers of teachers themselves
need to know”, and what institutional supports are needed to “meet the complex demands of
preparing teachers for the 21st century.”In response to this perceived need, more research
projects are now focussing on the teacher educator profession.
REFERENCES
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2. Mukharjee, K.K. (1972) Some Great Educators of the World, Calcutta, Das Gupta
& Co. Pvt. Ltd.
3. Naik J.P. (1975) Equality, Quality and Quantity: The inclusive Triangles of Indian
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4. Aggarwal, JC (1996), Essentials of Educational Technology, Vikas Publishing
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5. Rajan. J (2005) – Review of Social Sciences, Vol-VI, No.2 Anand C.L. (2000) – Teacher
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2494 International Journal of Research in Social Sciences
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International Journal of Research in Social Sciences
Vol. 9 Issue 1, January 2019,
ISSN: 2249-2496 Impact Factor: 7.081
Journal Homepage: http://www.ijmra.us, Email: editorijmie@gmail.com
Double-Blind Peer Reviewed Refereed Open Access International Journal - Included in the International Serial Directories Indexed & Listed at:
Ulrich's Periodicals Directory ©, U.S.A., Open J-Gate as well as in Cabell‟s Directories of Publishing Opportunities, U.S.A
8. Marilyn, S.C. (2004). The Problem Of Education Teacher Education, Journal of Teacher
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Delhi, 1996)
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NEP, (Deep and Deep, New Delhi, 1998)
11. Anand C.L., Teacher education in emerging India (NCERT, New Delhi.,2000)
12. Mukharjee, K.K., Some great educators of the world (Das Gupta & Co. Pvt. Ltd. Kolkata,
1972)
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