Concept of Teacher Education

Teacher Education

Concept of Teacher Education

 

“A teacher can never truly teach unless he himself continues to learn” (Tagore). The concern of a teacher is to make a learning society by providing education from womb to the tomb. Therefore, a teacher has to adopt improved ways of teaching and learning. Teacher education is not teaching and learning. Teacher education is teaching the teacher how to teach. It is to keep the process to alive and for saving time, energy and money and also the trouble of the teacher and the taught. A course in teacher education should try to reshape the attitudes, remodel the habits and also to reconstitute the personality of a teacher.

The Nation’s wellbeing depends on teacher’s wellbeing. Our three and a half million teachers are the custodians of our future. The most important equipment of a teacher is his background of education and training. A teacher must represent a running stream and not a stagnant pool. National policy on Education, 1986 has stated that ,”The status of the teacher reflects the socio-cultural ethics of a society”, it is said that no people can rise above the level of its teachers.

Need and Scope of Teacher Education:

Teacher education is recognized as a continuous process. That is why, importance is given to the teacher Education by the Adiseshiah Committee.

Following are the needs and importance of Teacher Education:

1.       Imparting an adequate knowledge of the subject matter- The objective of Teacher Education is to develop a good command of the subject matter of the assignment given to him in the colleges

2.       Equipping the prospective Teachers with necessary pedagogic skills – The main objective of teacher education is to develop a skill to stimulate experience in the taught under an artificially created Education less with material resources and more by the creation of an emotional atmosphere. The teacher should develop a capacity to do observe, infer and to generalize.

3.       Enabling the Teacher to acquire understanding of child psychology:- The objective is to understand the child psychology so that the teacher is able to appreciate the difficulties experienced  by children so as to being about new modes and methods of achieving the goals in consonance with the reactions of the children.

4.       Developing proper attitudes towards teaching- One of the major objectives of Teacher Education is to develop proper attitude towards teaching as a result of which he will be able to maximize the achievements from both the material and human resources. There is also development of a proper perception of the problems of universal environment, regular attendance, year to year promotion.

5.       Developing self confidence in the teachers- The objective of Teacher Education are development of the ability to take care of himself in terms of:

a)        Adjustment with the physical conditions.

b)      Healthy adjustment with the social environment.

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

6.       Enabling teachers to make proper use of instructional facilities-  The need of Teacher Education is to develop the capacity to extend the resources of the school by means of improvisation of instructional facilities.

7.        Enabling teachers to understand the significance of individual difference of child and to take appropriate step for the optimum development-  The objective of Teacher Education is to know the causes of individual difference as a result of which he will be able to develop the ability  to be a child with children, an adult with the adult, a responsible citizen among the community.

8.       Development of the ability to give direct satisfaction of parents from the achievement chidren in terms of-

a)      Proper habit of taking care of the body.

b)      Proper attitude reflects in the behavior of the children at home , in the school, in the streets, the farms and fields etc.

c)       Progress in the class: The duties of the teacher are very much relevant in nursery, primary, middle, secondary, higher secondary schools. Hence, the scope of Teacher Education is very vast. The duties of the teacher in different stages of education depend on the foundation of general education of the teacher. Emphasis to be on the practical aspects rather than theory.

Pre-Service and In-Service Teacher Education Programmes

     Teacher training or Teacher Education is of two types:

i)                    Pre-Service Training.

ii)                   In-service training various types of institutions which impart the above two types of training to teachers can be categorized as under:

1.       Training schools for pre-primary teachers.

2.       Training schools for primary teachers.

3.       Training colleges for graduate teachers.

4.       Regional colleges of Education.

5.       Training institutes for specialist Teacher.

6.       SCERT.

7.       State institutes of Science.

8.       State institutes of English.

9.       Institutions for post-graduate Teacher Education and Research.

10.   Teacher Education Department of NCERT.

11.   Institution for correspondence courses.

                              Meaning of In-service Training

            It is the education that a teacher receives after he has entered the teaching profession and after he had his education in a Teacher’s College. It includes all the programmes-educational social or others, in which the teacher takes vital part. It also includes all the extra education which the teacher receives at different institutions by way of refresher courses and all the travels and visits which he undertakes.

 

Needs and Importance of In-Service Teacher Training Programme-

Following are the needs and importance of In-service Teacher training proigramme-

1.       Every Teacher is a student-

 Education is a life-long process. The teacher should continue to learn throughout his life.

 Hence, no man or woman should decide to teach unless he or she is determined to learn, because a true    teacher is a student all through his life.

2.       Life-Long Education-

The International Commission on Education has further strengthened the need of in-service training by giving a new concept of life-long education. The idea of life-long education is the key stone of the learning society.

3.       For professional growth-

In-service training is most essential in the professional growth of the teacher. He needs to refresh his knowledge, develop a wider outlook, benefit by the experience of other, acquire new information and hence reorient ate himself.

4.       Education is dynamic-

Education is dynamic which is always ever changing. Educational theories which were considered true twenty years back, no longer hold good today. Therefore, a teacher who received his training twenty years back must receive remain in touch with the latest trends in education. He must have the up-to-date.

Knowledge of new problems, new methods, new techniques in education.

 

5.       Training in Democratic Living-

When the teachers meet in seminar and workshops, they develop a sense of security, a like-mindedness, a team spirit and a feeling of belongingness. So, in today’s world teachers get a training in democratic way of living.

      To sum up all the above needs and importance of In-service teacher training. We can say that a teacher should be a person who, because of his attitude to knowledge, to ideas, to his fellows and to life generally is better educated today than he was yesterday and will tomorrow better educated than he is today.

Pre-Service Teacher Education

      Pre-service Teacher Education is the education given to the student teachers to be admitted into Teacher Education without having any training earlier.” It is education taken by the would be teachers before joining any school, institutions and colleges.

     All the educational authorities, the Centre, the state Govt., the private agencies and the universities are taking active part in providing pre-service teacher education. The State Governments through the department of education maintain some teacher educational institutions to provide pre-service Education programme.

    Pre-service training is for those, who opt to take up the profession to teaching as their career. There are varied levels of training facilities for different qualifications-

1.       Matriculates and Intermediate get training leading to certificate diplomas.

2.       Graduate seek admissions into college of Education leading to B.Ed, Degree, Post-graduates also undergo B.Ed training.

3.       All B.Ed’s are elegible for M.Ed courses and M.Ed’s for Ph.D in education.

4.       Off late correspondence cum contact courses are being started by different universities leading to B.Ed and M.Ed degree.

 

Role of D.I.E.T. (District Institute of Education and Training)

 

     Diet is an institution which developed only after the National policy on Education 1986. The national policy on Education launched a nationwide programme of strengthening Education at the national level and given them the role of identifying and responding to the teachers requirement.

     During the first three years, substantial funds have been provided for construction of building, purchase of books and creation of other facilities. The guidelines for DIET developed by the development of Education of Central Government mentions the mission of DIET as “to provide academic and resource support at the grass-root level for the success of various strategies, programme being undertaken in the areas of elementary education and adult education. It has to give support to universalization of primary or elementary education and National literacy mission targets.

    The scheme was initiated in 1987-88 with the target of establishing 400 DIET’s. The success of DIET is critically link with the growing factors:

a)      The quality of its task and principle.

b)      Its autonomy from SCERT (State Council of Education Research and Training) and State Government for taking initiative in organizing its own research and training programme . So, DIET functions independently of SCERT, if it is to function effectively.

So, the National policy on Education recommended full autonomy to DIET, to enable it to undertake its own programme so that they are able to play their expected role in bringing about quality improvement and reform.

     Secondly, in view of the new trust undertaken by DIET, fresh responsibility be given to DIET to develop competence in response areas like universalization of elementary education, early childhood care and education [ECCE], women’s Education with emphasis on giving agency perspectives to the entire educational process, vocationalisation of inter educational process and examination reform.

                                                      Structure of DIET

The national policy on Education (1986) envisage that DIET’s will be established in each district for providing academic and resource support to elementary  and adult education system. The DIET will have seven (7) branches such as,

a)      Pre-Service Teacher Education unit or branch.

b)      In-Service programme , field interaction and innovation, co-ordination branch.

c)       Curriculum, Material development and evaluation branch.

d)      Work experience branch.

e)      Planning and management branch.

f)       Educational technology branch.

g)      District resource unit or adult education and non-formal education branch.

The head of the DIET will be the principal and the facility members working in elementary education and the qualification of the principal should have post-graduate degree and 10 (ten) years’ experience. The senior lecturer should have post-graduate degree with 5 (five) years’ experience. Those who are looking after planning and management preferably post-graduate assistant such as B.A/B.Sc/B.com with B.Ed is the essential requirement of the staff or faculty of DIET.

Function of DIET

Every DIET has to perform the pace setting role and it has three types of functions envisaged in the programme of action (NPE, 1986). These are as follows:

1.       Training and orientation of the following target groups:

a)      Training elementary school teachers ( both pre-service and in-service education)

b)      Headmaster, Head of school complexes and education officers at the block level.

c)       Instructor and supervisors of non-formal and adult education centers.

d)      Members of District Board of Education, Village Education committees, Community Leaders, Youth and other volunteers.

e)      Resource person who will conduct suitable programme for the target groups.

2.       Academic and resources support to the elementary and adult education system in the district:

a)      Extension activities and interaction with the field.

b)      Provision of service of a resource and learning Centre for Teacher’s instructors.

c)       Development of locally relevant materials, teaching aids, evaluation tools etc.

d)      Serving as an evaluation centre for elementary school and programme for non-formal education and adult education.

3.       Action research and experimentation:

    DIET will provide the support for action research undertaken by elementary teacher or the District Board of education. This action research and experimentation is to deal with specific problems of the district in achieving the objectives in the areas of elementary and adult education.

    In order to function effectively, DIET thus need to have functional autonomy in the area of administration and finance. It should be answered to the District Board of education and to enable DIET to conduct non-vocational programme.

    The DIET should have linkages of all the non-governmental organization, the local leaders, State council of Educational research and training District Board of education, the local radio and television, the IASE (Institute of Advance Studies in Education), the University department etc.

   

Colleges of Teacher Education (CTES)

   Colleges of Teachers’ Education are expected to play the twin role of providing education to secondary school teachers as well as of elementary teacher educator. Based on a set of criteria some teacher education institutions were selected, upgraded & re-designated as CTES. CTES have been assigned the following seven functions:

1.       To organize pre-service education programme for secondary teachers.

2.       To organize subject-oriented in-service teacher programme of upto 3-4 week duration for secondary stage teachers.

3.       To provide extension and resource support services to secondary school, school complexes and individual teachers.

4.       To conduct experimentation and innovation school education.

5.       To provide training and resource support for new areas of educational concern e-g value oriented education, population education etc.

6.       To provide support to professional bodies.

7.       To encourage community participation in teacher education programme.

    These functions of CTES clearly bring out their role in strengthening elementary a major stakeholder in quality teacher education. Each CTE has been provided necessary additional financial support or recurring basis to enable it to play its expected role in planned reconstruction of our educational system.

DERT(Directorate of Education Research and Training)

Directorate of Education Research and Training is responsible for the overall management, supervision and monitoring long term and short term training for teachers at different DIETs in the state. This directorate looks after the academic professionalism of the teachers in the state who are in turn directly responsible foe imparting quality training and education to the children.

    All academic matters of the department of education are including assisting the Meghalaya Board of school education in the preparation of the school curriculum as well as the learning material in the form of teachers guidebook and workbook for learners in different subject areas offered in school education. Besides these, all in-service training matters, conduct of workshop, seminars, research and evaluation in lesson with the NCERT and other agencies. The DERT also implements the National Talent search schemes, Revision of curriculum, textbook,

Research and teacher training, educational technology through EDUSAT, Evaluation, MBOSE curriculum and related learning materials for all the levels of school Education, vocational guidance and counseling documentation, dissemination and publication of information etc. fall under the purview of this directorate.

 

Main functions of DERT

1.       The function, power, jurisdiction and subject of the directorate of educational research and training.

2.       Establishment matters of the directorate office.

3.       Non-government/ Elementary teacher training institutes

4.       Planning, budgeting, allotment and sanction.

5.       Maintenance, grant in-aid for non-government training institution.

6.       Non-recurring grant-in-aid for non-government training institution.

7.       All in-services training matters.

8.       Conduct of workshop, seminars etc.

9.       Educational technology

10.   Monitoring of the implementation of the NCTE act.

 

NCTE (National Council for Teacher Education)

 

National Council for Teacher Education is an Indian govt. body set up under the national council for teachers education act 1993. It is to formally oversee standards, procedures and process in the Indian education system. It is set up to look after development and progress of teacher education. NCTE forms an extremely critical structure of the Indian Government’s National curriculum framework for teacher education. It has its headquarter in New Delhi apart from regional representations in many other cities. Four official regional committees of NCTE operate from Jaipur, Bangalore, Bhubaneswar and Bhopal handling the northern, southern, eastern and western regions respectively. The council is responsible for recognizing teacher training institution. It has the authority to lay down the curriculum and evaluation procedure for elementary education and develop framework of national curriculum.

It also provides education with the tools and resources to build their teacher education.

Main Function:

1.       Recognition of various teacher training courses based on application submitted by the institutions concerned in the prescribed proforma along with the requisite documents.

2.       Undertake surveys and studies relation to various aspects of teachers’ education and publish the result.

3.       Make recommendations to the central and state government, universities and UGC in the matter of preparation of suitable plans and programme in the field of teacher education.

4.       Co-ordinate and monitor teacher education and its development in the country.

5.       Lay down guidelines in respect of minimum qualification for a person to be employed as a teacher in school in recognized institution.

6.       Lay down norms for any specified category of courses or training in teacher education, including the minimum eligibility criteria for admission, selection of candidates, duration of courses, course content and modes of curriculum.

7.       Lay down standards in respect of examination leading to teacher education qualification.

8.       Lay down guidelines regarding tuition fees and other fees chargeable by recognized institution.

9.       Promote and conduct innovation and research in various areas of teacher education and give away the result.

10.   Examine and review periodically the implementation of the norms, guidelines and standards laid down by the council and to suitably advise the recognized institution.

11.   Set up new institution for teacher development programme.

12.   Take all necessary steps to prevent commercialization of teacher education.

13.   Perform such other function as may be entrusted to it by the Central Government.

14.   It explains the function of various agencies of teacher education.

 

Duties and responsibilities of a Teacher

   The role of the teacher has always been vital in the all-round development of the personality of the students. In fact, a teacher is a modal influencing very facet of the student’s growth and development, their inner potentials in addition to bring a motivator, guide and friend. The duties and responsibilities of the teacher can be discussed in the following manner:

1.       A teacher follows professional practice by working with school and system policies in working with students, student’s records, parents and colleagues.

2.       Demonstrates communication and interpersonal skills as they relate to interaction with students, parents, other teachers, administrators and other school personnel.

3.       Is available to students and parents for conferences according to system policies.

4.       Facilitates home-school communication by holding conference, telephoning and sending written communication.

5.       Works co-operatively and compiles with rules, regulations and policies of governing agencies and supervisory personnel.

6.       Complies with board of Education policies.

7.       Adheres to school and local school system procedures and rules

8.       Conducts assigned classes at the time scheduled.

9.       Provides adequate information, plan and materials for substitute teacher.

10.   Maintains accurate, complete and appropriate records and files reports promptly.

11.   Attends and participates in faculty meetings nd activities according to school policies.

12.   Concentrates professional practices in teaching.

13.   Attains lesson plan and assigns homework to students.

14.   Assumes responsibility for supervising students in out of class setting.

15.   Assumes responsibility for academic gains of students.

16.   To help students improve education for their future.

17.   Teacher support, observe and record the progress of their class.

18.   Making work, giving appropriate feedback and maintaining records of pupil’s progress and development.

19.    Supporting pupil not only on personal difficulties but also helping and guiding them.

20.   Taking effective measures in case of misbehavior.

21.   Participating in regular in-service training as part of continuing professional development.

22.   Discussing with other professionals, such as learning mentors, career adviser, educational psychologists and education welfare officer.

23.   Participating in and organizing extra-curriculum activities such as outing, social activities and sports etc.

24.   Preparing pupils for qualification in external examinations.

25.   Maintaining up to date subject knowledge.

26.   They should serve as leaders among their peers.