--- title: "Vol 1 0" book: "SLM EDUCE 201 Teacher Education" category: "General" publisher: "Ratan Prakashan Mandir Pvt. Ltd." type: "Educational Material" --- According to Latest Syllabus Read For Sure Success In University Examination RATAN TEXT BOOK TEACHER EDUCATION Vol-1 M.A.Education (Sem-III) Dr. Anchal Awasthi Published by Ratan Prakashan Mandir Pvt. Ltd. 2nd Floor, Centre Plaza, Parinay Kunj, Lajpat Kunj Marg, Agra-282002 Copyright Authors & Publishers Revised Edition ISBN :978-81-69604-15-4 Price 265.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 STYLE AND FORMAT OF QUESTION PAPER The question papers in end-semester examination (ESE) will be set in both English and Hindi language consisting five sections A, B, C, D, and E. A candidate can opt for either language as medium of examination. The structure of question papers in ESE will be as follows: The question paper for end-semester examination (ESE) will carry a total of 70 marks and consist of five sections: A, B, C, D & E. Section A will consist of 6 objective type questions (MCQ, True/False, Completion type) carrying one mark each and 4 short answer type questions carrying 2 marks each which will cover the entire syllabus uniformly. Sections B, C, D & E will have two long answer type questions from the respective Units 1, 2, 3 & 4 of the syllabus & carry 14 marks each. The long answer type questions may contain subparts carrying different marks. The marks for each sub-part and required word limit will be shown against it. Section A of the question paper will be compulsory and the candidates are required to attempt one question (and/or its sub-parts) each from the sections B, C, D and E of the question paper. Answers to short questions should be completed in around 80 to 100 words each. Answers to long answer type question should be completed in around 800 words. | CONTENTS | Page No. | |---|---| | UNIT 1 | Historical Perspective of Teacher Education | 5 | | UNIT 2 | Teacher Education | 21 | | UNIT 3 | Teacher  Education  with  Special  Reference  to  Kothari Commission | 36 | | UNIT 4 | Teacher Education with Special Reference to NPE, 1986 | 52 | | UNIT 5 | Teacher Education with Special Reference to POA, 1992 | 65 | | UNIT 6 | Teacher and Teaching Profession | 80 | | UNIT 7 | Concept Of Profession | 88 | | UNIT 8 | Role and Responsibilities Of Teachers And Teacher Educators | 98 | | UNIT 9 | Teacher Appraisal And Accountability | 108 | | UNIT 10 | Pre- Service Teacher Education | 119 | | UNIT 11 | Components of Pre- Service Teacher Education | 133 | | UNIT 12 | Role Of In Pre- Service Teacher Education | 152 | | UNIT 13 | Problems of Pre - Service Teacher Education | 167 | | UNIT 14 | In-Service Teacher Education | 183 | | UNIT 15 | Organization of Training | 195 | | UNIT 16 | In- Service Training Of Teachers under SSA & RMSA | 211 | | UNIT 17 | Role of Diet’s In In-Service Teacher Training | 223 | | UNIT 18 | Role of BRC’s & CRC’s In In-Service Teacher Training | 234 | | UNIT 19 | Teacher Training & Teacher | 249 | | UNIT 20 | Role of UGC-HRD Centers in In- Service Teacher Education | 260 | Unit – 1    HISTORICAL PERSPECTIVE OF TEACHER EDUCATION Structure 1.1    Introduction 1.2   Learning Objectives 1.3   Meaning of Teacher Education Self- Check Exercise-1 1.4   Objectives/vision of Teacher Education Self- Check Exercise-2 1.5   Scope of Teacher Education Self- Check Exercise-3 1.6   Summary 1.7   Glossary 1.8   Answers to self check Exercises 1.9   References/Suggested readings 1.10  Terminal Questions 1.1   INTRODUCTION: “No educational system can drive without the help of trained and competent teachers. A country with competent Teacher is a country with a bright future.” 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 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. It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. 1.2    LEARNING OBJECTIVES: After completing this unit, the learners will be able to; Explain the concept of Teacher Education Understand the scope of Teacher Education 1.3    MEANING OF TEACHER EDUCATION Professional success of every professional in his profession depends mainly on his up to date professional knowledge, fullest devotion and dedication along with his efficiency and effectiveness. In the present day world with advancement in the technology these qualities can be inducted through education. Since, teaching occupies an honorable position in the society; therefore, education commission recommended the introduction of “a sound programme of professional education of the teachers.” The irony of fate, however is that teaching is the most unattractive profession and teachers no longer occupies an honorable position in the society. Teacher education is an age old concept, but it has been undergoing transformations over the years and assuming new meaning and dimensions due to the changes in the socio-cultural and political conditions of the society. Especially after independence the country has made new strides in the field of education and formulated new policies and programmes for realizing the emerging national goals. Several committees and commissions have reviewed the achievements and made recommendations in the field of education in the general and education in the particular. It has been felt that teacher education is a critical area in which adequate inputs and investments are to be made for developing not only human resources but also physical resources. Education does not happen in the vacuum, education policies makers and education practitioners both are anchored in a society and in view about what is and what it is not desirable for the present and for the future of the society. The biggest challenge we are facing today is to ensure that our societies can further develop globally, maintaining and improving the living conditions and the well-being of all citizens of this world. Our vision of a desirable future for society defines the purpose of our educational action. However for “purpose” to become reality we need two more p’s: “policy” and “practice” or rather those who make the policy and those who make the practice. In short we also need a forth ‘p’, we also need “people”. We need the policy maker and practitioners who share a view of the purpose of education and whose action are guided by this same purpose. Both groups have a vital role to play and while being complementary it must be clear that policy makers are there to support practitioners so that the latter are able to create a practice, which reflects the values and principles which underpin the choice made earlier, the desired society we want and our children to live in. Definitions of Teacher Education Dictionary of Education (1973), defines teacher education as “All formal and informal activities and experiences that help to qualify a person to assume the responsibility as a member of the educational profession and to discharge his responsibility most effectively” Encyclopedia of Educational Research (1941), Walter S.Monroe qualifies teacher education as, “The total education experiences which contribute to the preparation of a person but the term is completely employed to designate the programme for courses and other experiences offered by an institute for the announced purposes of preparing persons for teaching and other educational service and for contribution to their growth in competency for such service. Such teacher education programmes are offered in teacher colleges, normal schools and colleges and universities.” 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. 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. SELF CHECK EXERCISE-1 Q.1 Which of the following is NOT typically a component of teacher education? A)    Pedagogical training B)    Medical training C)    Practical experience D)    Academic preparation Q.2 What is the purpose of supervised teaching practice in teacher education? A)    To provide teachers with a break from academic studies B)    To help teachers gain practical classroom experience C) To test teachers' knowledge in a controlled environment D) To ensure teachers are physically fit for the job Q.3 Which term refers to continuous learning and development for teachers throughout their careers? A)    Professional development B)    Academic research C)    Annual assessment D)    Certification renewal Q.4 In many countries, what is required for individuals to legally teach in schools after completing their education? A)    Teaching degree B)    Teaching assistantship C)    Teaching license or certification D)    Teaching fellowship Q.5 Reflective practice in teaching involves: A)    Memorizing lesson plans B)    Critically analyzing teaching methods and outcomes C)    Following a strict curriculum without deviations D)    Ignoring feedback from students 1.4 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 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. The objectives and vision of teacher education generally aim to ensure that educators are well-prepared, skilled, and capable of meeting the diverse needs of students in today's educational landscape. Here are key objectives and the overarching vision of teacher education: Objectives of Teacher Education: 1.    Academic Preparation: Provide prospective teachers with a solid foundation in educational theory, research, and content knowledge relevant to their teaching fields. 2.     Pedagogical Skills: Equip teachers with effective teaching strategies, methods, and instructional techniques to facilitate meaningful learning experiences for students. 3.    Practical Experience: Offer opportunities for supervised teaching practice and classroom management to apply theoretical knowledge in real educational settings. 4.    Professional Development: Foster continuous learning and growth among teachers to stay abreast of educational advancements, research findings, and best practices. 5.     Ethical and Reflective Practice: Promote ethical behavior, reflective teaching practices, and a commitment to ongoing improvement in teaching effectiveness. 6.    Cultural Competence: Prepare teachers to work effectively with diverse student populations, respecting and valuing cultural, linguistic, and socio-economic differences. 7.    Collaboration and Leadership: Develop skills in collaboration with colleagues, families, and communities, and cultivate leadership qualities within the educational context. Vision of Teacher Education: The vision of teacher education encompasses broader goals and aspirations for the profession, focusing on: •      Quality Education: Ensuring that all students receive high-quality education facilitated by competent and dedicated teachers. •     Lifelong Learning: Cultivating a culture of continuous professional development among teachers, encouraging them to stay updated with research and innovative practices. •     Student-Centered Approach: Prioritizing the needs and well-being of students, fostering their intellectual, social, emotional, and ethical growth. •     Equity and Inclusion: Promoting equity in education by addressing disparities and ensuring access to quality teaching and learning opportunities for all students. •     Global Citizenship: Preparing students to become informed, responsible global citizens through transformative educational experiences facilitated by skilled educators. •     Innovation and Adaptability: Embracing innovation in teaching methods, technologies, and curriculum design to adapt to evolving educational needs and challenges. •     Community Engagement:   Encouraging collaboration with families, communities, and stakeholders to support student learning and development. Overall, the vision of teacher education aims to cultivate a cadre of educators who are not only proficient in their subject matter and pedagogical skills but also deeply committed to the holistic development and success of every student they teach. 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. >    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. SELF CHECK EXERCISE-2 Q.1 Teacher-education and teacher-training develops basically…………. skills. Q.2 The objectives teacher-education are formulated by- a)   NCERT b)   NCTE c)   SCERT d)    DIET 1.5  SCOPE OF TEACHER EDUCATION The scope of teacher education encompasses various aspects related to preparing individuals to become effective educators. Here are some key elements within the scope of teacher education: 1.    Foundations of Education: This includes understanding the historical, philosophical, and sociological foundations of education. Teachers learn about the purposes and goals of education, educational theories, and the role of education in society. 2.    Pedagogical Knowledge: Teacher education programs focus on equipping educators with knowledge about teaching methods, instructional strategies, curriculum development, and lesson planning. This involves understanding how to effectively deliver content and facilitate learning in diverse classroom settings. 3.    Subject Matter Knowledge: Teachers need a deep understanding of the subjects they teach. Teacher education programs provide subject-specific knowledge and expertise, ensuring educators are well-prepared to teach their chosen disciplines. 4.    Educational Psychology: Understanding how students learn and develop is crucial for effective teaching. Teacher education programs cover theories of learning, cognitive development, motivation, and classroom management strategies that support student engagement and achievement. 5.    Assessment and Evaluation: Teachers must be able to assess student learning effectively. Teacher education includes training on different types of assessment methods, how to interpret assessment data, and use it to inform instructional decisions and improve learning outcomes. 6.    Diversity and Inclusion: Recognizing and addressing the diverse needs of students is a significant component of teacher education. This includes understanding cultural diversity, special education, English language learners, and strategies for creating inclusive and equitable learning environments. 7.    Educational Technology: In today's digital age, teachers need to integrate technology into their teaching practices. Teacher education programs often provide training on how to effectively use educational technology tools, digital resources, and online learning platforms. 8.    Professional Ethics and Standards: Teachers are expected to uphold ethical standards and professional responsibilities. Teacher education programs emphasize ethical considerations, professionalism, reflective practice, and ongoing professional development. 9.    Practical Experience (Fieldwork and Student Teaching): Teacher education includes supervised field experiences where prospective teachers apply theoretical knowledge in real classrooms. Student teaching placements allow educators to gain practical teaching skills under the guidance of experienced mentors. 10.    Continuing Professional Development: Teacher education is not limited to initial preparation. It also involves ongoing professional development to keep educators updated on new research, instructional practices, and educational policies throughout their careers. Overall, the scope of teacher education is comprehensive, aiming to prepare educators who are knowledgeable, skilled, reflective, and committed to fostering meaningful learning experiences for all students. 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 # Teacher Education at different levels of Education: Teacher education reaches teachers at all levels of education, namely Preprimary, Primary, Elementary, Secondary, Higher Secondary and the Tertiary. The needs and requirements of students and education vary at each level. Hence level and stage-specific teacher preparation is essential. Teacher education also helps in the development of teaching skills in teachers of professional institutions. The teachers in professional institutions have only the theoretical and practical knowledge of their respective subjects. They require specialized teacher training inputs to deal with students entering their professions. Teacher education also reaches special education and physical education. Thus where there are teachers, there would be teacher education. The knowledge base is adequately specialized and diversified across stages, in order to develop effective processes of preparing entrant teachers for the functions which a teacher is expected to perform at each stage. Teacher education varies depending on the level of education at which educators are being prepared to teach. Here's a breakdown of teacher education at different levels: 1.    Early Childhood Education (Pre-K and Kindergarten): Focus: Understanding child development, early literacy and numeracy, play-based learning, classroom management in young children, and fostering socio-emotional development. Special Considerations: Emphasis on creating supportive learning environments, working closely with families, and integrating hands-on and experiential learning. 2.    Elementary Education (Grades 1-6): Focus: Broad knowledge across multiple subjects (language arts, mathematics, science, social studies), foundational pedagogical skills, differentiated instruction, and assessment strategies appropriate for young learners. Special Considerations: Classroom management techniques for diverse age groups, integrating interdisciplinary approaches, and fostering a positive classroom culture. 3.    Middle School Education (Grades 6-8): Focus: Content-specific pedagogy, adolescent development, addressing the unique social-emotional needs of middle school students, and preparing students for high school. Special Considerations: Building on elementary skills with deeper content knowledge, differentiation for varied learning abilities, and collaborative teaching approaches across subjects. 4.    High School Education (Grades 9-12): Focus: In-depth subject matter expertise in one or more content areas (e.g., English, mathematics, science, social studies), advanced pedagogical strategies, and preparing students for post-secondary education or careers. Special Considerations: Subject-specific instructional methods, preparing students for standardized tests, guiding career and college readiness, and integrating technology for research and learning. 5.    Special Education: Focus: Understanding disabilities and special needs, individualized education plans (IEPs), inclusive practices, adaptive teaching strategies, and supporting students with diverse learning challenges. Special Considerations: Collaboration with specialists (speech therapists, occupational therapists, etc.), legal and ethical considerations in special education, and advocating for students' rights and accommodations. 6.    Adult Education and Continuing Education: Focus: Teaching adults in various contexts (community colleges, vocational training, corporate training, etc.), adult learning theories, curriculum design for adult learners, and professional development. Special Considerations: Tailoring instruction to meet the needs of adult learners, integrating real-world applications, and fostering lifelong learning skills. 7.    Higher Education (College and University): Focus: Advanced subject matter expertise in a specific academic discipline, pedagogical methods for higher education, research skills, and preparing students for academic and professional success. Special Considerations: Incorporating research-based teaching practices, mentoring undergraduate and graduate students, engaging in scholarly activities, and contributing to academic governance. In each of these levels, teacher education programs incorporate theory and practice through coursework, field experiences (such as practicum or student teaching), and ongoing professional development. The specific focus and content of teacher education programs are tailored to meet the unique needs of learners at different stages of development and within diverse educational settings. # Triangular Basis of Teacher Education: Construction of the relevant knowledge base for each stage of education requires a high degree of academic and intellectual understanding of matter related to teacher education at each stage. This involves selection of theoretical knowledge from disciplines cognate to education, namely, psychology, sociology and philosophy, and converting it into forms suitable for teacher education. Teacher education derives its content from the disciplines of Philosophy, Sociology and Psychology. These disciplines provide the base for better understanding and application of Teacher education. The Philosophical basis provides insights to the student teachers about the implications of-the various schools of philosophy, ancient and modern philosophical thoughts, educational thoughts of philosophical thinkers on education and its various aspects such as curriculum construction and discipline. The Sociological 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 the ideals that influence national and international scenes. The Psychological basis helps the student teachers develop insights into students’ psychological make-up. This enables the student 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. The Triangular Basis of Teacher Education refers to a conceptual framework that outlines three foundational components essential for effective teacher preparation. These components are often represented as a triangle, with each side representing a critical aspect of teacher education. Here's a breakdown of the Triangular Basis of Teacher Education: 1.    Knowledge Base: The first side of the triangle represents the knowledge base that teachers need to possess. This includes: Subject Matter Knowledge: Teachers must have a deep understanding of the content they teach. This encompasses not only factual knowledge but also conceptual frameworks, theories, and methodologies relevant to their subject areas. Pedagogical Knowledge: This refers to knowledge about teaching and learning processes. Teachers need to understand various instructional strategies, assessment techniques, classroom management practices, and how to adapt instruction to meet the diverse needs of learners. Educational Psychology: Knowledge of educational psychology helps teachers understand how students learn, develop, and acquire knowledge. It includes theories of cognitive development, motivation, learning styles, and factors influencing student behavior and academic performance. 2.    Experiential Learning: The second side of the triangle emphasizes the importance of practical experiences and application of knowledge in real-world educational settings. This includes: Field Experiences: Opportunities for pre-service teachers to engage in supervised teaching practicums, internships, or student teaching placements. These experiences allow teachers-in-training to apply theoretical knowledge in classrooms, gain hands-on teaching experience, and receive feedback from mentor teachers. Reflective Practice: Encouraging teachers to engage in reflective practice involves critically analyzing their teaching experiences, identifying strengths and areas for improvement, and continuously refining their teaching strategies based on feedback and self-assessment. 3.    Professional Commitment: The third side of the triangle underscores the importance of professional attitudes, ethics, and ongoing development: Ethics and Professionalism: Teachers are expected to uphold ethical standards, maintain professionalism, and demonstrate respect for students, colleagues, and the profession. Lifelong Learning: Teaching is a dynamic profession that requires continuous learning and professional development. Teachers need to stay updated on educational research, trends, best practices, and policy changes that impact their teaching practice. Collaboration and Community Engagement: Effective teachers collaborate with colleagues, families, and community members to support student learning and wellbeing. They participate in professional learning communities, engage in school improvement initiatives, and advocate for educational equity and excellence. The Triangular Basis of Teacher Education emphasizes the interconnectedness and balance among these three components: a strong knowledge base, meaningful experiential learning, and a commitment to professional growth and ethical practice. Teacher education programs that integrate these elements prepare educators who are knowledgeable, skilled, reflective, and dedicated to promoting student success and achievement. # 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 is dependent upon the quality of teacher educators. The quality of pedagogical inputs in teacher education programmes and their effective utilization for the purpose of preparing prospective teachers depend largely on the professional competence of teacher educators and the ways in which 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 to function effectively in their teaching profession. It serves to equip the student teachers with the conceptual and theoretical framework within which they can understand the intricacies of the profession. It aims at creating the necessary attitude in student teachers towards the stakeholders of the profession, so that they approach the challenges posed by the environment 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 content matter. Teacher education encompasses various aspects that are crucial for preparing educators to effectively teach and support student learning. These aspects include: 1. Foundations of Education: Philosophical Foundations: Understanding the underlying principles and philosophies that shape educational practices and policies. Historical Foundations: Studying the historical development of education systems, theories of education, and the evolution of teaching practices. Sociological Foundations: Examining how social factors, such as culture, diversity, equity, and socioeconomic status, influence education and learning outcomes. 2.    Subject Matter Knowledge: Developing deep expertise in the content areas teachers will teach, including curriculum standards, key concepts, theories, and methodologies specific to their subject areas (e.g., mathematics, language arts, and science). 3.    Pedagogical Knowledge and Skills: Learning effective teaching strategies, instructional methods, and classroom management techniques that promote student engagement, understanding, and achievement. Understanding how to differentiate instruction to meet the diverse needs of students with varied learning styles, abilities, and backgrounds. 4.    Educational Psychology: Understanding theories of learning and human development to facilitate effective teaching practices. Applying principles of educational psychology to foster positive student behaviors, motivation, and academic success. 5.    Assessment and Evaluation: Learning to design and implement various types of assessments (formative, summative, diagnostic) to measure student learning and inform instructional decisions. Analyzing assessment data to monitor student progress, identify areas of strength and improvement, and adjust teaching strategies accordingly. 6.    Technology Integration: Understanding how to effectively integrate educational technology tools and digital resources into teaching and learning activities. Using technology to enhance instruction, facilitate communication, and support collaborative learning environments. 7.    Cultural Competence and Diversity: Recognizing and valuing cultural diversity in classrooms and schools. Developing strategies to create inclusive learning environments that respect and accommodate students' cultural backgrounds, languages, and identities. 8.    Field Experiences and Practicum: Engaging in supervised teaching experiences (such as practicum or student teaching) to apply theoretical knowledge in real classroom settings. Receiving mentoring and feedback from experienced educators to refine teaching skills and develop professional competencies. 9.    Reflective Practice: Engaging in ongoing reflection on teaching practices, student outcomes, and personal growth as an educator. Using reflection to continuously improve instructional techniques, address challenges, and adapt teaching approaches to meet evolving educational needs. 10.    Professionalism and Ethics: Upholding ethical standards, professional conduct, and responsibilities as outlined by professional codes of ethics. Committing to lifelong learning, professional development, and collaboration with colleagues to enhance teaching effectiveness and support student success. These aspects collectively contribute to comprehensive teacher education programs that prepare educators to meet the diverse needs of students, foster inclusive learning environments, and promote continuous improvement in educational practices. SELF CHECK EXERCISE-3 Q.1 Reflective practice in teaching involves: A)    Engaging in ongoing self-assessment B)    Adjusting teaching strategies based on feedback C)    Continuously improving Educational practices D)    All of the above Q.2 Teachers use reflection to ____________ their teaching approaches. A)    Implement B)    Enhance C)    Decrease D)    All of the above Q.3  ___________ competence ensures educators respect and accommodate students' cultural backgrounds. Q.4 Inclusive classrooms promote ____________ and equity among students. Q.5   Teachers should integrate ____________ to support learning goals. Q.6 Technology helps create ____________ that engage students in learning. 1.6  SUMMARY Teacher education spans across various levels, each with distinct focuses and challenges. Early childhood education, encompassing pre-K and kindergarten, emphasizes socio-emotional development and school readiness through play-based learning. Elementary education, covering grades 1-6, requires teachers to balance multiple subject areas with differentiated instruction tailored to diverse student needs. Middle school educators bridge the gap between elementary and high school, specializing in subject-specific pedagogies and addressing adolescent developmental stages. High school teachers focus on preparing students for college and careers, requiring advanced subject matter expertise and specialized instructional strategies. Special education teachers cater to diverse learning needs, creating individualized education plans and ensuring equitable access to education. Adult and continuing education support lifelong learning, adapting instruction to meet diverse career and personal goals. In higher education, instructors emphasize subject expertise, scholarly research, and mentoring students for academic and professional success. Throughout all levels, educators cultivate cultural competence, promote inclusive classrooms, and engage in ongoing professional development to enhance teaching effectiveness and support student achievement across diverse educational settings. 1.7    GLOSSARY Pedagogical Knowledge: Refers to the understanding and application of teaching strategies, instructional methods, and assessment techniques to support student learning and development. Cultural Competence: The ability of educators to effectively interact with individuals from diverse cultural backgrounds, understanding and respecting cultural differences in teaching and learning. Professional Development: Continuous learning activities that enhance educators' knowledge, skills, and effectiveness in teaching, often including workshops, courses, and collaborative learning opportunities. Reflective Practice: Involves educators critically analyzing their teaching practices, reflecting on experiences, and making adjustments to improve teaching effectiveness and student outcomes. Technology Integration: Incorporating educational technology tools and resources into teaching practices to enhance learning experiences, engage students, and improve educational outcomes. Inclusive Classroom: A learning environment that values and accommodates diverse student backgrounds, abilities, and learning styles, promoting equity and ensuring all students have access to quality education. 1.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Medical Training Answer2: B) to help teachers gain practical classroom experience Answer3: A) Professional development Answer4:C) Teaching License or Certification Answer5: B) Critically analyzing teaching methods and outcomes Exercise-2 Answer1: Teaching Answer2: NCTE Exercise-3 Answer1: All of the above Answer2: Enhance Answer3: Cultural Answer4: Diversity Answer5: Educational Technology Answer6: Environment 1.9    REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 1.10    TERMINAL QUESTIONS Q.1 Explain the term teacher education. Q.2 Enumerate the objectives of teacher education. Unit – 2   TEACHER EDUCATION Structure: 2.1    Introduction 2.2   Learning Objectives 2.3   From Teaching to Learning Self- Check Exercise-1 2.4   Concept and Nature of Teacher Education Self- Check Exercise-2 2.5   Need and Significance of Teacher Education Self- Check Exercise-3 2.6  Summary 2.7   Glossary 2.8   Answers to Self Check Exercises 2.9   References/Suggested readings 2.10  Terminal Questions 2.1    INTRODUCTION Teaching is the oldest and the most indispensable of all the profession in the world. Teaching has also been the first area of the specialisation in all the communities. Priests were the first teachers who enjoyed the monopoly of the teaching and the highest status in the society. However thee members of this community- Brahmans were require to gain special knowledge, skills and lead a strictly discipline life. In ancient India, teaching was recognised as the most revered profession. Although there was no formal training course for the teachers, he was subjected to the constant test in the certain competencies such as ability to explain, expand, re-interpret in the light of own experiences in the open “parishads”. Later on there was deterioration in the standard of the teaching profession. The history of teacher education is as old as history of human civilisation. The pre-independence (1947a.d.) era commencing the history of teacher education in India may be divided into four parts- Ancient And Mughal Period: 2500 BC To 500 BC Buddhist Period: 500 BC To 1200 AD Muslim Period: 1200 AD To 1700 AD British Period: 1700 AD To 1947 AD 2.2    LEARNING OBJECTIVES: After completing this unit, the learners will be able to; Explain the nature of Teacher Education Understand the need and Significance of Teacher Education 2.3    FROM TEACHING TO LEARNING: Taking the vision of suitable democratic society as the guiding principle for the purpose education shall serve in a balanced manner, and the implications this decision has for the practice of education and the expected outcomes for the individual learners, we are forced to accept a paradigm shift in the educational policy and above all educational practice. We need to move towards a pedagogy, which builds on learning as a process of interaction, on collaborative knowledge construction, a holistic view of the learner, not any longer divide into their cognitive, pragmatic and effective dimensions, a pedagogy which leads to empowerment and not just to the reproduction of existing knowledge items and practices. In short we need a pedagogy, which looks more towards learning than towards being taught. It goes without saying that if we want teachers to develop that kind of pedagogy and educational action they will need to experience it themselves before hand. They need to experience the mutual support they can gain from peers, challenging their own and their peers ideas, learning about different ways of doing and getting the enhance to reflect on their actions, their practices and values together with others .this is why networking takes on such an important technology has moved forward since Ivan Illich spoke of “learning webs” back in 1973. Today, websites and blogs, online database and the like, targeting educational professionals, abound. They are either for teachers of a particular discipline offering lesson plans and other resources or they seek to offer a space discuss more general issue teachers face, such as the best use of technology, sharing of teaching resources across the curriculum, a space to partake in debates on ongoing issue. Today teacher need a philosophy primarily concerned with human beings to interact with one other. Humanities programme for teacher education, seeks to develop a human teacher processing such qualities as spontaneity, acceptance, creativity and self realisation. It would give an opportunity to the prospective to relate theory to practice, to search for greater personal understanding of him and for the learning process of children. It would help him to develop compression for weakness in individual and sensitivity for the needs of human beings. It will make a teacher who knows how to help children to realize their potential. This humanistic approach to teacher education will produce teacher able to exalt the continued process of education of human potential in the school. Competence and professional skills are the very heart of the programme of the teacher education. The knowledge of the method adopted by other teachers combined with other consideration will make the student try out various approaches to his work and during the practical work of the course. Professional education should focus on the person as an individual who is in practice and seeks to broaden his mental, moral and emotional capacities. He should have a sound philosophy of education, knowledge of an adequate functioning of psychology along with a dynamic sociological functioning. The teacher of tomorrow would design a teaching situation conductive to the growth of the pupil’s mental health. It would develop in them a commitment to a set of values. it would develop certain skills and competencies. The teacher requires a new type of knowledge and attitude, atmosphere and facility to make hi task easy, fruitful and confirming for the demands of students. His education, therefore, should be according to the necessities of the time and needs of the society. An immense increase in the field of knowledge with an explosive speed and fundamental changes in the scientific and technological areas have directly and indirectly changed the process and practices of education subsequently corresponding changes in the programme of teacher education. Transitioning from "teaching" to "learning" represents a fundamental shift in educational focus, emphasizing student-centered approaches and outcomes rather than traditional methods of instruction. Here’s a glossary explaining key terms related to this shift: 1.    Teaching: The act of delivering information, knowledge, or skills to students by an educator through various instructional methods and strategies. 2.    Learning: The process by which students acquire knowledge, skills, attitudes, or values through active engagement, exploration, and meaningful experiences. 3.    Student-Centered Learning: An approach that places students at the center of the learning process, focusing on their interests, needs, and abilities. It promotes autonomy, critical thinking, and collaborative learning. 4.    Active Learning: Learning activities that engage students in hands-on experiences, problem-solving, discussions, and interactions, fostering deeper understanding and retention of content. 5.    Constructivist Learning: Based on the theory that learners actively construct their own understanding and knowledge through interaction with the environment and prior knowledge. 6.    Inquiry-Based Learning: A teaching method that involves posing questions, problems, or scenarios to students to encourage them to explore and investigate concepts, develop solutions, and construct their own understanding. 7.    Problem-Based Learning (PBL): A student-centered instructional approach where students learn about a subject through the experience of solving an open-ended problem, often collaborative and interdisciplinary. 8.    Project-Based Learning (PBL): A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. 9.    Flipped Classroom: A pedagogical model where typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. 10.    Assessment for Learning: Assessment strategies used by teachers to gather information about students' learning progress and adjust instruction accordingly to enhance learning outcomes. 11.    Competency-Based Learning: A student-centered approach to learning where students progress through learning objectives or competencies at their own pace, demonstrating mastery before moving on to new content. 12.    Adaptive Learning: Educational technology that adapts the presentation of educational material according to the learning needs of individual students, providing personalized learning experiences. 13.    Collaborative Learning: Learning that occurs through collaboration and interaction with others, promoting teamwork, communication skills, and shared knowledge construction. 14.    Scaffolding: A supportive instructional technique where teachers provide temporary support, guidance, and resources to help students perform tasks beyond their current abilities, gradually withdrawing support as students gain independence. 15.    Reflective Practice: The process of reflecting on teaching practices, analyzing experiences, and making adjustments to improve teaching effectiveness and student learning outcomes. 16.    Feedback: Information provided to students about their performance or understanding, with the aim of helping them improve their learning outcomes and understanding. 17.    Metacognition: Awareness and understanding of one's own thought processes, enabling individuals to monitor, control, and plan their learning effectively. 18.    21st Century Skills: A set of competencies deemed necessary for success in today's world, including critical thinking, communication, collaboration, creativity, and digital literacy. These terms reflect a shift towards educational practices that prioritize active engagement, student autonomy, critical thinking, and lifelong learning, fostering a deeper and more meaningful learning experience for students. SELF CHECK EXERCISE-1 Q.1 Which approach places students at the center of the learning process? A)    Teacher-Centered Learning B)    Constructivist Learning C)    Lecture-Based Learning D)    Rote Learning Q.2 What is the primary goal of project-based learning (PBL)? A)    Memorization of facts B)    Developing critical thinking skills C)    Individual competition D)    Standardized testing preparation Q.3 In a flipped classroom, what happens during class time? A)    Lectures are delivered B)    Homework assignments are given C)    Collaborative activities and discussions D)    Assessments are conducted Q.4 What does assessment for learning focus on? A)    Grading and ranking students B)    Summative evaluations C)    Feedback and improvement during learning D)    End-of-year assessments Q.5 Which term describes learning through solving open-ended problems? A)    Inquiry-Based Learning B)    Teacher-Centered Learning C)    Drill and Practice D)    Multiple-Choice Testing 2.4 CONCEPT AND NATURE OF TEACHER EDUCATION: Teacher Education Teacher education refers to the process by which individuals are prepared to become educators, equipped with the necessary knowledge, skills, and attitudes to effectively teach students in various educational settings. It involves both academic study and practical experience, typically including coursework, fieldwork, and supervised teaching practice. Key Components: 1.    Pedagogical Knowledge: Understanding of teaching methods, instructional strategies, and curriculum development tailored to different subjects and age groups. 2.    Subject Matter Expertise: Mastery of the content area(s) teachers will teach, ensuring depth of knowledge to facilitate student learning effectively. 3.    Educational Psychology: Knowledge of theories and principles related to human development, learning styles, motivation, and assessment strategies. 4.    Classroom Management: Techniques and strategies to create a positive learning environment, manage student behavior, and promote engagement and participation. 5.    Assessment and Evaluation: Understanding how to assess student learning, use assessment data to inform instruction, and evaluate educational outcomes. 6.    Diversity and Inclusion: Awareness of diverse student populations, cultural competence, and strategies to create inclusive classrooms that meet the needs of all learners. 7.    Professional Ethics and Standards: Adherence to ethical guidelines, professional standards of conduct, and continuous professional development to enhance teaching effectiveness. Approaches to Teacher Education: •    Traditional Programs: University-based programs offering a blend of theoretical knowledge and practical experiences through supervised teaching practice (student teaching). •    Alternative Certification Programs: Accelerated pathways for career changers or individuals with non-education backgrounds to become certified teachers through intensive training and mentorship. •    Continuing Professional Development: Ongoing learning opportunities and professional growth activities for practicing teachers to update skills, integrate new methodologies, and stay current in their field. Challenges and Considerations: •    Effective Use of Technology: Integrating educational technology tools and resources to enhance teaching and learning outcomes. •    Addressing Diverse Learning Needs: Supporting diverse student populations, including students with disabilities, English language learners, and students from different cultural backgrounds. •    Meeting Standards and Requirements: Navigating state or national certification requirements, accreditation standards, and professional expectations. •    Promoting Lifelong Learning: Encouraging teachers to engage in reflective practice, seek ongoing professional development, and adapt to evolving educational trends and research. In conclusion, teacher education plays a crucial role in preparing educators who are knowledgeable, skilled, and committed to fostering student learning and development in today's diverse educational environments. It encompasses a comprehensive approach to pedagogy, subject expertise, classroom management, and professional ethics to ensure effective teaching practices and positive educational outcomes. 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 Encyclopaedia 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 pre-service and in service programmes for teachers, it is meant to be involved in various community programmes and extension activities, viz. adult education and non-formal education programmes, literacy and development activities of the society. 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. However the knowledge base in teacher education does not comprise only an admixture of concepts and principles from other disciplines, but a distinct gestalt ‘emerging from the conceptual blending’, making it sufficiently specified. 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. SELF CHECK EXERCISE-2 Q.1 What does teacher education primarily focus on? A)    Developing student discipline B)    Enhancing administrative skills C)    Preparing individuals to become educators D)    Teaching advanced mathematics Q.2 Which component of teacher education focuses on understanding different learning styles and educational theories? A)    Pedagogical knowledge B)    Classroom management C)    Subject matter expertise D)    Assessment techniques Q.3 Which type of program offers an accelerated pathway for career changers to become certified teachers? A)    Traditional university-based programs B)    Continuing professional development programs C)    Alternative certification programs D)    Educational technology programs Q.4 What does ongoing professional development for teachers primarily aim to achieve? A)    Provide additional income opportunities B)    Update skills and knowledge C)    Shorten the school day D)    Increase summer vacation time Q.5 Which aspect of teacher education emphasizes creating inclusive classrooms and respecting diverse student backgrounds? A)    Classroom management B)    Subject matter expertise C)    Diversity and inclusion D)    Educational psychology Q.6 Teacher education programs often include supervised ____________ practice to prepare future educators for classroom environments. Q.7 Educational psychology helps teachers understand student ____________ and effective teaching strategies. Q.8 Alternative certification programs provide ____________ pathways for individuals with non-education backgrounds to become certified teachers. Q.9 Ongoing professional development helps teachers stay updated with ____________ trends and research in education. Q.10 Classroom management involves strategies to create a positive ____________ environment and promote student engagement. 2.5 NEED AND SIGNIFICANCE OF TEACHER EDUCATION: The American Commission on Teacher Education rightly observes, “The quality of a nation depends 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 education depends more than upon any single factor, upon the quality of their teacher.” In his Call for Action for American Education in the 21st Century in 1996, Clinton indicated that – “Every community should have a talented and dedicated teacher in every classroom. We have enormous opportunity for ensuring teacher quality well into the 21st century if we recruit promising people into teaching and give them the highest quality preparation and training”. The need for teacher education is felt due to the following reasons; 1)    It is common knowledge that the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals of a nation. The focus of teacher preparation had to shift from training to education if it had to make a positive influence on the quality of curriculum transaction in classrooms and thereby pupil learning and the larger social transformation. The aspects that need greater emphasis are; -the length of academic preparation, -the level and quality of subject matter knowledge, -the repertoire of pedagogical skills that teachers possess to meet the needs of diverse learning situations, -the degree of commitment to the profession, -sensitivity to contemporary issues and problems -the level of motivation. This is not possible if teacher preparation focused only on training. Holistic teacher building is necessary and therefore teacher education needed more emphasis than mere training. 2)    Educating all children well depends not only on ensuring that teachers have the necessary knowledge and skills to carry out their work, but also that they take responsibility for seeing that all children reach high levels of learning and that they act accordingly. 3)    People come to teacher education with beliefs, values, commitments, personalities and moral codes from their upbringing and schooling which affect who they are as teachers and what they are able to learn in teacher education and in teaching. Helping teacher candidates examine critically their beliefs and values as they relate to teaching, learning and subject matter and form a vision of good teaching to guide and inspire their learning and their work is a central task of teacher education (Fieman-Nemser, 2001). 4)    The National Academy of Education Committee‘s Report (Darling-Hammond and Bransford, 2005) wrote that: On a daily basis, teachers confront complex decisions that rely on many different kinds of knowledge and judgement and that can involve high stakes outcomes for student’s future. To make good decisions, teachers must be aware of the many ways in which student learning can unfold in the context of development, learning differences, language and cultural influences, and individual temperaments, interests and approaches to learning‖. In addition to foundational knowledge about the areas of learning and performance listed in the above quotation, teachers need to know how to take the steps necessary to gather additional information that will allow them to make more grounded judgements about what is going on and what strategies may be helpful. More importantly, teachers need to keep what is best for the student at the centre of their decision making. 5)    Teacher education like any other educational intervention, can only work on those professional commitments or dispositions that are susceptible to modification. While we can‘t remake someone‘s personality, we can reshape attitudes towards the other and develop a professional rather than a personal role orientation towards teaching as a practice. 6)    The Ministry of Education document -Challenges of Education: A Policy Perspective (1985) has mentioned -Teacher performance is the most crucial input in the field of education. 7)    Whatever policies may be laid down, in the ultimate analysis these have to be implemented 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 to revolutionise the classroom teaching. Unless capable and committed are teachers in service, the education system cannot become a suitable and potential instrument of national development. The teacher is required to acquire adequate knowledge, skills, interests and attitudes towards the teaching profession. The teacher‘s work has become more complicated and 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 pre-service and in-service training programmes. The contention that teachers are born, not made, can be true only in a few rare cases. It is also contended that training, by itself, is sure to make a good teacher. But it is generally observed that a teacher with training becomes more mature and confident to perform his task more efficiently. Proper training and education enables the teacher to have knowledge of how children grow, develop and learn, how they can be taught best and how their innate capacities can be brought out and developed. Teacher education is needed for kindling the initiative of teacher, for keeping it alive, for keeping removing the evils of ‘hit and miss’ process, for according a professional status to the teaching profession and above all for making the optimum use of time and energy of the teacher and the taught. The Education Commission (1964-66) said, “A sound programme of professional education of teachers is essential for the qualitative improvement of education. Investment in teacher education can yield very rich dividends because the financial resources required are small when measures against the resulting improvements in the education of millions.” Teacher education plays a critical role in preparing educators who are capable of meeting the diverse needs of students and fostering effective learning environments. Here’s an exploration of the need for and significance of teacher education: Need for Teacher Education 1.    Professional Preparation: Teacher education programs provide prospective educators with the necessary knowledge, skills, and competencies to teach effectively. This includes understanding pedagogical methods, subject content, and educational psychology. 2.    Meeting Diverse Needs: Teachers encounter students with varying backgrounds, abilities, and learning styles. Teacher education equips educators with strategies to support diverse learners, including those with disabilities and language differences. 3.    Adherence to Standards: Educators are expected to meet national or state standards for teaching proficiency. Teacher education ensures that teachers understand these standards and are prepared to meet them in their practice. 4.    Educational Innovation: As education evolves, so do teaching methods and technologies. Teacher education programs introduce new methodologies and technologies that enhance teaching effectiveness and student engagement. 5.    Promoting Lifelong Learning: Educators are encouraged to engage in continuous professional development to stay current with research and best practices in education. Teacher education instills a commitment to lifelong learning and reflective practice. Significance of Teacher Education 1.    Student Achievement: Well-prepared teachers have a significant impact on student learning outcomes. Research shows that effective teaching practices learned through teacher education can improve academic performance and student motivation. 2.    Professionalism and Ethics: Teacher education emphasizes professional ethics, classroom management techniques, and equitable practices. This ensures that educators uphold high standards of conduct and create inclusive learning environments. 3.    Community and Stakeholder Engagement: Teachers serve as community leaders and advocates for their students. Teacher education prepares educators to collaborate with families, communities, and other stakeholders to support student success. 4.    Innovation in Teaching: Educators trained in teacher education programs are more likely to integrate innovative teaching strategies, such as project-based learning and educational technology, which can enhance student engagement and critical thinking skills. 5.    Global Competence: In an increasingly interconnected world, teacher education programs promote global competence by preparing educators to teach cultural understanding, global citizenship, and cross-cultural communication skills. In summary, teacher education is essential for preparing educators who are knowledgeable, skilled, and committed to promoting student learning, fostering inclusive environments, and adapting to the evolving landscape of education. It ensures that teachers are equipped to meet the diverse needs of students and contribute positively to their academic, social, and emotional development. SELF CHECK EXERCISE-3 Q.1 What is the primary purpose of teacher education programs? A)    Enhancing administrative skills B)    Developing student discipline C)    Preparing educators to teach effectively D)    Conducting educational research Q.2 Why is understanding educational psychology important for teachers? A)    To manage school finances B)    To develop lesson plans C)    To understand student motivation and learning styles D)    To coordinate extracurricular activities Q.3 What does continuous professional development for teachers focus on? A)    Increasing summer vacation time B)    Updating skills and knowledge C)    Decreasing student enrollment D)    Reducing teaching hours Q.4 How do teacher education programs support educators in meeting diverse student needs? A)    By promoting standardized teaching methods B)    By focusing only on subject matter expertise C)    By equipping teachers with strategies for diverse learners D)    By excluding technology integration Q.5 What does teacher professionalism include? A)    Conducting research in education B)    Upholding high ethical standards C)    Managing school facilities D)    Organizing school events Q.6 Teacher education programs prepare educators to ____________ effectively in diverse classroom settings. Q.7 Understanding educational psychology helps teachers create ____________ that cater to different learning styles. Q.8 Continuous professional development ensures teachers stay updated with ____________ and best practices in education. Q.9 Teacher education equips educators with strategies to support ____________ learners, including those with disabilities and diverse cultural backgrounds. Q.10 Teacher professionalism involves upholding ____________ standards of conduct and creating inclusive learning environments. 2.6    SUMMARY Teacher education is essential for preparing educators who are knowledgeable, skilled, and committed to promoting student learning, fostering inclusive environments, and adapting to the evolving landscape of education. It ensures that teachers are equipped to meet the diverse needs of students and contribute positively to their academic, social, and emotional development. Hence the focus of attention is upon the welfare of the person or the group being served. It calls for teachers who are able to approach the education of each child with a background of knowledge of the wide ranges in individual differences between them. Each step in the educational programme becomes an experiment that adds to what is already known about the child and provides great opportunities for creativity, imagination, inspiration and service. Today, teacher education has occupied a respectible position enveloping total pattern of education. The development of teacher education courses with a definite body of knowledge and scientific methodology has earned a place as an academic discipline. An intelligent and growing trend among teacher educators is to turn towards research as an appropriate strategy for progressing towards and a deeper understanding of the processes of teacher education. All this, together with the new role of the teacher and new social functions of education, has given rise to a concept of teacher education in todays context. 2.7    GLOSSARY Teacher Education: The process of preparing individuals to become educators, equipping them with the knowledge, skills, and attitudes necessary for effective teaching. Pedagogical Knowledge: Understanding of teaching methods, instructional strategies, and curriculum development tailored to different subjects and age groups. Professionalism: Demonstrating integrity, respect, and dedication to the teaching profession through ethical behavior, ongoing learning, and professional growth. 2.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Constructivist Learning Answer2: B) Developing critical thinking skills Answer3: C) Collaborative activities and discussions Answer4: C) Feedback and improvement during learning Answer5: A) Inquiry-Based Learning Exercise-2 Answer1: C) Preparing individuals to become educators Answer2: A) Pedagogical knowledge Answer3: C) Alternative certification programs Answer4: B) Update skills and knowledge Answer5: C) Diversity and inclusion Answer6: teaching Answer7: motivation Answer8: accelerated Answer9: current Answer10: learning Exercise-3 Answer1: C) Preparing educators to teach effectively Answer2: C) To understand student motivation and learning styles Answer3: B) Updating skills and knowledge Answer4: C) By equipping teachers with strategies for diverse learners Answer5: B) Upholding high ethical standards Answer6: teach Answer7: lesson plans Answer8: current trends Answer9: diverse Answer10: high 2.9  REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 2.10    TERMINAL QUESTIONS Q.1 Discuss the importance of pedagogical knowledge in teacher education. How does understanding pedagogy contribute to effective teaching practices? Provide examples to illustrate your points. Q.2 Evaluate the impact of technology integration in teacher education. How can educational technologies enhance teaching and learning experiences? What are the potential challenges and considerations when integrating technology in the classroom? Q.3 Discuss the concept of inclusive education and its significance in teacher preparation. How can teachers create inclusive learning environments that accommodate diverse student populations, including those with disabilities and cultural differences? Unit – 3   TEACHER EDUCATION WITH SPECIAL REFERENCE TO KOTHARI COMMISSION Structure 3.1    Introduction 3.2   Learning Objectives 3.3    Aims and objectives of Teacher Education at Elementary level with references to Kothari Commisssion Self- Check Exercise-1 3.4    Aims and objectives of Teacher Education at Secondary level with references to Kothari Commisssion Self- Check Exercise-2 3.5    Aims and objectives of Teacher Education at College level with references to Kothari Commisssion Self- Check Exercise-3 3.6  Summary 3.7   Glossary 3.8   Answers to Self Check exercises 3.9   References/Suggested Readings 3.10  Terminal Questions 3.1    INTRODUCTION: Teacher training course in India is designed for aspiring teachers to learn interactive and better ways of teaching to make a subject interesting. Teaching methods have to be different for different age groups, for instance primary level teaching is a lot different from secondary or college level. The educational requirement for a primary and secondary teacher is also different. People who wish to teach primary school should minimum pass higher secondary examination with 50% marks whereas for teaching at secondary school, one needs to be postgraduate in the subject one wishes to teach. There are several schools and colleges in India which cater to teacher training schools in India and these offer teaching courses for different levels. Teacher education in India is institution based, along with internship programs in real classroom settings. Teacher education curriculum has faced severe criticism over the years, as its general too technical and obsolete which is not applicable in contemporary Indian school and society. Because of this drastic changes are required to bring a big change to the curriculum. These changes are slow but can be seen as International teaching agencies with a more advanced teaching curriculum is helping to shape better teachers in India. Teacher education is provided by several Universities, affiliated colleges, private and open Universities in India. Some of these institutions are more like an eye wash and provide certification just by paying the fee, and this leads to rise of unqualified teachers in India. The situation of primary teachers in India has seen a dramatic change but lot has to be done to improve the curriculum of secondary and vocational teachers. Teachers play an import role in shaping the future of the country and hence it’s important that a lot of attention is paid on the quality of teachers churned out every year, After independence in 1948-49, the University Education Commission made specific recommendations regarding remodeling of teachers’ training courses and practice teaching. Secondary Education Commission (1952-53) also gave various recommendations to improve the quality of teacher training. Establishment of National Council of Educational Research and Training (NCERT), 1961 it was a milestone in the history of teachers’ education. It established three regional colleges in 1963 at Ajmer, Bhuvneshwar and Mysore and one at Bhopal in 1964. These colleges were specially designed to provide a model of teacher training at secondary level. 3.2    LEARNING OBJECTIVES After completing this unit the learners will be able to describe the; Aims and objectives of Teacher Education at Elementary level with references to Kothari Commisssion Aims and objectives of Teacher Education at Secondary level with references to Kothari Commisssion Aims and objectives of Teacher Education at College level with references to Kothari Commisssion 3.3    AIMS AND OBJECTIVES OF TEACHER EDUCATION AT ELEMENTARY LEVEL WITH REFERENCES TO KOTHARI COMMISSSION "A sound programme of professional education of teacher is essential for the qualitative improvement of education. Investment in teacher education can yield very rich dividends because the financial resources required are small when measured against the resulting improvements in the education.” Standards in Teacher Education. For maintaining standards, the commission recommended that at the national level, the UGC should take responsibility for the maintenance of standards in teacher education. The state board of teacher education should be responsible for the raising of standards at the state level. Professional preparation of teachers in higher education The commission felt that ; (i) In the bigger universities or groups of universities, these courses may be placed on a permanent basis for establishment of a staff college. (ii ) Some orientation to professional education is necessary for junior lecturers in higher education. It recommended that suitable arrangements should be made for the purpose. (iii) Newly appointed lecturers should be given some time to acclimatize themselves to the institution and should be encouraged to attend teachers of good teachers. (iv) Regular orientation courses for new staff should be organized in very university and where possible, in every college. To elaborate the recommendations of the common regarding the teacher education, we can say that the commission. (a)    Recommended that every state should make its own plan of the expansion of teacher education according to its needs. (b)    Full time as well as correspondence courses should be provided for this purpose. For the sake of economy and efficiency, the size of training institutions should be fairly large. (c)    Rural areas should be selected for opening of these institutions. Agricultural institutions should also take up the responsibility of teacher training prorgamme. This will help in breaking the isolation of teacher training. (d)    To improve the quality of teacher –education, there should be provision of reorientation of subject knowledge in the training institutes. (e)    Methods of teaching adopted in training colleges are of great importance. Pupil teachers should be taught contacts experience and discussion. More stress is laid on project work, seminars and preparation of reviews, reports and case studies. Methods of evaluation should also be changed. (f)    It should include continuous internal assessment of practical and sessional work, besides teaching practice. (g)    Dull and burdensome system of teaching practice should be changed and replaced by a comprehensive programme of internship. (h)    Teachers should be provided with opportunities to observe good teaching. They should also be acquainted with various types of co-curricular activities, special courses and programmes should be developed according to the needs for each category of teachers on the basis of department of teacher education of NCERT. (i)    Improvement of curriculum and training institutions is also very much essential for the improvement of teacher education. Curricula at the levels of teacher education should be changed; staff of training institutions should be well experienced and qualified. Specialists should be appointed to teach different subjects like sociology, psychology, science and mathematics etc. (j)    To end with the isolation of education in universities, schools etc. education should be introduced as an elective subject in the courses of higher secondary and degree classes. (k)    In selected universities, programme of research in education may be started to top isolation from school, extension work should be made an essential function of a teacher education institutions. It is really a matter of regret that all the recommendations Kothari Commission report of 1964-66 has not been implemented sincerely, so problem could not be solved. It remained almost similar as it was, to a great extent. Besides, these recommendations, the same commission recommended the welfare of the teachers and also recommended that the remuneration of teachers should be raised, promotion prospects should be improved. Pay scale of the teachers should be revised after every five years. Triple benefit scheme should be adopted. All the above recommendations are highly appreciable. Teacher education at the elementary level, as envisioned by the Kothari Commission (1964-66) in India, focuses on preparing educators who can cater to the developmental needs of young children in primary and elementary schools. Here are the aims and objectives of teacher education at the elementary level, with references to the recommendations of the Kothari Commission: Aims of Teacher Education at Elementary Level 1.    Child-Centred Education: To promote child-centered educational practices that prioritize the holistic development of young learners, including cognitive, social, emotional, and physical aspects. 2.    Foundational Knowledge and Skills: To equip educators with foundational knowledge in subjects such as language, mathematics, science, and social studies, essential for teaching at the primary and elementary levels. 3.    Pedagogical Competence: To develop pedagogical competencies that enable teachers to employ developmentally appropriate teaching methods, instructional strategies, and classroom management techniques. 4.    Understanding of Diversity: To foster an understanding of the diverse backgrounds, languages, cultures, and learning needs of elementary school students, ensuring inclusive educational practices. 5.    Ethical and Professional Values: To instill ethical values, professionalism, and a commitment to educational equity and social justice among elementary school educators. Objectives of Teacher Education at Elementary Level 1.    Early Childhood Development: To enhance educators' understanding of early childhood development theories and practices, facilitating effective teaching and support for young children. 2.    Language and Literacy Skills: To develop educators' abilities to promote language acquisition, literacy skills, and communication abilities among elementary school students. 3.    Play-Based Learning: To integrate play-based learning approaches into teaching practices, recognizing the importance of play in fostering creativity, social skills, and cognitive development. 4.    Collaborative and Inclusive Practices: To cultivate collaborative teaching practices that involve parents, communities, and educational stakeholders in supporting children's learning and development. 5.    Assessment for Learning: To equip educators with skills in formative assessment techniques that provide timely feedback and support student progress and learning outcomes. References to Kothari Commission The Kothari Commission highlighted several recommendations relevant to elementary teacher education: •     Integrated Approach: Advocated for an integrated approach to elementary education that connects formal schooling with community-based learning experiences, promoting holistic child development. •     Curriculum Adaptation: Recommended adapting the curriculum to the needs and interests of young learners, emphasizing active learning, creativity, and practical skills. •     Teacher Preparation: Emphasized the importance of comprehensive teacher preparation programs that combine theoretical knowledge with practical teaching experiences, including supervised practice in elementary classrooms. •     Continuing Education:  Stressed the need for ongoing professional development and support for elementary school teachers to update their knowledge and skills, particularly in innovative teaching methods and child psychology. •      Equitable Access: Called for efforts to ensure equitable access to quality elementary education for all children, regardless of their socio-economic background or geographical location. In summary, teacher education at the elementary level, as recommended by the Kothari Commission, aims to prepare educators who are competent, compassionate, and committed to nurturing young children's intellectual, emotional, and social development during their formative years of schooling. SELF CHECK EXERCISE-1 Q.1 What is the primary aim of teacher education at the elementary level according to the Kothari Commission? A)    Developing advanced subject knowledge B)    Fostering child-centered education C)    Promoting research and scholarship D)    Enhancing technology integration Q.2 Which of the following is a key objective of teacher education at the elementary level? A)    Advancing pedagogical skills B)    Specializing in higher education teaching C)    Researching educational policies D)    Managing school facilities Q.3 What does teacher education at the elementary level emphasize regarding assessment? A)    Summative assessment methods B)    Formative assessment techniques C)    Standardized testing only D)    Homework evaluation Q.4 According to the Kothari Commission, what should teacher education programs focus on to ensure inclusive practices? A)    Technology infrastructure B)    Cultural sensitivity C)    Administrative skills D)    Athletic programs Q.5 Why is early childhood development knowledge essential for elementary school educators? A)    To manage school finances B)    To understand curriculum design C)    To promote holistic student development D)    To oversee extracurricular activities Q.6 Teacher education at the elementary level aims to foster ____________- centered educational practices that prioritize the holistic development of young learners. Q.7 One of the objectives of teacher education is to equip educators with effective ____________ skills suitable for teaching young children. Q.8 The Kothari Commission emphasized the importance of integrating ____________-based learning approaches into elementary education. Q.9 Formative assessment techniques in teacher education provide timely feedback to support ____________ progress and learning outcomes. Q.10 Cultural sensitivity and understanding of ____________ diversity are crucial for promoting inclusive educational practices at the elementary level. 3.4 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT SECONDARY LEVEL WITH REFERENCES TO KOTHARI COMMISSSION The aims and objectives of teacher education at the secondary level, as highlighted by the Kothari Commission (1964-66) in India, focus on preparing educators who can meet the educational needs and challenges specific to secondary education. Here’s an overview: Aims of Teacher Education at Secondary Level 1.    Professional Competence: To develop teachers who are professionally competent in their subject areas, pedagogical methods, and educational psychology. This includes a deep understanding of the content they teach and effective instructional strategies. 2.    Understanding of Adolescents: To equip teachers with knowledge and skills to understand the psychological and developmental characteristics of adolescents. This enables them to cater to the unique needs of secondary school students in their academic, social, and emotional development. 3.    Promotion of Critical Thinking: To foster critical thinking skills among teachers, enabling them to encourage analytical and independent thinking among students. This is essential for preparing students to navigate complex issues and make informed decisions. 4.    Cultural and Social Sensitivity: To promote cultural sensitivity and social awareness among teachers, ensuring they respect and understand the diversity of students’ backgrounds, languages, and cultures. 5.    Preparation for Citizenship: To prepare teachers to instill values of citizenship, democracy, and social responsibility among students. This includes promoting civic engagement, ethical behavior, and respect for democratic principles. Objectives of Teacher Education at Secondary Level 1.    Subject Knowledge: To deepen teachers’ subject knowledge in their respective disciplines, ensuring they have a strong foundation to teach secondary school curriculum effectively. 2.    Pedagogical Skills: To develop pedagogical skills that enable teachers to employ varied teaching methods, instructional techniques, and assessment strategies suitable for secondary level students. 3.    Practical Experience: To provide practical experience through supervised teaching practice (student teaching) and fieldwork, allowing teachers to apply theoretical knowledge in real classroom settings. 4.    Professional Ethics: To cultivate professionalism and ethical conduct among teachers, emphasizing integrity, respect for students, colleagues, and the profession. 5.    Continued Professional Development: To promote ongoing professional development through workshops, seminars, and advanced training programs. This helps teachers stay updated with emerging educational trends, research, and best practices. References to Kothari Commission The Kothari Commission (1964-66), officially known as the Education Commission, was established by the Government of India to examine the Indian education system from primary to university level. It emphasized the importance of quality education for national development and outlined several recommendations to improve education, including teacher education. Specifically, the Commission advocated for: •    Improving teacher training institutions: Upgrading teacher training colleges and institutes to ensure they provide comprehensive preparation for educators. •     Enhancing curriculum: Developing a curriculum for teacher education that integrates theoretical knowledge with practical experience, reflective practice, and continuous professional development. •     Promoting educational research: Encouraging research in education to inform teaching practices and educational policies. •     Addressing teacher shortages: Addressing the shortage of qualified teachers by expanding teacher training facilities and improving recruitment and retention strategies. In conclusion, teacher education at the secondary level, as envisioned by the Kothari Commission, aims to produce competent, reflective, and ethical educators who can effectively meet the diverse educational needs of secondary school students and contribute to national development through quality education. SELF-CHECK EXERCISE-2 Q.1 What is a primary focus of teacher education at the secondary level? A)    Play-based learning B)    Advanced subject knowledge C)    Early childhood development D)    Curriculum design Q.2 Which aspect of teacher education at the secondary level emphasizes understanding adolescent development? A)    Early childhood psychology B)    Pedagogical techniques C)    Educational technology D)    Adolescent psychology Q.3 What is a key objective of teacher education programs at the secondary level? A)    Promoting inclusive education B)    Integrating technology in teaching C)    Play-based learning strategies D)    Advanced research skills Q.4 According to the Kothari Commission, teacher education at the secondary level should prepare educators to engage in which of the following? A)    Community service projects B)    Athletic programs C)    Research and scholarship D)    Administrative duties Q.5 Why is professional development important for secondary school teachers? A)    To manage school facilities B)    To advance pedagogical skills C)    To promote early childhood education D)    To supervise extracurricular activities Q.6 Teacher education at the secondary level focuses on enhancing ____________ knowledge and expertise in specific academic disciplines. Q.7 Understanding ____________ development is crucial for secondary school educators to effectively support adolescent learners. Q.8 Integrating ____________ into teaching practices is a key objective of teacher education programs at the secondary level. Q.9 The Kothari Commission emphasized the importance of preparing educators for ____________ and scholarly contributions in their fields. Q.10 Ongoing professional development helps secondary school teachers stay updated with ____________ trends and innovative teaching methods. 3.5 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT COLLEGE LEVEL WITH REFERENCES TO KOTHARI COMMISSION At the college level, teacher education aims to prepare educators who can meet the specialized demands of higher education institutions. The Kothari Commission (196466) in India highlighted specific aims and objectives for teacher education at this level, emphasizing the unique needs and roles of college educators. Here’s an overview: Aims of Teacher Education at College Level 1.    Advanced Subject Knowledge: To deepen teachers’ knowledge and expertise in specific academic disciplines, enabling them to teach higher-level courses effectively. 2.    Pedagogical Skills: To develop advanced pedagogical skills that align with the teaching methods and instructional strategies appropriate for college-level students. 3.    Research and Scholarship: To cultivate research and scholarly abilities among educators, encouraging them to contribute to their academic disciplines through research, publications, and intellectual contributions. 4.    Professional Development: To promote continuous professional development among college educators, enabling them to stay current with developments in their fields and educational practices. 5.    Leadership and Mentorship: To prepare educators for leadership roles within academic institutions, including administrative responsibilities and mentorship of junior faculty. Objectives of Teacher Education at College Level 1.    Curriculum Design: To equip educators with the ability to design and develop curriculum frameworks that align with academic standards and promote student learning outcomes. 2.    Assessment and Evaluation: To enhance educators’ skills in designing effective assessment methods and tools, ensuring fair evaluation of student learning and achievement. 3.    Technology Integration: To integrate educational technologies into teaching practices, fostering innovative approaches to instruction and enhancing student engagement and learning outcomes. 4.     Critical Thinking and Inquiry: To foster critical thinking, analytical skills, and a spirit of inquiry among college educators and their students. 5.    Ethical and Professional Standards: To uphold ethical standards and professional conduct among college educators, promoting integrity, academic honesty, and respect for diversity within the academic community. References to Kothari Commission The Kothari Commission (1964-66) recognized the crucial role of higher education in national development and emphasized several recommendations related to teacher education at the college level: Quality of Faculty: Emphasized the need for recruiting and retaining qualified faculty members who possess advanced academic qualifications and teaching abilities. Improving Pedagogical Training: Advocated for enhancing teacher training programs at the college level to include pedagogical methods suitable for higher education. Research and Innovation: Encouraged colleges to promote research culture among educators, facilitating their engagement in scholarly activities that contribute to knowledge creation and dissemination. Professional Development: Stressed the importance of continuous professional development for college educators to keep abreast of emerging trends, research findings, and advancements in their disciplines. Curriculum Reforms: Recommended revising and updating college curricula to reflect current academic standards, interdisciplinary approaches, and global perspectives. In conclusion, teacher education at the college level, as envisioned by the Kothari Commission, aims to produce skilled, knowledgeable, and ethically responsible educators who can effectively contribute to the academic and intellectual growth of students in higher education institutions. SELF-CHECK EXERCISE-3 Q.1 What is a primary focus of teacher education at the college level? A)    Early childhood development B)    Advanced research skills C)    Pedagogical techniques for elementary schools D)    Play-based learning strategies Q.2 Which aspect of teacher education at the college level emphasizes curriculum design and development? A)    Adolescent psychology B)    Subject-specific knowledge C)    Educational technology integration D)    Pedagogical techniques Q.3 What is a key objective of teacher education programs at the college level? A)    Promoting inclusive education practices B)    Integrating technology in elementary classrooms C)    Enhancing leadership and mentorship skills D)    Developing early childhood development strategies Q.4 According to the Kothari Commission, teacher education at the college level should prepare educators for which of the following? A)    Athletic coaching roles B)    Research and scholarly contributions C)    Community service projects D)    Administrative duties Q.5 Why is ongoing professional development important for college-level teachers? A)    To manage elementary school facilities B)    To advance pedagogical techniques C)    To promote adolescent psychology D)    To supervise play-based learning activities Q.6 Teacher education at the college level focuses on developing advanced ____________ knowledge and expertise in specific academic disciplines. Q.7 Understanding ____________ development is crucial for college-level educators to effectively support higher education students. Q.8 Integrating ____________ into teaching practices is a key objective of teacher education programs at the college level. Q.9 The Kothari Commission emphasized the importance of preparing educators for ____________ and scholarly contributions in their fields. Q.10 Ongoing professional development helps college-level teachers stay updated with ____________ trends and innovative teaching methods. 3.6 SUMMARY INDIAN EDUCATION COMMISSION (1964-66) observed that of all the different factors which influence the quality of education and its contribution to national development, the quality, competence and character to teachers are undoubtedly the most significant. The commission thereof recommended better pay scales, stimulating condition and a sound programme of professional education of teachers. It Recommended that: 1.    Removing the isolation of teacher training programmes by; a)    Recognizing education as an independent discipline and to introduce education as an elective subject in under graduate courses. b)    Departments of education to be established in selected universities in order to develop teacher education studies and research in education through collaboration with other universities disciplines (inter-disciplinary approach). c)     Extension work should be regarded as an essential function of a teacher education institution and therefore each teacher education institution must have extension service department for pre primary, primary and secondary school teacher education. d)    Effective alumni association should be established to bring old student and faculty together. e)    Practice teaching for teachers under training should be organized in active collaboration with selected schools named as cooperating schools and special grant for equipment and supervision should be given to them. f)     Periodic exchange should be arranged between staff of these cooperating schools and teachers of training institutions. g)    Implementations of phased programmes of upgrading all training institutions to the university level. h)    Establishment of comprehensive colleges of education in each state education on a planned basis. i)     Establishment of state board of teacher education (SBTE) in each state to look after teacher education at all levels. j)     No disparity in teacher education at different levels and teacher education in different fields as art, craft, physical education etc. k)    The quality of professional education should be improved. l)     Duration of teacher education should be two years for primary level and one year for secondary level. The state boards of teacher education should help in revising the present curricula. m)    New professional courses to re-orientate head masters and teacher educators in their specialty. n)     The quality of teacher education should be improved in the following ways: •     The staff of teacher education colleges should have double master’s degree one in academic subject and another in education, preferably with doctoral degree. •     Qualified specialists in subjects like psychology, sociology, science or mathematics must be appointed in the staff. •     Summer institute should be organized for in service training of the staff. •     No students should be allowed to specialize in the teaching of the subject unless he has studied it for his first degree. •     The teachers should at least posses first or good second class and adequate scholarship should be provided to them. •     The staff in institutions for training primary teachers should hold a master’s degree either in education or in an academic subject as well as B.Ed. and should have undergone special induction courses in teacher education at primary level. •      Primary teachers should be at least matriculate, exceptions may be made to women teachers and teachers in tribal areas. •     Liberal concessions and leave should be given to those teachers who want to improve their qualification through correspondence courses. •      All tuition fees in training institution should be abolished and liberal provisions should be made for stipend and loans. •     Every training institution should have an experimental or demonstration school attached to it. •     Libraries, Laboratories, workshops etc. should be improved and adequately equipped in all training institutions at all levels. 2.     The training facilities should be expanded on priority basis so that every teacher is either professionally trained at the time of appointment or gets professional training within three years of his appointment. From this point of view the teachers should be provided with part time facilities and correspondence courses of the full time standard so that the backlog of the untrained teachers can be cleared up at an early date. 3.    At the national level UGC should take the responsibility for the maintenance of standards in teacher education. Therefore, the government should allocate sufficient funds to UGC for the improvement of the standards in teacher education at the university level. The UGC should also set up a joint standing committee for teacher education, in collaboration with NCERT, with competent professional personnel who can raise the standards of teacher education. As a result of the suggestions of the education commission 1964-1966 some changes had been introduced in teacher education. An M.A. degree in education was introduced in some universities such as Aligarh, Kurukshetra, Kanpur, Punjab and at some other universities of U.P. Some universities introduced summer schools and correspondence courses also to meet the backlog of untrained teachers, while some other states have set up state boards of teacher education. Duration of training course The duration of the professional courses should be of two years for primary teachers, who have completed the secondary school course. It should be of one year for the graduate students, but the number of working days in a year should be increased to 230 days. (ii) . the state-boards of teacher-education should conduct a survey of teacher education programme and curricula and initiate the necessary revision. (iii) . New, professional courses must be developed, to orientate headmasters and teacher educators to their special field of work. (iv) . The post-graduate course in education should be flexible and be planned to promote an academic and scientific study of education and to prepare personal for specific fields, requiring special knowledge and initiative. The duration of courses should be increased to three terms. Quality is crucial at this stage and only institutions having properly qualified staff and facilities should be allowed to conduct them. Improving the quality of training institutions. The commission has a recommended that early steps should be taken to improve training institutions on the following lines (i)    Primary teachers. (ii)    Secondary teachers. (iii)    General (iv)    Other teachers Expansion of training facilities. Kothari Commission recommended that training facilities should be expanded on a priority basis. The objective should be to ensure that every teacher in a primary or secondary school is either already trained at the time of his appointment or receives such training within three years of his appointment. In-service education of school teachers: (i) . A large-scale and co-ordinate programme of in-service education for teacher should be organized by universities, training institutes and teachers organizations for teachers at all levels. The target should be that every tteacher will receive at least two or three months, in-service education in every five years of his service. (ii) . The programme of summer institutes for the in-service training of secondary school teachers should be extended, with systematic follow-up and active collaboration among the agencies concerned. 3.7    GLOSSARY Leadership and Mentorship: Roles and responsibilities involving guiding and supporting students, junior faculty, and colleagues within academic settings. Professional Development: Ongoing learning activities and experiences that enhance educators' knowledge, skills, and effectiveness in teaching and research. Inclusive Education: A philosophy and approach that ensures all students, regardless of background or abilities, have access to and participate in meaningful learning experiences. Ethical Standards: Codes of conduct and principles that guide educators' behavior, interactions with students and colleagues, and decision-making processes. Continuous Improvement: The process of regularly evaluating and enhancing teaching practices, curriculum, and educational experiences based on feedback and reflection. 3.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Fostering child-centred education Answer2: A) Advancing pedagogical skills Answer3: B) Formative assessment techniques Answer4: B) Cultural sensitivity Answer5: C) To promote holistic student development Answer6: child Answer7: pedagogical Answer8: play Answer9: student Answer10: cultural Exercise-2 Answer1: B) Advanced subject knowledge Answer2: D) Adolescent psychology Answer3: B) Integrating technology in teaching Answer4: C) Research and scholarship Answer5: B) To advance pedagogical skills Answer6: subject Answer7: adolescent Answer8: technology Answer9: research Answer10: current Exercise-3 Answer1: B) Advanced research skills Answer2: D) Pedagogical techniques Answer3: C) Enhancing leadership and mentorship skills Answer4: B) Research and scholarly contributions Answer5: B) To advance pedagogical techniques Answer6: subject Answer7: curriculum Answer8: technology Answer9: research Answer10: current 3.9    REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of  Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends,  Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 3.10    TERMINAL QUESTIONS Q.1 Discuss the aims and objectives of teacher education at the elementary level, referring to the recommendations made by the Kothari Commission. How do these aims and objectives address the developmental needs of young learners? Q.2 Analyze the objectives of teacher education at the secondary level as recommended by the Kothari Commission. How do these objectives contribute to preparing students for higher education and career readiness? Q.3 Evaluate the objectives of teacher education at the college level as proposed by the Kothari Commission. How do these objectives enhance the quality of tertiary education and promote research and professional development? Unit – 4   TEACHER EDUCATION WITH SPECIAL REFERENCE TO NPE, 1986 Structure 4.1    Introduction 4.2   Learning Objectives 4.3    Aims and objectives of Teacher Education at Elementary level with references to NPE, 1986 Self-Check exercise-1 4.4    Aims and objectives of Teacher Education at Secondary level with references to NPE, 1986 Self-Check exercise-2 4.5    Aims and objectives of Teacher Education at College level with references to NPE, 1986 Self-Check exercise-3 4.6  Summary 4.7   Glossary 4.8   Answers to Self Check exercises 4.9   References/Suggested Readings 4.10  Terminal Questions 4.1   INTRODUCTION “The status of teacher reflects the socio- cultural background of the society, it is said that no people can rise above the level of its teachers the government and the community should endeavor to create conditions which will help, motivate and inspire teachers on constructive and creative lines. Teachers should have the freedom to innovate, to device appropriate methods of communications and activities relevant to the needs and capabilities of and the concerns of the community.” Reorganization of Elementary Teacher Education An important change in the educational system will be brought about by the radical transformation of the present system of Elementary Teacher Education institution would include: >     Pre-Service and in-service education of teachers for the formal school system. Inducation level and continuing education of Non- Formal and Adult Education Instructors and Supervisors. >     Training and Orientation of heads of institutions in institutional planning and management and micro level planning. >    Orientation of community leaders, functionaries of Voluntary organization and others influencing school level education. >    Academic support to school complexes and District Boards of Education. >    Action research and experimentation work. >    Serving as evaluation center for primary and upper primary schools as well as Non-Formal and Adult Education Programme. >     Provision of services of a resources and learning centre for teachers and instructors. >    Consultancy and advice. Role of State Governments: Each state government will set up immediately a Task Force for making an assessment of the number of institutions of this nature required in the state keeping in view of the various relevant programme of action. The task force will also identify the existing institutions which can be developed as direct institutes of education and training. As DIETs get established, substandard institutions would be phased out. The DIET will perform all the functions mentioned in the preceding paragraph. The Head of a DIET would be of the status of a principal of a degree College/B.Ed. College and most of the faculty members would be persons with background in elementary education. Special selection procedures will be established to ensure that ablest persons are selected, given higher scales of pay and are reoriented in cooperation with NCERT, NIEPA, SCERTs, University Departments of Education, some outstanding an integral part of DIET for which additional faculty will be provided. On this programme, Central Government will meet a major share in funding. Facilities of latest technology such as computer-based learning, VCR, TV, etc., will be Provided at DIETs. The teachers receiving training at DIETs would be encouraged to develop their own Programmes using the Facilities available at DIETs and to use this material as instructional recourses. Capability for making copies of videos cassettes, etc., would also be provided in these institutes. Besides, imaginative use of traditional teaching aids would be emphasised and teachers encouraged to improvise their own instructional materials. Secondary Teachers Education: The responsibility for secondary teacher education would continue to rest which colleges of teacher’s education affiliated to universities. The university in co-operation with NCTE will exercise responsibility for academic aspects including conduct of examinations, award of degrees and ensuring quality of secondary teacher education institutions. These institutions would also be responsible for continuing education programmes for secondary teachers. Some Colleges of teacher Education will be developed as comprehensive institutions organising programmes for primary teachers education and possible also, 4 years’ integrated courses after higher secondary stage, in addition to the usual B.Ed./M.Ed. courses. These comprehensive institution would also be provide facilities and staff for undertaking research and to supplement the effort of State Councils of Educational Research and Training (SCERT). In order to promote innovations and experimentation, good colleges and departments of education universities will also be given autonomous status. In-Service of Teachers- a great deal of responsibilities would be given to SCERTs. They would have the major role of planning, sponsoring monitoring evaluating the in-service education programme for all levels of teachers, instructors arise from several sources, such as changing national goals, revision of school curricula additional inputs in teaching-learning system inadequate back-ground of teachers, etc. The state level agency would take cognizance of all the needs before preparing a programme of in service education for a given period of time. SCERTs would also prepare suitable material for in-service education of teachers, undertake orientation of key for teachers’ in vocational stream should also taken by SCERTs. The district Institutes of Education and (DIET) Training for the primary level would be the major agency to conduct the programmes of in-service education for primary teachers; assistance would be sought from school complexes in the district. In case of secondary school teachers, the programmes would be extended through teacher training institution and the Centers for Continuing Education. The District level education officer will helps in effective conduct of the programmes. All in-service education programmes cannot be organised in face to face modality, especially in view of the numbers involved. Distance in service education will be prepared and extended with the help of board casting agencies. SCERTs would be equipped with necessary recourses for production of learning material other than print. Minimum essential equipment to record audio, video programmes would be provided to each SCERT. The comprehensive college of education as well as DIETs would also be providing production facilities in a phased manner. The production facilities at DIETs and the colleges many not be of professional quality which would produce material which can be used in its own training programmes and can also be shared by other sister organisation. Experiences especially those of voluntary organisations should be drawn upon in designing courses, development of material and strategies for in-service education. Cadre of Teacher Educators- A separate cadre will be created for appointment of staff in SCERTs. Secondary Teacher Education Institutions and DIETs. Persons selected to this cadre will receive incentives such as housing and placement in a higher scale of pay. Special arrangements will be made to ensure continuing education of these persons. An interchange will also be organised between teaching and teacher education. Sufficient number of supernumerary/ reserve position will be created in school to enable from this cadre to go as teachers for 1-2 years every 4-5 years. The National Policy on Education (NPE), 1986 brought about a breakthrough in the field of Teacher Education in India in general and in Orissa in particular. It has rightly remarked, “Teacher Education is a condensed process and its pre-service and in-service components are inseperable. As the first step, the system of Teacher Education will be overhauled. The new programmes of Teacher Education will emphasise continuing Education, and the need for teachers to meet the thrusts envisaged in this policy”. Accordingly, the District Institutes of Education and Training (DIET) were established with a capability to organise pre-service and in-service course for elementary School Teachers and for the personnel working in non-formal and Adult Education. The Training Colleges were upgraded and were renamed as colleges of Teacher Education (CTE) and a few selected of them as Institutes of advance Studies in Education (IASE).The SCERTs both at the state and National level were strengthened to provide necessary resources and capability to provide guidance and leadership regarding curricula and methods of teaching. In order to remove isolation among the training institutions, attempt was made for net-working arrangements for teacher education improvement. As a result of the implementation of the NPE, 1986, there was unprecedented quality improvement of Teacher Education in the State and 11 government Secondary Training schools were upgraded to District Institutes of Education and Training (DIT) for conducting both in-service training course for the primary schools. In pursuance of the Programme of Action (POA), 1986, steps were taken for preservice education of teachers for the formal school system. The infrastructure of all Training institutes was improved in various aspects. The National Council of Teacher Education (NCTE) established in 1993 became a statutory body for achieving planned and co-ordinated development of teacher education (TE) regulation and proper maintenance of norms and standards in TE. Ramamurthy Committee (1990) reviewed the NPE 1986 and recommended on overhauling the teacher education system. It suggested that the selection of trainees should be regarded through stringent aptitude and attainment tests and not merely on university or grade work. The training should be competence based and there should be an integration of theory and practice for situational applications. It further suggested that first degree in teacher education should not be given through correspondence education. As per the latest information given by NCTE (2013-14) there were only 304 colleges / university departments in the country, which were recognized by this body. Nowadays, keeping in view the importance of quality teacher education, central government formed regional colleges of education at Ajmer, Bhubneshwar, Bhopal and Mysore which are now designated as Regional Institutes of Education. Respective state donated hundred acres of land for the colleges, later a demonstration school were also started in each the campus. These institutes are not teachers training institutes in the limited sense of the term but constitute part of a programme launched by NCERT to improve and enrich primary and secondary education in the country. Many state institutes of education were also set up in different states for research in elementary education, organization of conferences and seminars and to provide extension service to training institutions for in service secondary teachers. The integrated approach to teacher education is also being provided at selected places i.e. RIE’s. Teacher education at the elementary level, as outlined by the National Policy on Education (NPE), 1986, aims to prepare educators who can effectively teach and nurture young children in primary and elementary schools. Here are the aims and objectives of teacher education at the elementary level, referencing the NPE, 1986: Aims of Teacher Education at Elementary Level 1.    Child-Centered Education: To promote child-centered educational practices that prioritize the holistic development of young learners, including cognitive, social, emotional, and physical aspects. 2.    Foundational Knowledge and Skills: To equip educators with foundational knowledge in subjects such as language, mathematics, environmental studies, and social sciences, essential for teaching at the primary and elementary levels. 3.    Pedagogical Competence: To develop pedagogical competencies that enable teachers to employ developmentally appropriate teaching methods, instructional strategies, and classroom management techniques suitable for young children. 4.    Cultural Sensitivity and Inclusive Practices: To foster an understanding of the diverse backgrounds, languages, cultures, and learning needs of elementary school students, ensuring inclusive educational practices. 5.     Ethical and Professional Values: To instill ethical values, professionalism, and a commitment to educational equity and social justice among elementary school educators. Objectives of Teacher Education at Elementary Level 1.    Early Childhood Development: To enhance educators' understanding of early childhood development theories and practices, facilitating effective teaching and support for young children. 2.    Language and Literacy Skills: To develop educators' abilities to promote language acquisition, literacy skills, and communication abilities among elementary school students. 3.    Play-Based Learning: To integrate play-based learning approaches into teaching practices, recognizing the importance of play in fostering creativity, social skills, and cognitive development. 4.    Collaborative and Inclusive Practices: To cultivate collaborative teaching practices that involve parents, communities, and educational stakeholders in supporting children's learning and development. 5.    Assessment for Learning: To equip educators with skills in formative assessment techniques that provide timely feedback and support student progress and learning outcomes. References to NPE, 1986 The NPE, 1986 emphasized several recommendations relevant to elementary teacher education: •     Integrated Approach: Advocated for an integrated approach to elementary education that connects formal schooling with community-based learning experiences, promoting holistic child development. •     Curriculum Adaptation: Recommended adapting the curriculum to the needs and interests of young learners, emphasizing active learning, creativity, and practical skills. •     Teacher Preparation: Emphasized the importance of comprehensive teacher preparation programs that combine theoretical knowledge with practical teaching experiences, including supervised practice in elementary classrooms. •     Continuing Education:  Stressed the need for ongoing professional development and support for elementary school teachers to update their knowledge and skills, particularly in innovative teaching methods and child psychology. •      Equitable Access: Called for efforts to ensure equitable access to quality elementary education for all children, regardless of their socio-economic background or geographical location. In summary, teacher education at the elementary level, as guided by the NPE, 1986, aims to prepare educators who are competent, compassionate, and committed to nurturing young children's intellectual, emotional, and social development during their formative years of schooling. SELF CHECK EXERCISE-1 Q.1 What is the primary aim of teacher education at the elementary level according to the NPE, 1986? A)    Enhancing subject specialization B)    Promoting early childhood education C)    Introducing standardized testing methods D)    Focusing on secondary curriculum development Q.2 Which objective is emphasized in teacher education programs at the elementary level to support inclusive practices? A)    Cultural sensitivity training B)    Research orientation C)    Athletic coaching certification D)    Technology integration Q.3 Why does the NPE, 1986, stress the integration of play-based learning in teacher education at the elementary level? A)    To reduce teacher workload B)    To enhance student engagement and creativity C)    To implement rigid disciplinary methods D)    To promote standardized assessments Q.4 According to the NPE, 1986, what is essential for elementary teachers to effectively support student learning and development? A)    Pedagogical rigidity B)    Understanding of adolescent psychology C)    In-depth subject specialization D)    Knowledge of early childhood development Q.5 Which aspect of professional development is highlighted for elementary school teachers according to the NPE, 1986? A)    Supervisory skills B)    Continuous learning and improvement C)    Classroom management techniques D)    Research methodology 4.4 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT SECONDARY LEVEL WITH REFERENCES TO NPE, 1986 Teacher education at the secondary level aims to prepare educators who can effectively teach and support students in grades 9-12, addressing their academic, social, and emotional needs. The National Policy on Education (NPE) in India, formulated in 1986 and revised in 1992, provides guidelines and objectives for teacher education at various levels, including secondary education. Here are the aims and objectives of teacher education at the secondary level, referencing the NPE, 1986: Aims of Teacher Education at Secondary Level 1.    Subject Competence: To develop teachers' deep and comprehensive knowledge in specific subjects taught at the secondary level, ensuring proficiency in subject matter content. 2.    Pedagogical Skills: To equip teachers with effective pedagogical techniques and instructional strategies suitable for diverse learning styles and needs of secondary school students. 3.     Professional Ethics: To instill ethical values, professionalism, and a commitment to educational equity and social justice among secondary school educators. 4.    Understanding of Adolescent Development: To enhance teachers' understanding of adolescent psychology and developmental stages, facilitating effective classroom management and student support. 5.    Integration of Technology: To prepare teachers to integrate educational technologies into teaching practices, enhancing learning experiences and preparing students for the digital age. Objectives of Teacher Education at Secondary Level 1.    Curriculum Development: To enable teachers to design and adapt curriculum frameworks that align with national educational goals, standards, and student needs. 2.    Assessment Practices: To equip teachers with skills in designing and implementing effective assessment methods, including formative and summative assessments, to measure student learning and progress. 3.    Inclusive Education: To promote inclusive practices that accommodate diverse student populations, including those with disabilities, ensuring equal access to quality education. 4.    Professional Development: To provide opportunities for continuous professional development through workshops, seminars, and advanced training programs, keeping teachers updated with evolving educational practices. 5.    Community Engagement: To encourage collaboration between schools, families, and communities to support students' holistic development and educational success. References to NPE, 1986 The NPE, 1986 emphasized several recommendations relevant to secondary teacher education: •    Quality Improvement: Advocated for improving the quality of secondary education by enhancing the quality of teacher education programs. •    Teacher Preparation: Emphasized the need for rigorous teacher preparation programs that integrate theoretical knowledge with practical teaching experience. •    Educational Technology: Highlighted the role of educational technology in transforming teaching and learning processes at the secondary level, promoting its integration into teacher education programs. •    Inclusive Education: Promoted inclusive education policies and practices to ensure equal educational opportunities for all students, regardless of background or abilities. •    Professional Standards: Stressed the importance of maintaining high professional standards among teachers, including ethical conduct, continuous professional development, and commitment to educational excellence. In conclusion, teacher education at the secondary level, as guided by the NPE, 1986, aims to prepare competent, knowledgeable, and ethically responsible educators who can meet the diverse educational needs of secondary school students and contribute to national development through quality education. SELF CHECK EXERCISE-2 Q.1 What is the primary aim of teacher education at the secondary level according to the National Policy on Education (NPE), 1986? A)    Developing early childhood skills B)    Enhancing subject competence C)    Integrating primary education methods D)    Promoting administrative abilities Q.2 Which objective is emphasized in teacher education programs as per the NPE, 1986, to cater to diverse student populations? A)    Enhancing community engagement B)    Promoting research skills C)    Facilitating inclusive education D)    Advancing technology integration Q.3 What aspect of professional development is highlighted for secondary school teachers in accordance with the NPE, 1986? A)    Cultural sensitivity training B)    Athletic coaching certification C)    Continuous learning and improvement D)    School management techniques Q.4 According to the NPE, 1986, what is essential for secondary teachers to effectively support student learning and development? A)    Curriculum standardization B)    Pedagogical rigidity C)    Understanding of adolescent psychology D)    Promoting early childhood education Q.5 Why does the NPE, 1986, emphasize the integration of technology in teacher education at the secondary level? A)    To minimize teacher workload B)    To enhance teaching effectiveness C)    To reduce classroom size D)    To increase administrative efficiency 4.5 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT COLLEGE LEVEL WITH REFERENCES TO NPE, 1986 Teacher education at the college level aims to prepare educators who can meet the diverse academic, intellectual, and developmental needs of students in higher education settings. The National Policy on Education (NPE), 1986, in India provides guidelines and objectives for teacher education at various levels, including college education. Here are the aims and objectives of teacher education at the college level, referencing the NPE, 1986: Aims of Teacher Education at College Level 1.    Advanced Subject Knowledge: To equip educators with deep and specialized knowledge in their respective academic disciplines, ensuring they can teach at the college level effectively. 2.    Pedagogical Excellence: To develop advanced pedagogical skills and instructional strategies that foster critical thinking, creativity, and independent learning among college students. 3.    Research Orientation: To cultivate a research-oriented mindset among educators, encouraging them to engage in scholarly activities, contribute to knowledge creation, and mentor students in research. 4.    Professional Development: To provide continuous professional development opportunities that enable educators to stay updated with emerging educational trends, technologies, and pedagogical innovations. 5.    Leadership and Mentorship: To prepare educators for leadership roles within academic institutions, including curriculum development, policy implementation, and mentorship of junior faculty. Objectives of Teacher Education at College Level 1.    Curriculum Design and Development: To enable educators to design and develop curriculum frameworks that align with national educational goals, interdisciplinary approaches, and global perspectives. 2.    Technology Integration: To integrate educational technologies effectively into teaching practices, enhancing instructional delivery, student engagement, and learning outcomes. 3.    Assessment and Evaluation: To equip educators with skills in designing and implementing fair and valid assessment methods that measure student learning, progress, and achievement. 4.    Inclusive Education Practices: To promote inclusive educational practices that accommodate diverse student populations, including those with disabilities, ensuring equitable access to higher education. 5.    Ethical and Professional Standards: To uphold ethical standards, professionalism, and commitment to educational excellence among college educators, fostering a positive learning environment. References to NPE, 1986 The NPE, 1986 emphasized several recommendations relevant to college-level teacher education: •    Quality Improvement: Advocated for enhancing the quality of higher education by improving the quality of teacher education programs and faculty expertise. •    Curriculum Reforms: Stressed the importance of curriculum reforms at the college level to make education more relevant, responsive, and reflective of national goals and societal needs. •     Educational Technology: Highlighted the role of educational technology in transforming higher education, promoting its integration into teacher education programs to enhance teaching-learning processes. •     Research and Development: Emphasized the need for promoting research and development in higher education institutions, including teacher education, to address emerging challenges and opportunities. •     Professional Competence:  Recognized the importance of developing professional competence among college educators through continuous professional development and training programs. SELF CHECK EXERCISE-3 Q.1 What is a primary aim of teacher education at the college level according to the NPE, 1986? A)    Promoting early childhood education B)    Enhancing subject competence C)    Introducing play-based learning D)    Implementing standardized testing Q.2 Which objective is emphasized in teacher education programs at the college level to foster critical thinking among students? A)    Curriculum standardization B)    Research orientation C)    Athletic coaching certification D)    Pedagogical rigidity Q.3 Why does the NPE, 1986, stress the integration of educational technology in teacher education at the college level? A)    To reduce administrative workload B)    To enhance teaching effectiveness C)    To minimize teacher training D)    To increase classroom size Q.4 According to the NPE, 1986, what is essential for college-level teachers to support student learning effectively? A)    Pedagogical rigidity B)    Understanding of early childhood development C)    In-depth subject knowledge D)    Cultural sensitivity training Q.5 Which aspect of professional development is highlighted for college-level teachers according to the NPE, 1986? A)    Supervisory skills B)    Continuous learning and improvement C)    Classroom management techniques D)    Curriculum design and development 4.6    SUMMARY NPE 1986 aims to cultivate educators capable of nurturing young children's holistic development during their foundational years of schooling. The primary aim is to promote early childhood education through comprehensive teacher preparation programs that emphasize understanding child psychology, integrating play-based learning approaches, and fostering cultural sensitivity to cater to diverse student needs. The objectives underscore the importance of developing pedagogical competencies that facilitate inclusive practices, enhance language and literacy skills, and employ formative assessment techniques to support student learning. Continuous professional development is emphasized to keep educators abreast of evolving educational practices and research, ensuring they maintain high standards of teaching excellence and effectively contribute to the educational growth and well-being of elementary school students. This approach aligns with the NPE, 1986's broader goals of providing equitable access to quality education and preparing educators who are not only knowledgeable but also compassionate and dedicated to shaping young minds positively. 4.7    GLOSSARY Holistic Development: The overall growth and well-being of children, encompassing intellectual, emotional, social, and physical aspects, supported through comprehensive educational experiences. Continuous Professional Development: Lifelong learning activities and opportunities that educators engage in to enhance their knowledge, skills, and teaching practices, keeping up with advancements in education. 4.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Promoting early childhood education Answer2: A) Cultural sensitivity training Answer3: B) To enhance student engagement and creativity Answer4: D) Knowledge of early childhood development Answer5: B) Continuous learning and improvement Exercise-2 Answer1: B) Enhancing subject competence Answer2: C) Facilitating inclusive education Answer3: C) Continuous learning and improvement Answer4: C) Understanding of adolescent psychology Answer5: B) To enhance teaching effectiveness Exercise-3 Answer1: B) Enhancing subject competence Answer2: B) Research orientation Answer3: B) To enhance teaching effectiveness Answer4: C) In-depth subject knowledge Answer5: B) Continuous learning and improvement 4.9  REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 4.10    TERMINAL QUESTIONS Q.1 Discuss the importance of play-based learning in early childhood education. How can play-based approaches be integrated into elementary teacher education programs? Q.2 Explain the concept of inclusive education in the context of elementary schools. What strategies can elementary school teachers employ to create inclusive learning environments that cater to diverse student needs? Q.3 Discuss the significance of cultural sensitivity in elementary teacher education. How can elementary educators promote cultural awareness and inclusivity in their classrooms? Q.4 Explore the impact of educational technology on elementary education. What are the benefits and challenges of integrating technology into elementary classrooms, and how can teacher education programs prepare educators to effectively use technology in teaching? Unit – 5   TEACHER EDUCATION WITH SPECIAL REFERENCE TO POA, 1992 Structure 5.1    Introduction 5.2   Learning Objectives 5.3    Aims and objectives of Teacher Education at Elementary level with references to POA, 1992 Self-Check Exercise-1 5.4    Aims and objectives of Teacher Education at Secondary level with references to POA, 1992 Self-Check Exercise-2 5.5    Aims and objectives of Teacher Education at College level with references to POA, 1992 Self-Check Exercise-3 5.6  Summary 5.7   Glossary 5.8   Answers to Self Check exercises 5.9   References/Suggested Readings 5.10  Terminal Questions 5.1   INTRODUCTION The Revised Policy Formulations (RPF) which set forth with modifications to the National Policy on Education, 1986 (NPE, 1986), were placed in both Houses of Parliament on 7th May, 1992. These modifications were evolved through the same consensual process through which the NPE, 1986, was evolved, In July 1991, a Central Advisory Board of Education (CABE) committee on policy (Janardhana Reddy Committee) under the chairmanship of the Chief Minister belonging to the major political parties and eight educationists, was constituted to review the implementation of the various parameters of the NPE, 1986, taking into consideration the report of the Committee for Review of the NPE (NPERC) and other relevant developments since the policy was formulated. The Janardhan Reddy Committee (JRC), in its report submitted in January 1992, came to the conclusion that while very little of NPE, 1986, required reformulation the Programme of Action (PoA) needed to be revised considerably. At its 47th meeting held on 5-6th May, 1992, the CABE, the historic forum for forging a national consensus on educational issues, considered the JRC report and formulated the RPE, While replying the discussion on the RPF in the Rajya Sabha, on 12th May, 1992, the Minister of Human Resource Development gave an assurance to present a revised PoA (hereafter referred to as PoA), 1992, in the Monsoon Session. Recommendations of PoA (1992) Regarding Teachers and Their Training (Centrally – Sponsored Scheme of Teacher Education) While attempts will be made to provide maximum coverage through DIETs/CTEs/ASEs, special orientation programmes for teachers will also be launched and Teachers’ Centres and School Complexes will be tried out on pilot basis. The emphasis under the training programmes will be on training in the use of Operation Blackboard materials and orienting the teachers towards Minimum Levels of Learning (MLLs) strategy with a focus on teaching of language, Mathematics and environmental studies. Under the DIETs, all the districts in the country will be covered by the end of the Eighth Five Year Plan; about 250 CTEs/IASEs will be set up by that period. Efforts will also be made to provide programme support to other STEIS and also to develop training institution not covered under the DIETs/CTEs/IASEs scheme. The SCERTs will be made independent and autonomous, overseeing the functioning of DIETs, DRUs, etc. and the NCTE will be conferred autonomous and statutory status and State Boards of Teacher Education will be set up for effective role in maintaining the standards of teacher training institutions and other related functions. The norms of Central assistance under the scheme will be reviewed and revised suitably: (i)    Keeping in view the increased costs and other norm-based requirements; and (ii)    Formulation by the States of an effective personnel policy and of suitable implementation strategy will be made a precondition for Central assistance. Delegation of powers to the Principals and release of money in time will also be made preconditions. The possibility of releasing funds through autonomous SCERTs will also be explored and encouraged, Encouragement will be given to non-governmental teacher education institutions for up-gradation; the possibility of releasing funds either directly or through SCERTs or through other agencies will be explored. Efforts will also be made to provide training for pre-school education. In the area of secondary teacher education, some of the better existing institutions will be provided programme support so that benefit of in-service training could be provided to larger number of secondary teachers. This will be in addition to the existing scheme of CTEs/IASEs. A special programme will be launched for preparation and production of teaching – learning materials for teacher education in different languages. The existing programme for teacher educators will be suitably modified taking into account the present day training needs. In other words following recommendations were made: National Policy of Education Plan of Action (1992) Recommendations for teacher training It suggested the following measures in this connection: •     An Indian Education System should be started in consultation with the State Governments. •     The first degree of education for becoming a qualified teacher should be of one year’s duration and must not be through correspondence. It must be taught as a course in college or university. •     With the consent of state Government, an educational tribunal should be organised in each state. •     The committee suggested that a plan should be immediately made for organising and making the system work, as suggested by the National Education Policy Part VII. •     In 1992 a revised version of Programme of Action(1986) was evolved with new expectations and perceptions, so that the remaining tasks could be performed more effectively. The NPE 1992 while discussing the various aspects of education has placed immense trust in the teaching community. Teacher competency, accountability, aptitude and favorable attitude to the profession are to be ensured before teacher training or recruitment takes place. The policy frame work of NPE insists on recruitment of competent teachers and in-service training for the existing teachers which could freshen them up once again. It has stated in clear terms the guidelines to be followed in teacher education and in-service programmes. The POA on teacher education discusses in details, the operationalisation of the policy outlined. Role of the teacher in the educational context requires three aspects, namely training in academic inputs, training in psychological inputs, and research and development. Teacher accountability, competence and innovativeness are insisted upon and teachers should possess in themselves the vital personality traits of motivation and concern. For school teachers, preservice training for the profession is insisted. NPE has also suggested an overhauling and recognisation of teacher-education. Measures for recognizing teacher 67 education at the various levels are also suggested. SCERTs and NCERT will implement the several programmes of research and training at the State level and from the centre, respectively District institutes of education and training (DIETs) will be established with the capability to organize preservice and in-service courses for elementary school teacher and for the personnel working in non-formal and adult education. The national council of teacher education (NCTE) will be provided the necessary resource capability to accredit institutions of teacher education, and provide guidelines regarding curricula and methods. POA (1992) Emphasized that – 1.    Teacher selection and trainings, competence, motivation and the conditions of work impinge directly on teachers performance and therefore should be improved with an emphasis on teacher accountability to the pupils, parents community and to their own profession. 2.    Improvement in professional competence through mass orientation, summer camps training packages(to train in operation blackboard and child centered education) etc. 3.    Setting up of DIETs to provide quality preservice and inservice education to teachers and AE/NFE personnel and to conduct research and innovation in these areas. 4. Up gradation of secondary teacher education institutions (STEIs) into institute of advanced study in education (IASEs) and strengthening colleges of education (CTEs) by the end of March 1992. Accordingly 31 CTEs and 12 IASEs had been sanctioned. 5.    SCERTs to be strengthened with autonomous status with responsibility to manage DIETs, District resource units (DRUs) and Elementary Teacher Education Institutions (ETEIs). 6.    Statutory status to NCTE should be given. 7.    Strengthening of departments of education in the Universities for academic support to IASEs, CTEs, DIETs etc. 8.    Centrally sponsored scheme of Teacher Education suggested. (i) Adequacy of implementation machinery at the state level. (ii) Effective personal policy and prompt filling up of posts with competent persons. (iii) Sufficient financial and administrative delegation to the principal. (iv) Stream lining the provision of funds to institutions. (v) Balance between preservice and inservice training. Action Plan for Teacher Education (A)    Centrally Sponsored Scheme of Teacher Education: (1)    To provide inservice education to all the teachers at the interval of five years and cover DIET/CTEs/IASEs. Special orientation programme will be launched at teacher centers and school complexes. The thrust will be on the use of operation black board material and orientation for Minimum learning levels strategy with a focus on teaching language, mathematics and environmental studies. (2)    Provision of training for pre- school education. (3)    Inservice training for secondary teacher education in good institutions i.e. CTEs/IASEs. (4)    Preparation and production of teaching learning materials for teacher education in different languages. (B)    Teacher Education: The existing programme for teacher educators will be suitably modified taking in to account the present day training needs. The induction continuing training programmes for the DIETs/CTEs/SCERTs faculty will be designed and implemented by the NCERT, NIEPA etc. (C)    Special Orientation for School Teachers: This programme would be implemented by NCERT through SCERT and DIETs with revised curriculum, teaching learning materials including audio video materials etc. distance education for teachers will be encouraged training in the use of operation black board material, orientation towards MLL and a focus on teaching of language, mathematics and environmental studies would be made. (D)    Strengthening of SCERTs: For making SCERTs independent and autonomous, recurring and non recurring assistance would be provided on long term basis. (E)    NCTE: it would be given statutory status so that it would be able to fulfill the following objectives: (i) to create mechanism for determination and maintenance of standards of teacher education. (ii) to regulate institution of teacher education with the view to phasing out substandard and malpractising institutions. (iii) to lay emphasis on continuing education of teachers and (iv) to reduce the gap between supply and demand of trained personnel. The main functions of NCTE would be (a) to lay down norms, standards and guide lines for institutions conducting teacher education such courses and to see to their observance. (b) to promote coordination and linkage amongst various constituents of teacher education system and other related system , promote innovations and research in all areas of teacher education and facilitate dissemination of their results, and to promote the status of teacher education in the country. (c) to lay down norms, standards and guide lines for programmes of continuing education, professional development of teacher education and training and education of personnel of adult and non formal education. The Programme of Action (POA), 1992, builds upon the National Policy on Education (NPE), 1986, and provides further guidance and strategies for improving education in India, including teacher education at the elementary level. Here are the aims and objectives of teacher education at the elementary level, referencing the POA, 1992: Aims of Teacher Education at Elementary Level 1.    Holistic Development: The primary aim is to promote the holistic development of children by preparing teachers who can cater to their cognitive, emotional, social, and physical needs during their foundational years of schooling. 2.    Child-Centered Education: To adopt child-centered educational practices where teaching approaches are tailored to the individual learning styles, interests, and developmental stages of young learners. 3.    Pedagogical Competence: To develop pedagogical competencies among educators that encompass effective teaching methods, innovative instructional strategies, and appropriate assessment practices suitable for elementary education. 4.    Inclusive Practices: To ensure that teachers are equipped to implement inclusive education practices that accommodate the diverse abilities, backgrounds, and learning needs of all students, promoting equal access to quality education. 5.    Ethical Values and Professionalism: To instill ethical values, professionalism, and a commitment to educational equity among elementary school educators, fostering a positive and supportive learning environment. Objectives of Teacher Education at Elementary Level 1.    Foundational Knowledge: To provide teachers with a strong foundation in subjects such as language arts, mathematics, environmental studies, and social sciences, essential for effective teaching and learning at the elementary level. 2.    Early Childhood Development: To enhance teachers' understanding of early childhood development theories and principles, enabling them to create developmentally appropriate learning experiences and environments. 3.    Integrated Curriculum Design: To encourage teachers to design and implement integrated and interdisciplinary curriculum frameworks that promote holistic learning experiences and connect classroom learning with real-world contexts. 4.    Community Engagement: To promote collaborative partnerships between schools, families, communities, and local institutions to support children's educational and developmental needs, enhancing the overall quality of elementary education. 5.    Continuous Professional Development: To provide ongoing professional development opportunities for teachers, including workshops, seminars, and training programs, to update their knowledge, skills, and teaching practices in alignment with evolving educational trends and research. References to POA, 1992 The Programme of Action (POA), 1992, emphasizes several recommendations relevant to elementary teacher education: •    Quality Improvement: Advocates for enhancing the quality of elementary education by improving the quality of teacher education programs and enhancing teacher competence through rigorous training and professional development. •    Curriculum Reforms: Stresses the need for continuous curriculum reforms at the elementary level to make education more relevant, responsive, and reflective of national goals and societal needs. •     Educational Technology: Highlights the role of educational technology in transforming elementary education, promoting its integration into teacher education programs to enhance teaching-learning processes and student engagement. •     Teacher Preparation: Emphasizes the importance of comprehensive teacher preparation programs that equip educators with theoretical knowledge, practical skills, and hands-on teaching experience in diverse elementary school settings. •     Inclusive Education: Recognizes the importance of inclusive education policies and practices to ensure equitable access to quality education for all children, promoting diversity, inclusion, and respect for individual differences in the classroom. In summary, teacher education at the elementary level, guided by the Programme of Action (POA), 1992, aims to prepare competent, compassionate, and culturally sensitive educators who can effectively facilitate the holistic development and educational growth of young learners. By focusing on pedagogical excellence, inclusive practices, ethical values, and continuous professional development, teacher education programs contribute to building a strong foundation for children's future academic success and overall well-being. SELF CHECK EXERCISE-1 Q.1 What is a primary aim of teacher education at the elementary level according to the Programme of Action (POA), 1992? A)    Promoting subject expertise and specialization B)    Enhancing early childhood education C)    Implementing standardized testing practices D)    Introducing play-based learning methods Q.2 Which objective is emphasized in teacher education programs at the elementary level to support holistic development of children? A)    Development of basic literacy skills B)    Integration of educational technology C)    Athletic coaching certification D)    Promotion of child-centered education Q.3 Why does the POA, 1992, stress the importance of inclusive education in teacher education at the elementary level? A)    To reduce teacher workload B)    To enhance student engagement and creativity C)    To implement standardized assessments D)    To accommodate diverse learning needs Q.4 According to the POA, 1992, what is essential for elementary teachers to effectively support student learning and development? A)    Pedagogical rigidity B)    Understanding of early childhood development C)    In-depth subject specialization D)    Knowledge of adolescent psychology Q.5 Which aspect of teacher education is highlighted for elementary teachers according to the POA, 1992, to enhance teaching effectiveness? A)    Supervisory skills B)    Continuous learning and improvement C)    Classroom management techniques D)    Research methodology 5.4 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT SECONDARY LEVEL WITH REFERENCES TO POA, 1992 Teacher education at the secondary level, as outlined by the Programme of Action (POA), 1992, aims to prepare educators who can effectively teach and guide adolescents through their secondary education years. Here are the aims and objectives of teacher education at the secondary level, referencing the POA, 1992: Aims of Teacher Education at Secondary Level 1.    Subject Expertise: To develop teachers' deep and specialized knowledge in specific subjects taught at the secondary level, enabling them to impart comprehensive understanding and critical thinking skills to students. 2.    Pedagogical Excellence: To equip educators with advanced pedagogical skills and innovative teaching strategies that engage and motivate secondary school students, fostering active learning and intellectual development. 3.    Curriculum Adaptation: To prepare teachers to adapt curriculum frameworks to meet the diverse learning needs, interests, and abilities of secondary school students, ensuring relevance and alignment with national educational goals. 4.     Ethical and Professional Standards: To instill ethical values, professionalism, and a commitment to academic integrity among secondary school educators, promoting responsible teaching practices and positive role modeling. 5.    Preparation for Higher Education and Careers: To guide and support students in their academic and career aspirations through comprehensive guidance counseling, mentorship, and academic support services. Objectives of Teacher Education at Secondary Level 1.    Content Knowledge: To deepen teachers' understanding and proficiency in subjects such as mathematics, sciences, languages, social sciences, and vocational education, essential for effective teaching and student achievement at the secondary level. 2.    Pedagogical Skills Development: To enhance teachers' pedagogical competencies, including classroom management, instructional planning, assessment strategies, and differentiated instruction tailored to the diverse needs and learning styles of secondary students. 3.    Integration of Technology: To equip educators with skills in integrating educational technologies into teaching practices, enhancing instructional delivery, promoting digital literacy, and preparing students for a technology-driven world. 4.    Career and Vocational Education: To prepare teachers to deliver career-oriented and vocational education programs that equip secondary students with practical skills, competencies, and certifications aligned with industry standards and workforce demands. 5.    Holistic Development: To promote the holistic development of secondary students by fostering their intellectual, emotional, social, and physical well-being through inclusive educational practices and personalized support. References to POA, 1992 The Programme of Action (POA), 1992, provides several recommendations relevant to secondary teacher education: •    Quality Improvement: Emphasizes improving the quality of secondary education through rigorous teacher training programs, curriculum reforms, and continuous professional development to enhance teaching effectiveness and student learning outcomes. •    Curriculum Reforms: Advocates for flexible and dynamic curriculum frameworks that integrate interdisciplinary approaches, project-based learning, and real-world applications to engage and challenge secondary students intellectually. •    Educational Technology: Highlights the importance of integrating educational technology into secondary education to enhance instructional practices, promote interactive learning experiences, and prepare students for digital citizenship in the global context. •    Teacher Preparation: Stresses the need for comprehensive teacher preparation programs that combine theoretical knowledge with practical teaching experience, including internships, mentorships, and collaborative learning opportunities. •    Career Guidance and Counseling: Recognizes the role of secondary school educators in providing career guidance, counseling services, and personal development programs to support students' academic success, career readiness, and socialemotional well-being. In summary, teacher education at the secondary level, guided by the Programme of Action (POA), 1992, aims to prepare competent and committed educators who can effectively educate, mentor, and inspire secondary school students. By focusing on subject expertise, pedagogical excellence, ethical values, technological integration, and holistic student development, teacher education programs contribute to preparing students for higher education, careers, and active citizenship in an increasingly complex and interconnected world. SELF CHECK EXERCISE-2 Q.1 What is a primary aim of teacher education at the secondary level according to the Programme of Action (POA), 1992? A)    Enhancing early childhood education B)    Promoting subject expertise and specialization C)    Introducing play-based learning methods D)    Implementing standardized testing practices Q.2 Which objective is emphasized in teacher education programs at the secondary level to support career readiness among students? A)    Cultural sensitivity training B)    Integration of educational technology C)    Athletic coaching certification D)    Early childhood development Q.3 Why does the POA, 1992, stress the importance of curriculum adaptation in teacher education at the secondary level? A)    To reduce teacher workload B)    To enhance student engagement and creativity C)    To implement standardized assessments D)    To promote early childhood education Q.4 According to the POA, 1992, what is essential for secondary teachers to effectively support student learning and career guidance? A)    Pedagogical rigidity B)    Understanding of adolescent psychology C)    In-depth subject specialization D)    Knowledge of early childhood development Q.5 Which aspect of professional development is highlighted for secondary school teachers according to the POA, 1992? A)    Supervisory skills B)    Continuous learning and improvement C)    Classroom management techniques D)    Research methodology 5.5 AIMS AND OBJECTIVES OF TEACHER EDUCATION AT COLLEGE LEVEL WITH REFERENCES TO POA,1992 Teacher education at the college level aims to prepare educators who can meet the diverse educational needs of students in higher education institutions. Here are the aims and objectives of teacher education at the college level, with references to the Programme of Action (POA), 1992: Aims of Teacher Education at College Level 1.    Advanced Subject Knowledge: To develop deep and specialized knowledge in academic disciplines and subjects relevant to higher education, ensuring college educators are proficient in their respective fields. 2.    Pedagogical Excellence: To equip teachers with advanced pedagogical skills, instructional strategies, and assessment methods that enhance teaching effectiveness and student learning outcomes in college settings. 3.    Research and Scholarship: To cultivate a research-oriented mindset among educators, encouraging them to engage in scholarly activities, contribute to academic discourse, and promote a culture of lifelong learning. 4.    Curriculum Development: To empower teachers to design and develop innovative and interdisciplinary curriculum frameworks that align with academic standards, promote critical thinking, and prepare students for professional careers. 5.    Professional Ethics and Leadership: To instill ethical values, professionalism, and leadership qualities among college educators, fostering a commitment to academic integrity, equity, and social responsibility. Objectives of Teacher Education at College Level 1.    Subject Expertise: To deepen teachers' understanding and expertise in specific academic disciplines, enabling them to deliver comprehensive and rigorous instruction that meets the academic needs of college students. 2.    Effective Pedagogy: To enhance educators' pedagogical competencies in using diverse teaching methods, technology integration, and student-centered approaches to engage and support diverse learners in higher education settings. 3.    Educational Technology Integration: To equip teachers with skills in integrating educational technologies, digital resources, and online learning platforms to enhance teaching effectiveness, promote active learning, and support flexible learning environments. 4.    Assessment and Evaluation: To develop teachers' abilities in designing valid and reliable assessments, providing constructive feedback, and using assessment data to inform instructional practices and enhance student learning outcomes. 5.    Professional Development: To provide ongoing professional development opportunities for college educators, including workshops, seminars, and collaborative learning experiences, to stay updated with emerging trends, research findings, and best practices in higher education. References to POA, 1992 The Programme of Action (POA), 1992, provides several recommendations relevant to college-level teacher education: •    Quality Enhancement: Emphasizes improving the quality of higher education through rigorous teacher preparation programs, continuous professional development, and curriculum reforms that align with national educational goals and societal needs. •     Interdisciplinary Education: Advocates for interdisciplinary approaches in college curriculum design, encouraging collaboration across academic disciplines to promote holistic and integrated learning experiences for students. •     Educational Innovation: Highlights the importance of fostering educational innovation, creativity, and flexibility in college teaching practices to adapt to evolving educational landscapes and meet the diverse needs of learners. •     Research and Scholarship: Recognizes the role of college educators in advancing research and scholarship, promoting intellectual inquiry, and contributing to knowledge generation and dissemination in their respective fields. •     Leadership Development: Stresses the need for cultivating leadership qualities among college educators to promote institutional excellence, academic leadership, and effective governance in higher education institutions. In summary, teacher education at the college level, guided by the Programme of Action (POA), 1992, aims to prepare knowledgeable, skilled, and ethical educators who can foster academic excellence, promote innovative teaching practices, and contribute to the holistic development and success of students in higher education. By focusing on subject expertise, pedagogical excellence, research orientation, technological integration, and professional ethics, teacher education programs at the college level play a crucial role in shaping the future of higher education and preparing educators to meet the challenges of a rapidly changing world. SELF CHECK EXERCISE-3 Q.1 What is a primary aim of teacher education at the college level according to the Programme of Action (POA), 1992? A)    Enhancing early childhood education B)    Promoting subject expertise and specialization C)    Introducing play-based learning methods D)    Implementing standardized testing practices Q.2 Which objective is emphasized in teacher education programs at the college level to support student-centered learning? A)    Development of basic literacy skills B)    Integration of educational technology C)    Athletic coaching certification D)    Early childhood development Q.3 Why does the POA, 1992, stress the importance of research and scholarship in teacher education at the college level? A)    To reduce teacher workload B)    To enhance student engagement and creativity C)    To implement standardized assessments D)    To promote academic rigor and intellectual inquiry Q.4 According to the POA, 1992, what is essential for college teachers to effectively support student learning and career guidance? A)    Pedagogical rigidity B)    Understanding of adolescent psychology C)    In-depth subject specialization D)    Knowledge of early childhood development Q.5 Which aspect of professional development is highlighted for college teachers according to the POA, 1992? A)    Supervisory skills B)    Continuous learning and improvement C)    Classroom management techniques D)    Research methodology 5.6    SUMMARY Teacher education at the college level, as envisioned by the Programme of Action (POA), 1992, aims to equip educators with advanced subject knowledge, pedagogical excellence, and research skills necessary to meet the diverse needs of students in higher education. The primary goals include promoting subject expertise, fostering student-centered learning through innovative pedagogies and technology integration, and cultivating a culture of research and scholarship among educators. Additionally, teacher education programs emphasize continuous professional development, ethical leadership, and curriculum innovation to prepare college teachers for effectively guiding and supporting students' academic, personal, and career development. By focusing on these aims and objectives, teacher education at the college level aims to enhance the quality of higher education and contribute to the holistic growth and success of students in an evolving educational landscape. 5.7    GLOSSARY Education for All (EFA): A global movement and commitment to provide quality basic education to all children, youth, and adults. In the context of POA 1992, it emphasizes the need for universal access to education, especially for disadvantaged groups. National Policy on Education (NPE): Refers to the overarching policy framework that guides educational reforms and development in India. The POA 1992 is an implementation document of the National Policy on Education 1986, which aims to improve the quality of education and expand access. 5.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Enhancing early childhood education Answer2: D) Promotion of child-centered education Answer3: D) To accommodate diverse learning needs Answer4: B) Understanding of early childhood development Answer5: B) Continuous learning and improvement Exercise-2 Answer1: B) Promoting subject expertise and specialization Answer2: B) Integration of educational technology Answer3: B) To enhance student engagement and creativity Answer4: B) Understanding of adolescent psychology Answer5: B) Continuous learning and improvement Exercise-3 Answer1: B) Promoting subject expertise and specialization Answer2: B) Integration of educational technology Answer3: D) To promote academic rigor and intellectual inquiry Answer4: C) In-depth subject specialization Answer5: B) Continuous learning and improvement 5.9  REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 5.10    TERMINAL QUESTIONS Q.1 Explain how teacher education programs at the elementary level promote inclusive practices. Provide examples from the POA, 1992, that support inclusive education in elementary schools. Q.2 Explain the role of research and scholarship in college-level teacher education. How can educators contribute to advancing knowledge in their respective fields? Q.3 Examine the significance of career guidance and counseling in secondary-level teacher education. How can educators support students in making informed decisions about their future academic and professional pathways? Unit – 6   TEACHER AND TEACHING PROFESSION Structure 6.1    Introduction 6.2    Learning Objectives 6.3   Emerging Role and responsibilities of Teachers Self- Check exercise-1 6.4   Teachers Changing Role and responsibility Self- Check exercise-2 6.5  Summary 6.6   Glossary 6.7   Answers to Self Check exercises 6.8   References/Suggested Readings 6.9   Terminal Questions 6.1   INTRODUCTION “Teachers are literally the arbiters of nation’s destiny. It may sound a truism, but it still needs to be stressed that the teacher is the key to any educational reconstruction.” The role of the teacher and education in the reconstruction of society need no fresh emphasis. The trio, the teacher, the educational system and the society- have seldom come to terms about their respective deal- both independent and mutual. Nowhere, have the expectations been of a deeper and wider nature than in the case of educator. Again, no-where have they been so little explicit and undefined as in the case of teachers. Quite unconsciously, the educators are made to bear the scepter of responsibility; whether their beliefs and capabilities are commensurate with the nature and breadth of the task they are to execute remain undetermined. A fresh trainee remarked, “I have never been conscious of having a personal philosophy. I am aware now that a teacher has to have a philosophy of his own.” Teacher education courses are run in every society. That the teacher has consciously accepted his task of teaching in good and earnest faith is itself the first requirement. Only then can a teacher be a sincere and efficient worker. A teacher is supposed to deal with explanation and exposition of matter and ideas. His job is to theories, speculate, moralize and discover the most ‘general’ as well as the ‘unique’ causes and principles. He is conscious of the principles of human action and conduct. He elucidates the nature of reality, elucidates values, clarifies meaning and depends largely on languages and thought. He is faced with the dire need of application of philosophical principles, of criticisms of processes and products of learning; still he is ready to discover that propositions are merely hypothetical, that complaints and queries over a belief grow in a never ending variety and that truth, the ultimate reality is ever enchanting, to conclude is to stop, to doubt is to hope and continue to live. 6.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Describe the Emerging Role and responsibilities of teachers Explain the Changing Role and responsibilities of teachers 6.3    EMERGING ROLE AND RESPONSIBILITIES OF TEACHERS The role and responsibilities of teachers are inter-related and inter-dependent. The teacher is required to play different roles and even the same role changes over the years. The teacher’s roles also differ from one stage of education to another. To illustrate this, it may be said that the role of teachers working in primary schools cannot be equivalent with that of their counterparts in higher education. Similarly, the teachers of the ancient times were not playing the same role as being done by the teachers of today. Teacher’s responsibilities vary through ages and teachers are required to perform various functions according to the needs and requirements at different stages of education. But the teachers have to discharge a number of basic responsibilities irrespective of times and stages of education. The quality of nation depends upon the quality of its citizens; quality of its citizens depends more than any other features on the quality of their education. The quality of their education depends to a great extent upon the quality of their teachers. Dr. Radhakrishnan, our former president and chairman of the University Education Commission (1949) rightly observed, “The Teacher’s place in the society is of vital importance. He acts as the pivot for the transmission of intellectual traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning.” Teachers are therefore regarded as the custodians of the present as well as the future. They prepare the citizens to shape destiny of the country. They are therefore called the architects of the society and the makers of the mankind. They are actually the backbone of the educational system. The quality and standards of an education system largely depends on the quality, characteristics and commitment of the teachers to their profession. The education commission (1964-66) therefore pointed out, “For the qualitative improvement of education a sound programme of professional education of teachers is essential.” The National Policy on Education, 1986 and Revised NPE, 1992 laid emphasis on revamping Teacher Education Programme (TEP) for bringing about qualitative improvement in education. As a concrete step towards this end, the National Council of Teacher Education (NCTE) was set up by an act of parliament (No. 73 of 1993) and actually came into existence w.e.f. 17th August, 1995. Besides its objectives, the NCTE (1998) has said, “Education is a process of human enlightenment and empowerment for the achievement of better and higher quality of life, sound and effective system of education” results in unfoldment of learner’s potentialities and transformation of their interests, attitudes and values. Teacher education is a continuous process and its pre-service and in-service components are complementary to each other. Its programmes have to be reorganized and geared to the emerging needs of the society. Teacher education is based on the thesis, “teachers are made, not born” in contrary to the assumption, “Teachers are born not made”. Since teaching is considered an art as well as science, the teacher has to acquire not only knowledge but also skills that are called “Tricks of the Trade”. Like various professions, Teacher Education has assumed special significance and identity as an important profession. According to Good’s dictionary of Education (1959, p.550), “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”. Teacher Education is not only meant for teaching and the teacher how to teach but also to kindle his initiative to keep it alive to minimize evils of the “Hits and Miss” process and to save time, energy and money of the teacher and the taught. It would help the teacher to minimise his trouble and to discharge his responsibilities with efficiency and effectiveness. Teacher Education is no longer a training process but an education strategy for enabling teachers not only to teach successfully, but also to inspire and infuse the students with commitment and concern for their well- being. NCTE (1998, p.23) has pointed out that Teacher Education Programmes shall focus on competencies and commitment in much greater magnitude. It calls for bringing out a transformation in teacher preparation strategies as well as in behavioural challenges in pupils under their charge. Although the objectives of Teacher Education vary from one stage to another, the general aims of teacher education is to prepare right kind of teachers with adequate consciousness, conscience and concern for the society and individuals under his responsibility. CHALLENGES TO THE TEACHER “Teacher education is said to be very significant investment for bringing qualitative improvement in education. If a revolution in education has to be initiated, it is the teacher-education which can be taken as a starting point.” The teacher is the backbone of the society. He works for welfare of the nation. His functions affect eternity. Therefore teaching in order to be effective and successful must influence the thoughts and actions of pupils most remarkably and perceptibly. The successful teaching must be effective with the help of various modern media, means and methods. Gone is the age of “Talk and Chalk”. It may be concluded with an observation of the author Henery Von Dyke- “He (teacher) communicates his own joy learning and shares with boys and girls the best treasures of his mind. He lights many candles, which in later years will shine back to cheer him. This is his reward. Knowledge may be gained from books but the love for knowledge is transmitted only by personal contact. No one has ever deserved better of republic than the unknown teacher”. The modern society very hardly needs such teachers who are not only knowledgeable, but also good towards their students, committed to their profession and sincere in their efforts for doing good to the society. For success of democracy such teachers are invaluable assets and they can be really effective for bringing about desired social change and accelerating the speed of national reconstruction. The National Policy on Education, 1986 has rightly remarked, “The status of the teacher reflects the socio cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavour to create conditions, which will help, motivate and inspire teachers on constructive and creative lines. This shows the concern of the government of India about the role and functions of teachers and the need for providing high status and adequate facilities for enabling them to discharge their responsibilities with greater success. However teachers should take up the challenges and deserve themselves the respect and responsibility by acquiring the qualities of hand, head and heart by doing their best to realize the cherished goals of the nation. In conclusion, it may be pointed out that-A poor teacher informs An average teacher gives knowledge A good teacher explains A better teacher demonstrates An excellent teacher gives experience A great teacher inspires. SELF CHECK EXERCISE-1 Q.1   ……………was our former President and Chairman of the University Education Commission (1949). Q.2 Teacher –ethics is given weightage in- (a)    Teacher- training (b)    Teacher- education/ pedagogy (c)    Monitor system (d)    All the above 6.4    TEACHER’S CHANGING ROLE AND RESPONSIBILITY No better tributes have been paid to any man on earth than to the teacher. East or west, everywhere he has been respected and worshipped. If in ancient India he was remarked next to god, in the west he has been called the ‘architect of nation,’ the harbinger of the progress of culture,’ ‘the maker of man’ and the ‘maker of history’. God created man in the shape of his own image, the teacher fashions the child in the shape of his own image. Hence it is said, as the teacher, so is the child. The child, from the Hindu stand-point, receives second birth at the hands of the teacher. He receives the first birth, i.e. the physical birth from the parents. But it is the teacher who plays the most prominent role in molding the habits, tastes and the character of the pupils. Role and Responsibility As teacher plays the pivot role in any educational system. On him rests the failure or the success of the system. If the teacher are well educated and if they are intellectually alive and take keen interest in their job, then only, success is ensured. But if on the other hand, they lack training in education and if they cannot give their heart to their profession, the system is destined to fail. The roles and responsibilities of a teacher evolve with time and circumstance. It is impossible to give a rigid definition of either as they change constantly, though there are some roles and responsibilities that are common to all teachers throughout the education system. It is hard to know where the roles and responsibilities of a teacher should stop. There exists a misconception that the only skill required to be a teacher is the ability to teach, but it goes far beyond this. A teacher must be multi-faceted adapting to ever changing circumstance. Qualities and characteristics desirable in a teacher run hand in hand with basic responsibilities and it is difficult to separate them. Some of the roles of a teacher will be that of: Scholar Scholarliness, showing the knowledge and love of accuracy of a truly learned person (Chambers Dictionary) A sound knowledge of subject matter is required, but also the ability to relate specifies to generalities, facts to theories and theories to facts. To be capable of creative thinking and reasoning and integrate new knowledge. Communicator/Councilor/Guide A teacher must be able to pass on knowledge to another and convey it with clarity of speech. Question students thoroughly enough to know just how they see or are confused by an issue. To listen and empathize with students, respecting their views, feeling for them as an individual and getting to know their needs. The role of communicator is far reaching and encompasses all the qualities required to communicate effectively, patience, sense of humor, diplomacy and a respect for cultural diversity. A teacher must act as a councilor and guide, and in order to do this must be non-judgmental and objective, not letting their values affect how they treat students. They must offer help and support where they can, identifying the needs of the individual. Organizer/Planner Teachers must be able to organize their learning environment, whilst establishing some ground rules. They should provide adequate resources for the lesson plan the delivery of the subject matter and be aware of the need for flexibility, when as so often happens, things do not run according to plan. Administrator A teacher is responsible for administrative matters, be it that of the initial enrolment or the administration that is required throughout the duration of the course. Health and safety An example of this would be fire regulations and the pointing out of fire exits, and assembly points. Teachers are individually and collectively responsible for the safety of everyone whilst at the place of learning. Equal Opportunities Promoting equality of all, regardless of age, gender and culture. We need to examine our own behavior to see if we are discriminatory and politically correct. Special Needs A teacher should also be aware of students with special needs and advocate conditions for their success. A teacher is also responsible for designing, implementing and evaluating the educational program (planning, delivery and evaluation) In conclusion a teacher should possess a number of qualities, though it would be impossible for one individual to display them all. Each teacher is unique and their styles will differ greatly. To fully define the roles and responsibilities of a teacher would be an impossible task. The role of a teacher is indeed multi-faceted, adapting to the everchanging needs of the learner and educator. SELF CHECK EXERCISE-2 Q.1 The role and responsibilities for teacher were recommended by NPE. True/False 6.5    SUMMARY The teachers have a sacred responsibility for the total development of the children in all aspects professing democratic, secular and socialistic values in them. Therefore it is not enough that a student teacher is only equipped to meet the varied needs of pupils at school, what is required is that along with theoretical knowledge there should be greater emphasis on the practical aspects of the various components of teacher education so that it can be linked to the needs of the community and national development. in other words, an inductive teacher, in addition to acquiring the professional skills should also acquire necessary knowledge, skills and attitudes. For this it Is essential that any preservice teacher education programme must be designed and organized in such a way as to make for a substantial initiation into and an adequate preparation for different rules and functions. 6.6    GLOSSARY Facilitator: A teacher who guides students through active learning processes, encouraging critical thinking, collaboration, and independent exploration rather than simply delivering content. Coach: Teachers who provide personalized support and guidance to students, focusing on individual strengths and weaknesses to enhance learning outcomes. Mentor: Educators who build supportive relationships with students, offering guidance not only in academics but also in personal and social development. 6.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: Dr. Sarvpalli Radhakrishanan Answer2: (a) Teacher- training Exercise-2 Answer1: True 6.8  REFERENCES/SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 6.9    TERMINAL QUESTIONS Q.1 Enumerate the Teacher’s changing role and responsibilities. Q.2 Discuses the Challenges to the Teachers in the field of education. Unit – 7   CONCEPT OF PROFESSION Structure 7.1    Introduction 7.2   Learning Objectives 7.3   Teaching as a Profession Self- Check Exercise-1 7.4   Professional Ethics and Code of Conduct for Teachers Self- Check Exercise-2 7.5  Summary 7.6   Glossary 7.7   Answers to Self Check Exercises 7.8   References/ Suggested readings 7.9   Terminal Questions 7.1    INTRODUCTION Profession means an occupation, vocation or employment. In other words it is a way for earning live. It is a very broad term to cover most of occupations, but it is very specific related to specific job or vocation. Teaching profession is related to teaching job. In this profession a teacher tries to impart knowledge, develop skills and attitude towards his students. Teaching is considered as noble profession. Now a day’s Teacher’s Professional development is an important issue in the area of teacher education. There should be professionalization of teaching at every level i.e. from Primary stage to the higher education. Teacher should develop his professional excellence. There are some fundamental questions related to the professional development such as what is teaching profession? How is it different from other professions? Up to what extent teaching can be accepted as a profession? What are the ways and means for professional development? How can professional development be measured? 7.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Define and ExplainTeaching as a Profession Understand theProfessional Ethics and Code of Conduct for Teachers 7.3    TEACHING AS A PROFESSION “A profession is a vocation or occupation requiring advanced training in some liberal art or science, and usually involving mental rather than manual work, as teaching, engineering, writing etc.” It is universally felt that like all other professions, the teaching profession should also have its own Code of Professional Ethics which indeed is a pre-requisite to ensure its dignity and integrity. It is also significant that the Right of Children to Free and Compulsory Education Act, 2009 entrusts teachers with some onerous professional responsibilities to be internalized by them in the performance of their duties. Accordingly, it is considered necessary that the Code of Professional Ethics be evolved and adopted by the teaching community. For the purpose of this Code, the term “teacher” covers all school teachers, whether in government or private schools, on fulltime or part-time basis, at the elementary and secondary levels and the teachers holding administrative and supervisory positions The Code of Professional Ethics for teachers provides a framework of principles to guide them in discharging their obligations towards students, parents, colleagues and community. Increased awareness of the ethical principles governing the teaching profession is essential to ensure ‘professionalism’ among teachers. Preamble — Recognizing that every child has a fundamental right to education of good quality; — Recognizing that every child has an inherent potential and talent; — Recognizing that education should be directed to the all round development of the human personality; — Recognizing the need for developing faith in the guiding principles of our polity, viz., democracy, social justice and secularism; 6 — Recognizing the need to promote through education the concept of composite culture of India and a sense of national identity; — Recognizing that teachers, being an integral part of the social milieu, share the needs and aspirations of the people; — Recognizing the need to enhance self-esteem of teachers; — Recognizing the need to organize teaching as a profession for which expert knowledge, specialized skills and dedication are pre-requisites; — Recognizing that the community respect and support for the teachers are dependent on the teachers’ professionalism; and — Recognizing the need for self-direction and self-discipline among members of the teaching community, the present Code of Professional Ethics for school teachers is an attempt to provide direction and guidance to the teachers in enhancing the dignity of their professional work. Meaning of Profession In very simple words it is way of earning livelihood. It is very broad term to cover most of the Occupations, but it is very specific related to specific job or vocation. Teaching profession is related to teaching job. The profession can be stated as job-role of teaching. Teaching profession requires education and training for job role. In this profession a teacher tries to impart knowledge, develop skills and attitudes towards his students. Teaching is considered as noble profession. There are several professions which have different job roles. Webster’s new collegiate Dictionary defines the profession as follows: A calling requiring specialized knowledge often long and intensive academic preparation. The whole body of persons engaged in a calling. Oxford English Dictionary defines a profession as, “An avocation in which a professional knowledge of some department of learning which is used in the application to the affairs of in practice of an art founded on it.” Characteristics of a Profession The following are the major characteristics of a Profession: •      It has long term education and training for a job-role. •      It should cater the needs of the society, nation and personal priority is to given to his own job. •     There should be social accountability. •     There should be some ethical norms or considerations. •     There should be a professional association. •     There should be autonomy and self regulations. •     There should be freedom to charge reasonable fee for the service. Teaching is one of the few professions in which a person starts working as a full fledged professional soon after obtaining the professional qualification and sometimes even without this qualification engineers, doctors, business managers and even the IAS personnel are not allowed to function as a full fledged professional until they have undergone intensive education and training in their respective fields after completing the entry requirements of their job. As a consequence of scientific and technological advancements there has been not only explosion in knowledge but these have also brought about social consciousness and awareness of the need and importance of education. This has resulted in the horizontal and vertical expansion of education leading to expansion in the aims and objectives of education and thereby expansion in the curriculum and tasks and functions of the teachers. Today the teachers are not only expected to reach their subjects effectively to their students, they are also expected to contribute to the development of the student’s personality, to building up right attitudes, to stimulate and inspire students for free independent thinking, to function as responsible citizens, to enable them to face the problems of life. Teaching as a profession implies that candidates who have joined teaching, he should take it as vocation that he has the aptitude of teaching. Teaching skills can be developed with the help of feedback devices. It involves more than job skills and aptitude of teaching. There are some ethical considerations and social accountability and responsibility. He should look like a teacher and behave like a teacher. It is said that a teacher has no private lifelike other profession. He should be an ideal person of a society as his students follow or imitate to a teacher. He is an architect of young generation. Education is the creature and creator of the society. Education is a powerful instrument for social change and social control. Thus a teacher has a great responsibility of a society as well as the nation. Teaching as profession consists of teaching aptitude, teaching skills, social responsibility. These factors should be included and awareness can be provided about the teaching profession. Teacher’s professional development is an important issue in the area of teacher education. It is stated in several ways. There should be professionalization of teaching at every level i.e. from primary stage to the higher education. Teachers should develop his professional excellence. There are some fundamental questions related his professional development such as what is teaching profession? How is it different from other professions? Up to what extent teaching can be accepted as a profession? What are the ways and means for professional development? How can professional development be measured? SELF CHECK EXERCISE-1 Q.1 Teaching professional norms are developed by…………. in our country. Q.2 An ideal teacher should possess the following characteristics: (a)    Love his students (b)    Lived in his mind (c)    Caught his clear accents (d)    All the above. 7.4 PROFESSIONAL ETHICS AND CODE OF CONDUCT FOR TEACHERS Like all important professions, teaching profession should have its own professional ethics which is one of the basic requirements and characteristics. There should be a code of conduct or professional ethics which can guide the teachers’ conduct and behaviour in their institutions and outside. A code of professional ethics when properly enforced enhances the power, prestige and status of the teacher in particular and the teaching profession as a whole. Particularly, teachers’ organization should formulate and enforce this in their own interest and for improving the quality of education. The constructive progress in this direction can develop a positive attitude of the teacher as well as of the society towards the teaching profession. This can ensure development of a high degree of recognisation, regard and social status of the professional so that true professionalism can emerge in the long-run. Although in India professions like Law and Medicine have their own code of Conduct being enforced by the agencies namely the Bar Council and the Medical Council, teaching profession has not yet accepted such a code of conduct. But the teaching profession has a long and hoary heritage and maintained high moral values through ages. Even though it has not evolved and enforced a code of professional ethics. It has been based on a set of ethical values like love, affection, sympathy, help and cooperation towards students since time immemorial. These ethical value need to be articulated and formalized in a written document which can be implemented by the teachers themselves and honoured by the society in general. The unwritten code of professional ethics which should not remain only at a philosophical level, but be transacted in to practical action by all means. According to S. Sreedhara Swamy(1992)p.25), “Formulation of a code of professional ethics for teachers and voluntary enforcing it on the members, is one area which has almost completely neglected by the professional organizations of teachers in the country. The All India Federation of Educational Associations, the All India Federation of University and College Teachers’ Organizations’ and a few state level organizations made certain attempts to evolve a code of Ethics, most of which remained on paper. No serious attempt has been made to enforce it on their members. With the vast increasing number of educational institutions at all stages again under code of professional ethics. Teachers are working not only in every large number but also have different interests and service conditions. It is often found that many teachers indulge in activity not conducive to their status and dignity. The National Policy on Education (1986,p.25) laid down, “National level associations of teachers could prepare a code of professional ethics for Teachers Education, NCERT, New Delhi organized a national workshop in November 1986 at Hyderabad which developed a draft code of professional ethics defining the duties and responsibilities of teachers, parents and administrators for effective enforcement. The preamble of this code inter-alia says that the teachers of India are determined to organize teaching as a profession requiring expert knowledge, specialized skill and sense of individual and committed to self-direction and self-disciplined, have resolved to adopt this Code of Professional Ethics and enforce it on themselves voluntarily to practice their profession according to the highest ethical standards. The salient features of this code are as follows: (a)    The teacher shall treat all students with impartiality, and help the students in their intellectual, physical, social, emotional and moral development and character formation and shall promote scientific temper, a spirit of enquiry and creative self-expression. (b)    The teacher shall seek to establish friendly and cooperative relations with parents provide information to parents regarding the attainments and shortfalls of their children and strive to promote effective parent-teacher association. (c)    The teacher shall strive to develop the educational institutions as a community and human resource development centre strive to fight fissiparous tendencies based on religion, region, language and separatist tendencies and shall refrain from interfering in the local factional politics. (d)    The management and the educational administrators shall be just fair and impartial in matters like recruitment and promotion of teachers, admission and promotion of students: shall provide the needed resources and infrastructure facilities in schools, ensure fair service condition to teachers and involve teachers in planning and decision-making. (e)    The teacher shall be aware of legislative enactments, rules and regulations governing educational policies cooperate with the head of the institutions, the management and educational administrators. (f)    The teacher shall seek and participate in programme of continual professional growth like in-service education, seminar, symposia and shall be ever willing to assist his colleagues who are new entrants to the profession. (g)    The teacher shall be a member of a professional organisation, pay her/his dues regularly, participate as a matter of right in the formulation of policies, contribute to strengthen the unity and solidarity of the professional organisation and observe its code of behaviour and discipline. The workshop recommended that Teachers’ Organisations’ after adopting the code Professional Ethics have to evolve suitable machinery and procedures for its observance. Professional Ethics of Teachers Teacher’s, who consider their job as a profession, work only for pay cheque. Their work is considered useful for their own sake. Since perchance they have occupied a professional chair they try for their own good, at the cost of others. But our culture heritage proves that true teachers are those who consider their job as honourable. Their activities become honourable only when they work with a sense of self-fulfillment and self-realization. George Herbart Palmer ones rightly said.“If Harvard does not pay me to teach. I would gladly pay Harvard for the privilege of teaching.” This should be professional person, should not work with pecuniary motives, but with a sense of education for the cause of education. “He must be a man helping his brothers, a child leading other children, a light kindling other lights, as awakened soul awakening other souls.” To follow professional value in its right perspective, a teacher must learn to teach. To influence and to show good examples to others. He must follow a code of ethics and maintain high professional standards. The teacher should take a pledge to follow the code of ethics which may bring credit to the entire profession. The following code may be suggested which each teacher should understand and should try to adopt as his professional ethics: Towards Students: It shall be our primary duty to understand them, to be just, courteous, to promote a spirit of enquiry, fellowship and joy in them, not to do are say anything that would undermine their personality, not to exploit them for personal interests and to set before them a high standard of character, discipline and personality. Towards Profession: it shall be our primary duty to be sincere and honest to our work and to go thoroughly prepared to the class, to endeavor to maintain our efficiency by study and other means; not to do or say anything which may lower our prestige in the eyes of our students; not to write or encourage the use of help-books; not to exert any pressure upon students or their parents to engage private tuition, not to act as an agent or accept commissions and other compensation for recommending books. Towards Society: It shall be our primary duty to set an example in citizenship, to endeavor to promote the public good, to upload the dignity of our calling on all occasions, to size up the demands and aspirations of the society, to be dynamic leaders when required and to be ideal followers when desired. Teacher’s Union: Teacher’s unions can also play a very significant role in creating an atmosphere in which shirkers and other people with doubtful intentions may not find a congenial environment. Unions should create a public opinion which should serve as an adequate sanction against such unsocial acts. Now teachers unions are merely used as a forum for ventilating their grievances and otherwise trying to promote service conditions. 1.    Obligations towards Students •      Treats all students with love and affection. •     Respects the value of being just and impartial to all students irrespective of their caste, creed, religion, sex, economic status, disability, language and place of birth. •      Facilitates students’ physical, social, intellectual, emotional, and moral development. •     Respects basic human dignity of the child in all aspects of school life. •     Makes planned and systematic efforts to facilitate the child to actualize his/her potential and talent. •     Transacts the curriculum in conformity with the values enshrined in the Constitution of India. •     Adapts his/her teaching to the individual needs of students. •     Maintains the confidentiality of the information concerning students and dispenses such information only to those who are legitimately entitled to it. •     Refrains from subjecting any child to fear, trauma, anxiety, physical punishment, sexual abuse, and mental and emotional harassment. •     Keeps a dignified demeanour commensurate with the expectations from a teacher as a role model. 2.    Obligations towards Parents, Community and Society •      Establishes a relationship of trust with parents/guardians in the interest of all round development of students. •     Desists from doing anything which is derogatory to the respect of the child or his/her parents/guardians •     Strives to develop respect for the composite culture of India among students. •     Keeps the country uppermost in mind, refrains from taking part in such activities as may spread feelings of hatred or enmity among different communities, religious or linguistic groups. 3.    Obligations towards the Profession and Colleagues •     Strives for his/her continuous professional development. •     Creates a culture that encourages purposeful collaboration and dialogue among colleagues and stakeholders. •     Takes pride in the teaching profession and treats other members of the profession with respect and dignity. •     Refrains from engaging himself/herself in private tuition or private teaching activity. •     Refrains from accepting any gift, or favour that might impair or appear to influence professional decisions or actions. •     Refrains from making unsubstantiated allegations against colleagues or higher authorities. •     Avoids making derogatory statements about colleagues, especially in the presence of pupils, other teachers, officials or parents. •     Respects the professional standing and opinions of his/her colleagues. •     Maintains confidentiality of information concerning colleagues and dispenses such information only when authorized to do so. SELF CHECK EXERCISE-2 Q.1 Which of the following best describes the role of a teacher in maintaining professional ethics? A)    Upholding confidentiality of student information B)    Dictating strict classroom rules C)    Exercising authoritarian control over students D)    Promoting competition among students Q.2 What does professional ethics require teachers to prioritize in their interactions with students? A)    Favoritism towards certain students B)    Fairness and impartiality C)    Punishment for academic underperformance D)    Strict adherence to rules without exceptions Q.3 Why is it important for teachers to maintain professional boundaries with students? A)    To receive gifts from students B)    To build strong personal relationships C)    To avoid conflicts of interest D)    To enforce disciplinary actions effectively Q.4 Which action demonstrates a breach of professional ethics in teaching? A)    Providing extra help to struggling students B)    Fostering a positive learning environment C)    Using inappropriate language with students D)    Encouraging student participation in class Q.5 What does the code of conduct expect teachers to prioritize in their professional conduct? A)    Promoting academic competition among students B)    Respecting students' cultural backgrounds C)    Ignoring student emotional well-being D)    Punishing students for minor infractions 7.5    SUMMARY This code of professional ethics for Teachers (CPET) may not be taken as mandatory until it is duly adopted by the national level teachers’ organisation in the country and properly recognised by the Government at the state and national levels. The above CPET was developed after examine several code developed by Teachers’ Organisations in India and Abroad. And the NCERT has discussed the draft in various workshops organised during the last three decades. The draft CPET has also been supplied to teachers for their awareness and guidance. It is imperative that various provisions and postulates of the CPET are discussed by teachers and strategies are developed for its implementation in different phases. The CPET should be mainly regarded as a self-directing and self-disciplining rules and conduct which can help not only in improving the role and responsibility of teachers, but also in promoting professionalism and excellence in teaching. 7.6    GLOSSARY Confidentiality: Respecting and safeguarding sensitive information shared by students, parents, and colleagues within the educational setting. Fairness: Treating all students equitably and impartially, without favoritism or bias based on personal characteristics. Professional Boundaries: Maintaining appropriate relationships with students, colleagues, and parents that prioritize professional roles and responsibilities. 7.7    ANSWERS TO SELF CHECK EXCERCISES Exercise-1 Answer1: NCTE Answer2: (d) All the above. Exercise-2 Answer1: A) Upholding confidentiality of student information Answer2: B) Fairness and impartiality Answer3: C) To avoid conflicts of interest Answer4: C) Using inappropriate language with students Answer5: B) Respecting students' cultural backgrounds 7.8    REFERENCES/ SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 7.9  TERMINAL QUESTIONS Q.1   Enumerate the components of professional ethics. Q.2 Indicate the code of ethics of teaching profession. Unit-8     ROLE AND RESPONSIBILITIES OF TEACHERS AND TEACHER EDUCATORS Structure 8.1     Introduction 8.2   Learning Objectives 8.3   The Ways Teachers Can Lead Self-Check Exercise-1 8.4   Contribution of Teacher Educators Self-Check Exercise-2 8.5  Summary 8.6   Glossary 8.7   Answers to Self Check Exercises 8.8   References/ Suggested readings 8.9   Terminal Questions 8.1   INTRODUCTION “Teacher Educators Can Only Improve Teacher Quality” The very fact that teaching is a profession entails that teaching is a specialized activity for which specialized knowledge/ training is required through specialized institutions. A good institution will produce individuals who will be devoted to the profession and make their mark in the activities organized by them while going to the field. If examples with respect to engineering and medical institutions in India and abroad are considered, one will agree that the onus of getting good teachers lies on the institution that prepares the professionals. Further the institutions alone do not matter much; it is the teachers in the institutions who produce desired individuals. Teacher educators are responsible for producing quality teachers. Harvey (1993) and Atwood (2007) point out that Quality processes tend to focus on ‘core’ aspects of education such as learning-teaching and course organization. In other words teacher educators’ way of organizing theoretical framework, practical sessions and skills development programme affect the future teachers. The activities suggested during training are carried to the classroom teaching in the schools. Researchers like McAffrey et.al. (2003), Rivkin et.al. (2005) and Rockoff (2004) found that teachers have a significant impact on the achievement of the students. However, research studies are jejune to provide answer to the question if the teacher educators directly affect the teachers’ classrooms behaviour or management of activities in the schools. Reasons for this could be many. Teacher educators have never taken the aspect of professionalism very seriously. They have been criticizing the process of teacher education rather than providing answer to problem faced by them. However, NCTE was established in 1993 by the Act of parliament to give the tinge of professionalism to teacher preparation programme. Unfortunately instead of mending the system it caused some damage to the programme of teacher education. Obvious reason was lack of insight on the part of teacher educators to provide a good model of teacher education. Till date they have not been able to envision a good model of teacher education programme. Existing teacher education problems were further aggravated by the privatization of teacher education institutions. Teacher educators never accepted the private enterprise in teacher education programme though they had been party in recognizing the private teacher education institutions (through NCTE) for the sake of fringe benefits bestowed by the private players. The situation deteriorated to such an extent that at particular time a committee was constituted by the Ministry of Human resource Development to scrap the regulatory body of teacher education (NCTE). The situation was saved after a great hue and cry made by some right thinking teacher educators to reverse the decision. The developments like these have made it mandatory for the teacher educators to put their heads together and give a little thinking to their role in the changed set up under Liberalization, Privatization and Globalization. 8.2    LEARNING OBJECTIVES After completing this Unit, the learners will be able to Explain the Ways Teachers can lead Understand the contribution of Teacher Educators 8.3    THE WAYS TEACHERS CAN LEAD The ways teachers can lead are as varied as teachers themselves. Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. 1.    Resource Provider Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools. 2.    Instructional Specialist An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies; explore which instructional methodologies are appropriate for the school; and share findings with colleagues. 3.    Curriculum Specialist Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments. 4.    Classroom Supporter Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co teaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. 5.    Learning Facilitator Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. 6.    Mentor Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional. 7.    School Leader Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. 8.    Data Coach Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction. 9.    Catalyst for Change Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. 10.    Learner Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve. Roles for All Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers. SELF CHECK EXERCISE-1 Q.1 Professional commitment and enthusiasm are essential for performing their responsibility. TRUE/FALSE Q.2 The professional ethics is theoretical as well as……………… 8.4    CONTRIBUTION OF TEACHER EDUCATORS The teacher educators have much to contribute to the development of quality amongst the teachers. It is high time that they understand their role rather than simply criticize the system in the name of NCTE. If they do not contribute, they will move from the current marginalized status to the one of irrelevance. They will have to respond at both conceptual/empirical and pedagogical levels (Liston et.al. 2008). The first and foremost thing is that they will have to accept the existing realities of the world. Privatization has entered educational system and they cannot deny it at any cost. A large number of men and women aspire to get degree or diplomas in teacher education to join teaching or jobs similar to teaching. The existing teacher education colleges or the University departments of education cannot accommodate all the aspirants. The nation at such a juncture will have to depend on private participation in education system of the country. Further the Mass Education does not Necessarily Mean the End of Quality. Simply harping on the tune of deterioration of standards due to the gap in demand and supply will not serve any purpose. Teacher education programme in India has never been based on demand and supply phenomenon. There have always been a good number of participants who never joined teaching after earning a degree or diploma in education. It has generally been observed that objective of many women in getting admission to teacher education programme has been to earn a certificate for future employment. Many women join teaching even after a decade of getting professional degree in wake of their personal or family problems. In such a situation there is a need to draft teacher education courses that have totally specialized knowledge, specialized skills and inherent code of ethics. It can be done by having good theoretical base. Instead of depending on Philosophy, psychology or such other subjects they should bring up a body of knowledge that the future teachers start philosophizing or thinking psychologically to find solution to their classroom problems. Also the teacher educators should start devising the knowledge akin to the discipline of education. For example over the years the education has developed its own vocabulary like learning styles, thinking skills etc. Secondly, the teacher educators will have to delve on specialized skills that add quality to the professional functioning. Such skills mean having hard, technical expertise along with softer interpersonal capabilities. Skills of quality teaching and quality assessment are most desired. Quality teaching skills involve the process of making students work hard and become independent learner. For example posing a problem before the learners and helping them find solutions to these problems is a skill and such skills need to be developed in the teacher trainees. Similarly the teacher trainees have to be trained in quality assessment procedure. This type of assessment requires the trainees to assess the students with respect to their thinking process and learning styles. In the same manner, the skills related to feed back have to be developed amongst future teachers so that the feedback is accepted open mindedly by the students and they improve upon. Thirdly teacher educators should envision functions other than teaching by making teacher education degree/ diploma broad based with respect to changing times. Many dimensions with specializations will have to be added since the future teaching will not be limited to classroom teaching alone. Students will not depend upon teachers to seek knowledge about subject matter. They will be finding better transmitter of knowledge in media. However, they will not be able to negate the teachers. They will require help of the teachers to solve their day-to-day learning or behavioural problems. The students who will not be able to have access to schools will look for teachers get self learning material to suit their learning styles. Not only students, even the parents of the students will seek indulgence of teachers in achieving their aspired goals. Above all the future schools will be having trauma centers on their campus and will depend upon teachers’ skills to solve various issues related to behavioural problems of students. All such issues cannot be ignored by the teacher education programme if it has to suit the demands of the society. Therefore teacher educators will have to design course curricula to accommodate such functions of the teachers. Specializations like Public Relationing, Parent Counseling, Behavioural Therapy, Developing e-learning material etc. will have to be included in the course curricula of teacher education. All such dimensions have to be added to the teacher education courses if these courses have to exist in the future. Otherwise there is very likelihood that these courses will lose their credibility to the global societal needs. Fourthly, the whole nature and process of teacher education will have to be worked out differently. Existing teacher education programme is divided in two different academic papers and sections. Usually the academic papers are Principles of Education and Educational Psychology etc. While teaching these courses, the teacher educators emphasize information aspect only (having no relevance to classroom teaching or school problems). The student teachers are never taught ‘how to use the information for solving problems related to school education in general and teaching in particular’. Keeping in view the limitations of discipline oriented approach the teacher educators should visualize Problem oriented approach. A comprehensive list of various problems faced by various functionaries be developed through field based working. The student teachers should be asked to find out workable solutions to the problems. The purpose of teacher education should be development of problem solving skills rather than imparting knowledge alone. This is possible by having flexible, experience based, process oriented teacher education programme; wherein the student teachers are trained in analyzing the problem, developing hypotheses, collecting relevant data and drawing conclusions. Later the student teachers discuss these conclusions with large group to work on the solutions in simulated set up. Such a Project based teacher education programme will help in establishing credibility of teacher education programme. Let the apex institution like NCTE work with a vision to metamorphose the existing teacher education programme. Fifthly, the teacher educators will have to organize their research as per the needs of the society and the market forces. Liston et.al. (2008) in his editorial pointed out that “Teacher quality research emerges from different conceptual lenses, some less familiar to educators (e.g., labour economies). It is important to grasp varied theories of action implied and to analyze assumptions and values in different research designs.” To put it in simpler words, it connotes that research process and research problems in education should be such that these solve societal problems from different angles. For example the society in India at present is being faced with problems like violence by schools students, sex linked problems at primary stage, aspiration of parents that their child should lead the class in every activity, going for tuitions even at pre-primary level, etc. The answer to such problems is not simple. It involves knowledge of sociology, psychology as well as economics. The teacher educators need to get all essential knowledge to take up the issue and find workable solutions. After all it is the teacher educators who teach about the nature of the child and work directly in the field. Teacher educators play a pivotal role in shaping the future of education through their significant contributions: 1.    Pedagogical Expertise: Teacher educators impart deep knowledge of educational theories, teaching methods, and curriculum development to prospective teachers. They equip them with essential skills to create engaging and effective learning experiences. 2.    Professional Development: They facilitate continuous professional development for practicing teachers, keeping them updated with the latest research, pedagogical techniques, and educational trends. This ensures teachers remain competent throughout their careers. 3.    Mentorship and Support: Teacher educators serve as mentors and advisors, offering guidance and support to teachers at various stages of their careers. They help teachers navigate challenges, refine teaching strategies, and foster a supportive professional community. 4.    Curriculum Innovation: They contribute to the development and refinement of teacher education programs and curriculum frameworks. Teacher educators integrate innovative practices and emerging educational technologies into teacher training to prepare educators for diverse classroom contexts. 5.    Research and Scholarship: Teacher educators engage in educational research, conducting studies that inform teaching practices and contribute to the advancement of educational knowledge. They encourage teachers to integrate research-based strategies into their classrooms. 6.    Advocacy and Leadership: Teacher educators advocate for policies that support quality education and teacher professionalism. They lead initiatives aimed at improving educational outcomes, promoting equity, and addressing systemic challenges in education. 7.    Collaboration and Networking: They foster collaboration among educators, schools, and educational institutions. Teacher educators facilitate networking opportunities that promote knowledge sharing, collaboration on educational projects, and community engagement. 8.    Promotion of Reflective Practice: Teacher educators encourage reflective practice among teachers, promoting critical self-assessment and continuous improvement. They help teachers analyze their teaching methods, assess student learning outcomes, and adapt instructional strategies accordingly. SELF CHECK EXERCISE-2 Q.1 What is a primary role of teacher educators in shaping future educators? A)    Conducting research in educational psychology B)    Providing mentoring and support to teachers C)    Administering standardized tests to students D)    Monitoring school infrastructure Q.2 How do teacher educators contribute to curriculum development? A)    By organizing school events and extracurricular activities B)    By conducting research studies on educational trends C)    By developing innovative teaching strategies and methods D)    By overseeing school finances Q.3 What role do teacher educators play in professional development? A)    Managing school administrative tasks B)    Facilitating continuous learning for teachers C)    Setting national educational policies D)    Evaluating student academic performance Q.4 Why is research and scholarship important for teacher educators? A)    To organize field trips for students B)    To advance knowledge in educational practices C)    To coordinate school transportation services D)    To design playground facilities Q.5 What is a key area of advocacy for teacher educators? A)    Selling educational resources to schools B)    Promoting policies that support teacher professionalism C)    Designing school uniforms D)    Implementing classroom seating arrangements 8.5    SUMMARY The professional ethics is theoretical as well as practical. Ethics in any profession, including teaching, involves not only understanding the theoretical principles and standards but also applying them in real-world scenarios and daily practice. This practical application ensures that ethical principles are upheld in interactions with students, colleagues, parents, and the broader educational community. Therefore, while theoretical knowledge provides the framework, practical implementation is essential for maintaining professional integrity and fostering trust and respect within the profession. Teacher educators play a multifaceted role in enhancing the quality of education by preparing, supporting, and empowering teachers. Their contributions span pedagogical expertise, professional development, mentorship, curriculum innovation, research, advocacy, leadership, collaboration, and promotion of reflective practice, all aimed at fostering effective teaching and learning practices in schools and educational institutions. In short it is suggested that instead of criticizing or finding faults with the Apex body of teacher education (NCTE), let the teacher educators work with a vision and extend helping hand to the NCTE. The objective of the NCTE is to produce quality teachers. Since the NCTE does not have its own staff, it depends totally on the services rendered by teacher educators employed in the Universities and colleges. Also the personnel heading NCTE belong to us. They had been part of the Universities or colleges. The major question is – should we criticize our colleagues because all of us are unable to visualize and perform our own role? The role of teacher educators today is to mend the existing system with vision to help teacher education grow as a profession and produce quality teachers for schools. 8.6    GLOSSARY Teacher Educator: An academic professional who prepares and supports prospective and practicing teachers through various stages of their careers. Pedagogical Expertise: Specialized knowledge and skills related to teaching methods, instructional strategies, and curriculum development. Professional Development: Continuous learning and training activities designed to enhance teachers' knowledge, skills, and effectiveness in the classroom. Mentorship: Guidance and support provided by experienced educators to novice teachers, focusing on professional growth and development. 8.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: TRUE Answer2: practical Exercise-2 Answer1: B) Providing mentoring and support to teachers Answer2: C) By developing innovative teaching strategies and methods Answer3: B) Facilitating continuous learning for teachers Answer4: B) To advance knowledge in educational practices Answer5: B) Promoting policies that support teacher professionalism 8.8    REFERENCES/ SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 8.9    TERMINAL QUESTIONS Q.1 Describe the role of teacher educators in the field of education. Q.2 Describe the essential responsibilities of teacher in relation to his students. Unit-9     TEACHER APPRAISAL AND ACCOUNTABILITY Structure 9.1    Introduction 9.2   Learning Objectives 9.3   Facilities for Better Performance Self-Check Exercise-1 9.4   Accountability Self-Check Exercise-2 9.5   Appraisal of Performance Self-Check Exercise-3 9.6  Summary 9.7   Glossary 9.8   Answers to Self Check Exercises 9.9   References/ Suggested readings 9.10  Terminal Questions 9.1   INTRODUCTION It is very interesting as well as inspiring to not that the participants of the Joint National Level Organisation Programme in educational Planning and Administration for College Principals organised at NIEPA during the period September 5-23,1988 have asked question and responded almost adequately, “if in the field of education the students are being assed at every step, there is no logical reason why we should not be evaluated? It is argued that the teachers are appointed according to their qualification, and then is it worthwhile to undergo the process of evaluation? But let us not forget that evaluation is for the professional advancements, proper motivation should be given to him, and better opportunities should be provided for improvement. Every teacher must realise that evaluation is in his own interest as also in the interest of the students and thereby of his college. Evaluation thus is linked with professional development” (NIEPA, 1988). Teaching is the basic duty and function of every teacher. Research and Extension Activities are at present regarded as the second and third dimensions to their work. A teacher’s research output can be evaluated with the help of quantitative and qualitative indicators or criteria. Similarly the number of extension activities participated and the duration of time devoted can the measure of teachers’ work in this connection. In the same manner students, assessment and innovations in teaching techniques and methods may be taken as qualitative indicators and whereas the number of classes taken by the teacher may determine his performance quantitatively. 9.2    LEARNING OUTCOMES After completing this Unit, the learners will be able to; Enumerate the Facilities needed for Better Performance of teacher educators Understand the Accountability of teacher educators Explain the Appraisal of Performance 9.3    FACILITIES FOR BETTER PERFORMANCE An individual or a teacher for that matter manifests his or her best only when he or she is conscious of his or her concern and accountability to the profession, to the institution and to the students. And this sense of commitment and this sense of accountability must be reflected in his/her thought, word and deed. Accountability involves responsibility with readiness to justify the action. In our complex and multilayered social structure, it is very difficult to make the uniform application of accountability code. But by the large, accountability of the education system is correlated to the performance of teachers and others concerned. There has been phenomenal growth of system in general and in the number of teachers in particular. There has been phenomenal growth of the system in general and in the number of teachers in particular. There has been codification of their qualifications, recruitment, service condition and training, etc, for professional growth. Various committees and commissions starting from Dr. Radhakrishnan Commission (1948) to Janardhan Reddy Committee (1992) have recommended different types of facilities for improving service conditions as well as for career development. The UGC guidance have the statutory force in maintaining standards and various schemes supported by the UGC have salutary effect on professional growth of teachers of higher education. The UGC has brought out a series of instructions and guidelines regarding affiliation, autonomous colleges, teachers’ qualification, teacher fellowships, minor and major research project faculty improvement, curriculum development, college council, Academic Staff Colleges, State Council of Higher Education Seminars/Workshops schemes for scholar’s participation. With a view to institutionalizing the scheme of professional growth, the UGC established about 40 Academic Staff Colleges throughout the country. Whatever may be the lacunae in the system, or defects in organisation or management, the programmes both orientation and refresher courses are no doubt useful and beneficial to the growth of individual career are no doubt useful and beneficial to the growth of individual career development as well as quality of higher education. Unless the teachers themselves are motivated and adequately sensitized towards their own professional growth, no programmes implemented with all laudable objectives cannot be effective, and cannot be effective, and cannot achieve the purpose for which these are formulated. Teachers’ evaluation may be one of the important factors for promoting their career advancement and for improving their performance in colleges and universities. Physical facilities are being provided for improving the academic atmosphere of colleges and universities. The affiliation and reorganisation requirements have not only been laid down, they have to be followed unscrupulously. Funds are being made available by UGC for developing infrastructural facilities, viz. Construction of building, strengthening library and laboratories, procurement of games and sports materials, purchase of teaching aids, provision of electronic media and materials. The management and teachers should be aware of the different schemes available under the UGC and make all-out efforts to take advantages of them. These facilities are not6 only be procured, but also be properly utilized for improving standard of performance and achieving academic excellence which are the main objectives’. The UGC has framed suitable regulation for strictly main ting the minimum standards of higher education in universities and colleges. Terms and conditions have been laid down regarding in-service training, research, extension and co-curricular activities, which are part and parcel of professional preparation service conditions have also been specified for better performance for example, the number of working days teaching hours have been regulated. Teachers have been encouraged to participate actively in the process of upgrading syllabi and conduct of examinations for a student has been given comprehensively. Especially National Educational Testing has been given importance for bringing about uniformity in the standard of research and properly selecting the best students for award of scholarships. Research fellowships are also being also given to competent and enthusiastic teachers for conducting studies in their own fields. All these are provided mainly for promoting good performance of teachers individually and improving the quality of education generally. SELF CHECK EXCERCISES-1 Q.1 “National Level association of teachers could prepare a code of professional Ethics for teachers and see its observance,” (a)    NPE (b)    NCTE (c)    UGC (d)    NCERT 9.4    ACCOUNTABILITY OF TEACHER The term accountability in school education is given by pedagogy beliefs not by educational technology. An effective aspect plays significant role and responsibility in school education. It includes emotions, feelings, beliefs, attitude and values of teachers and principal. Meaning and Definition of Accountability: In school education teachers and principal have to play some roles and have several responsibilities. It is the accountability and commitment of a principal to accomplish the roles and responsibilities of teacher and principal is called the accountability and commitment. According to I.K. Davis, accountability and commitment is quality of work or performance assigned of a task by an authority. The person works according to direction or instruction and bound to perform the task. “Accountability is an obligation and responsibility of an individual to perform assigned duties to best of his ability, capacity and efforts according the directions of his executive”. “Accountability is reviewed of his subordinate or assistant to perform his duty as assigned and required by his boss or superior”. Components of Accountability: 1.    Commitment to his profession or his job. 2.     Performing his duty sincerely and honestly. 3.     Completing his responsibilities with devotion. 4.    Review the performance of teachers or principal. 5.     Quality of work or quality of his profession. 6.     Involvement in his work or duties. 7.     Positive attitude towards his profession. 8.     Has the interest and believe in rules. 9.     Exercise his authority and rights properly. Accountability of teachers refers to their responsibility and obligations to students, parents, colleagues, educational institutions, and the broader community. Here’s an overview: 1.    Student Learning Outcomes: Teachers are accountable for facilitating effective learning experiences that promote academic achievement and holistic development among students. This includes assessing student progress, providing timely feedback, and addressing individual learning needs. 2.    Professional Conduct: Teachers are expected to uphold high standards of ethical behavior and professionalism. This involves maintaining confidentiality, demonstrating respect for diversity, and fostering a safe and inclusive learning environment. 3.    Curriculum Implementation: Teachers are accountable for implementing curriculum guidelines and educational standards set by educational authorities. They ensure that instructional practices align with curriculum goals and promote student engagement and learning. 4.    Parental Engagement: Teachers maintain accountability to parents by communicating student progress, addressing concerns, and collaborating to support student success. They foster positive relationships that promote parental involvement in their child’s education. 5.    Collegial Collaboration: Teachers collaborate with colleagues to share best practices, resources, and support continuous professional development. They contribute to a collaborative school culture that enhances teaching effectiveness and student outcomes. 6.    Professional Development: Teachers are accountable for engaging in ongoing professional development to stay current with educational research, trends, and pedagogical innovations. They continuously improve their knowledge and skills to meet the evolving needs of students and society. 7.    Community Engagement: Teachers contribute to the broader community by promoting educational initiatives, participating in community events, and advocating for policies that support quality education and student welfare. 8.    Assessment and Evaluation: Teachers are responsible for fair and transparent assessment practices that accurately measure student achievement and growth. They use assessment data to inform instructional decisions and support student learning. Overall, accountability ensures that teachers fulfill their roles effectively, promote student success, and contribute positively to the educational community. It reinforces trust and confidence in educators’ ability to provide quality education and support the development of future generations. SELF CHECK EXCERCISES-2 Q.1 What does accountability of teachers primarily refer to? A)    Adherence to dress code policies B)    Responsibility and obligations in their roles C)    Participation in school extracurricular activities D)    Engagement in community service projects Q.2 Teachers are accountable for ensuring that their instructional practices align with: A)    Personal preferences B)    Curriculum guidelines and educational standards C) Political ideologies D) Social media trends Q.3 What is a key aspect of teachers' accountability to parents? A)    Organizing school picnics B)    Communicating student progress C)    Providing free tutoring services D)    Recommending extracurricular activities Q.4 Why is professional development important for teachers' accountability? A)    To increase workload B)    To maintain job security C)    To stay current with educational research and trends D)    To reduce classroom sizes Q.5 What role does assessment play in teachers' accountability? A)    Establishing classroom rules B)    Supporting student socialization C)    Measuring student achievement and growth D)    Designing school facilities 9.5 APPRAISAL OF PERFORMANCE Teachers should have to abide by certain regulations or their own professional ethics for improving their activities and increasing their sense of commitment to the profession. They can improve their prestige and status when a particular code of professional ethics autonomy and freedom. That will develop a positive attitude of teachers and society towards the teaching profession. They prestige and status when a particular code of professional ethics is enforced which is, in fact, a charter of rights and duties for ensuring professional autonomy and freedom. That will develop a positive attitude of teachers and the society towards the teaching profession. In fine, this will ensure development of a high degree of recognition, regard and social status of the professional which can ultimately lead to better preparation and better performance. The NEPE, 1986 has therefore observed, “National Level association of teachers could prepare a code of professional Ethics for teachers and see its observance,” Certain tangible steps have already been taken in the direction by various all-India teachers organizations in collaboration with NCERT and UGC. It is discouraging to note that only 60% of teachers at the university level and 17% at the college level were Ph.D. holders. Still more disheartening are the statistical figures which show that ¾ of the college teachers and ½ of the university teachers have not participated in seminars and workshops when funds are so liberally made available and duty leave are easily granted by the university and other managements. A few teachers conducted research studies and very small percentages of teachers actually write for book and journals. Although there are no magic formulas for evaluation, the researchers have analysed various activities of teachers and arrived at the five dimensions of teachers’ performance. These are: (i) command over the subject, 9ii) ability to percent facts, (iii) rapport with the classroom and skill in promoting/ controlling participation, (iv) one-to one response called teacher-pupil interaction, and (v) flair and infection enthusiasm that stimulate response and interest in other. A review or empirical studies indicate that the students’ rating can provide reliable data on the quality of teaching. Similarly, college and university administration play an important role in factually evaluation. The objective of providing teachers with relevant and reliable information about their performance is that they can try to improve the quality of teaching. Some teachers feel that their dignity is at stake if students are asked to evaluate their performance. They think that if the students will evaluate teachers, it may create a number of issue and problems. In reply to this apprehension Kenneth Eple said, “A classroom is not a professor’s castle, teaching is a public activity.” In the words of an eminent educationist Prof. Umashankar Joshi, “For a teacher, classroom is his paradise.” That is, if the teacher actually enjoys his teaching work, feels blis of paradise. It is celestial pleasure to teach in the classroom. Evaluation of teachers’ performance can be done in many ways by himself, by the head of institution, by the senior colleges, by students and by management. It is essential for improving professional growth of teachers in all dimensions and for improving the academic standard of colleges and universities. Academic action should be taken for properly evaluating teachers for making them more affective. Advantages Teachers’ evaluation has the following advantages: •      It contributes to the effectiveness of teachers. •     It assures them that policies are being implemented properly. •      It clarifies to them their exact responsibilities, •     It strengthens the working relationship among teachers, students and administrators. •     It makes constructive experience become the base of enhanced performance. •      It makes criteria explicit to teachers and administrators. •      It helps them to develop their career by identifying their strengths and weaknesses. •     It makes the merit promotion meaningful. •      It makes the community satisfied about the effort made by teachers/institutions. Evaluation of pupils’ performance is often taken as a means of ascertaining the productivity of teachers/ institution. The objectives of such evaluation may be expressed in terms of behavioural outcomes which are held to be reasonably attainable and measurable over years. Appraisal of teachers' performance involves systematic evaluation and feedback to assess their effectiveness in fulfilling professional responsibilities and improving student outcomes. Here’s an overview of how teachers' performance is appraised: 1.    Evaluation Criteria: Appraisal typically includes assessing teachers based on established criteria such as classroom management, instructional delivery, student engagement, assessment practices, professional development participation, and contributions to the school community. 2.    Observations and Classroom Visits: School administrators or peers may conduct classroom observations to observe teaching practices firsthand. These visits provide insights into instructional strategies, classroom environment, and interactions with students. 3.    Student Achievement Data: Teachers' impact on student learning is often evaluated using assessment data, standardized test scores, and student progress over time. This data helps gauge the effectiveness of instructional methods and curriculum implementation. 4.    Self-Reflection and Goal Setting: Teachers engage in self-reflection to assess their own practices and set professional goals for improvement. This reflective process encourages continuous growth and development. 5.    Feedback and Coaching: Feedback from administrators, peers, and mentors provides valuable insights into strengths and areas for improvement. Coaching sessions may be provided to support teachers in implementing recommended changes and refining instructional strategies. 6.    Professional Standards: Appraisal aligns with professional teaching standards and expectations set by educational authorities or institutions. These standards guide evaluations and ensure consistency in assessing teachers' performance. 7.    Documentation and Portfolio Review: Teachers compile evidence of their professional activities, accomplishments, and student outcomes in portfolios. These documents provide a comprehensive view of their contributions and growth over time. 8.    Professional Development Plans: Appraisal outcomes inform personalized professional development plans aimed at addressing identified areas for growth. These plans may include workshops, courses, or mentoring opportunities to enhance teaching skills and knowledge. 9.    Accountability and Recognition: Appraisal serves as a tool for accountability, ensuring teachers meet expected standards of performance. Recognition of exemplary teaching practices may also be highlighted to motivate and inspire educators. 10.    Continuous Improvement: Appraisal encourages a culture of continuous improvement in teaching practices, curriculum development, and student learning outcomes. It supports educators in adapting to new challenges and advancing educational goals. Overall, appraisal of teachers' performance is a collaborative process aimed at enhancing teaching effectiveness, fostering professional growth, and ultimately improving educational outcomes for students. It emphasizes accountability, reflection, feedback, and ongoing development as integral components of professional practice in education. SELF CHECK EXCERCISES-3 Q.1 What is the primary purpose of appraising teachers' performance? A)    To assign classroom duties B)    To determine salary increases C)    To assess effectiveness and provide feedback D)    To schedule professional development workshops Q.2 Which method is commonly used to evaluate teachers' instructional practices during appraisal? A)    Sending email surveys to students B)    Conducting classroom observations C) Reviewing teachers' social media profiles D) Asking colleagues for feedback in passing Q.3 How is student achievement data typically used in teachers' performance appraisal? A)    To assign disciplinary actions B)    To compare with previous years' data C)    To determine classroom seating arrangements D)    To schedule parent-teacher conferences Q.4 What role does feedback play in teachers' performance appraisal? A)    It determines promotion opportunities B)    It motivates teachers to quit C)    It provides insights for improvement D)    It assesses extracurricular activities Q.5 How do professional development plans relate to teachers' performance appraisal? A)    They are used to track vacation days B)    They are unrelated to appraisal outcomes C)    They are based on appraisal feedback D)    They are designed for school fundraising 9.6    SUMMARY It goes without saying that self-appraisal is the best appraisal in which nothing is imposed and the teacher is in a position to know his own strengths and weaknesses. The teachers realise the degree of his/her performance and places himself or herself in right perspective. Before developing any sophisticated or standardised tools of evaluation for teachers’ performance, it is desirable that the self-appraisal Performa as given in pre-pages would be very useful for enabling teachers to assess their own performance and others-management, colleagues and others at the helm of affairs for taking decisions, for giving promotions and for awarding prizes or higher scale of pay. In the colleges and universities a code of professional ethics should be introduced and the self-appraisal scheme be strictly adopted for evaluating the performance indicators need to be evolved and standardized so as to measure teachers’ performance objectively. Over protection and complacency now enjoyed by teachers’ performance objectively. Over protection and complacency now enjoyed by teachers are growing to such an extent that there have been rampant indiscipline, corruption, indifference, negligence and frustration at all levels and in all quarters. Students are also getting themselves increasingly prone to carelessness, unrest, failure and problems. Unless there is review of the programmes and progress of educational institutions as well as teachers’ activities, sub-standards and non-viable colleges will increase and frustrations will be chromic among the youth. In place of cost effectiveness, profligacy “will increase in the college and universities. Bajaj has aptly observed, “Their existence damages the total credibility of the system as they are no better than parking places for idle youth and have simply the dubious distinction of being called academic institutions.” Therefore, accountability should be the acid test of efficiency and objective evaluation of teacher, performance is essential for proper justice and judgment. It will promote efficiency and effectiveness of the educational institutions and ensure accountability and credibility of system. 9.7    GLOSSARY Appraisal: The systematic evaluation and assessment of teachers' performance, instructional practices, and contributions to education, typically conducted by administrators or peers. Accountability: Teachers' responsibility and obligation to demonstrate competence, professionalism, and adherence to ethical standards in their roles, often measured through performance appraisal. Professional Standards: Guidelines and benchmarks established by educational organizations or authorities that define expectations for teachers' professional conduct, teaching practices, and educational outcomes. 9.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: (b) NCTE Exercise-2 Answer1: B) Responsibility and obligations in their roles Answer2: B) Curriculum guidelines and educational standards Answer3: B) Communicating student progress Answer4: C) To stay current with educational research and trends Answer5: C) Measuring student achievement and growth Exercise-3 Answer1: C) To assess effectiveness and provide feedback Answer2: B) Conducting classroom observations Answer3: B) To compare with previous years' data Answer4: C) It provides insights for improvement Answer5: C) They are based on appraisal feedback 9.9    REFERENCES/ SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 9.10    TERMINAL QUESTIONS Q.1 Indicate the need of accountability in school education. Q.2 Enlist the components of accountability. Unit-10    PRE- SERVICE TEACHER EDUCATION Structure 10.1    Introduction 10.2    Learning Objectives 10.3    Concept, Meaning and Nature of Pre Service Teacher Education Programme Self- Check Exercise-1 10.4    Objectives of Pre- Service Teacher Education Self- Check Exercise-2 10.5    Functions and Scope of Pre-Service Teacher Education Self- Check Exercise-3 10.6    Summary 10.7    Glossary 10.8    Answers to Self Check Exercises 10.9    References/ Suggested readings 10.10    Terminal Questions 10.1    INTRODUCTION “It is not enough for instructors to talk about technology integration, but then leave it upto a special technology course to train the pre-service teachers how to do it. Appropriate technology must be infused throughout the curriculum”. According to Kothari commission, a teacher who unlike an ordinary worker, acts as a master, crafts man, an artist, a strategist and a powerful motivator. The environs of a classroom are enlivened by the inspiring, dynamic, enthusiastic, encouraging, skillful and dedicated teacher. It is he who shapes the destiny of students and that of the future citizens who eventually shape the destiny of the country. Such a teacher only can successfully in culture among children values that strengthen the ideals of social justice, equity, secularism and pluralism. By its very definition, a professional, including a teacher is a lifelong learner because of his association with scientific knowledge which keeps growing and so opportunities have to be afforded to ensure that he keeps learning and developing throughout his professional life. This is precisely the responsibility of teacher education system which is more than a mere combination of two of its major components i.e. preservice teacher preparation and in-service education. Professional preparation and professional development of teachers is a continuous process. It begins with the selection of an aspirant teacher and includes his initial preparation induction into the profession and his continuous development throughout his teaching carrier. The formulation of policy and design of teacher preparation and continuing professional development should optimally take into account the whole spectrum of teacher learning. 10.2    LEARNING OUTCOMES After completing this unit, the learners will be able to; Understand the concept, meaning and nature of Pre-Service Teacher Education Programme Enumerate the objectives of Pre- Service Teacher Education Describe the functions and scope of Pre-Service Teacher Education 10.3    CONCEPT OF PRE SERVICE TEACHER EDUCATION PROGRAMME Pre-service teacher education is the course which is offered by the students before they join teaching profession and leads to a degree and certification, to make a person eligible to join teaching profession. In planning for effective pre service teacher education, an integrated view has been taken of all its stage by NCTE The integration has been done both horizontally and vertically. Vertical Integration means that the pre service teacher education right from pre-school teacher education to the university stage teacher education is inter-related. In horizontal integration the institutions, agencies, and social groups concerned with the effectiveness of pre service teacher education link together their efforts for professional education and development of teachers. It is essential to insist that teachers from education colleges/Departments should assist secondary and primary school teachers to improve their attainments. There has to the a mutual communication between all the levels of instruction to imptove the standards of pre service teacher education, particularly in a developing country like ours. According to NCTE framework (1988), teacher education is a professional programme aiming at the development of teacher as a person and as an agent of social change. Teacher education for all stages of school education is the most crucial input for the improvement of quality of school education. There is also a requirement of teacher education as a part of recruitment of teachers to these stages of school education. Meaning and Significance of Pre-Service Teacher Education Pre-service education of teacher means, education of teachers before they enter into service as teacher. During this period of teacher education programmes, teaching practice goes side by side, while they are getting knowledge about theory papers. A good deal of improvement in the teacher education programme is needed. Preservice education is carried on for preparing different types of teachers. Pre-service teacher preparation is a collection of unrelated courses and field experience. Research based curriculum development of pre-service teacher education is yet to take roots. These programmes are intended to support and enhance teacher learning instill in them a greater degree of self-confidence. The beginning teachers in this case learn from their practice and from the culture and norms of the unique school settings where in they have been placed and interact with these cultures. It is important for teacher educators to learn the methodology of how to get in touch with the core qualities of a good teacher and how they can stimulate these qualities in student teachers. This will lead to a deeper involvement in the learning process of teacher educators as well as student teachers. The inclusion of appropriate content knowledge about essential qualities of a good teacher in relevant theory papers and practice of effective domain related traits in school situation for a longer duration could help promote these traits in student teachers. The teacher education programme needs to allow the space where in a teacher’s personality could be developed as someone who is reflective, introspective and capable of analyzing his or her own life and the process of education at school so that after becoming a teacher, he becomes an agent of change. a) Pre-service Training: It is a part of our study in teacher education. It refers to academic terms of study in a university level institution with a period of education, generally lasting for the academic session. It consists of combined or alternative studies and the theory and practice of teaching with elements of psychology. Educational philosophy and sociology of education and some helpful instruction about teaching of certain specific subjects this phase of training exposes the teacher to psychological, sociological, philosophical and technological aspects and the principles related to 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 courses are 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 teaching and learning and resources on which pupils and teachers can draw for the purpose of teaching and learning. Nature of Pre- Service Teacher Education The pre service teacher education programme after graduation secondary level has been at least one year (of 200-220 effective working days) whereas a two year duration of teacher education has been visualised after plus two stage for primary level. Higher secondary stage of education is an integral part of school education. This stage is characteristic of diversification into academic and vocational streams. The framework has outlined the components of teacher education taking into consideration the characteristic features of the learners at this stage. It has given important place to work experience, art education, health and physical education according to the recommendations of NPE (1986). Vocationalisation of higher secondary education is an important educational concern. In the realization of this objective teacher preparation for different vocational areas based on technology agriculture, commerce, para medical is required. The vocational areas need both theoretical and practical inputs of a specialised nature and call for a separate design of professional courses for teacher preparation The concern for universalisation of elementary education is linked with non-formal education for the age group 6 to 14. Therefore, the methodologies; that are appropriate to this approach have been integrated into the teacher preparation programme. The concept of ‘working with community’ as an important component of teacher education has been integrated with the practical aspects of foundation courses in education as well as courses offered under relevant stage specific specialisation. Institutionalised teacher education loses its social and educational relevance if it does not keep in step with the development in school education, in its theory and practice and reorientation according to the curricular demands and training procedures. Consideration of Media and educational technology is essential in planning and utilisation of various kinds of human and non human resources to achieve the goals of education. Thus teacher’s role is also relative to our perceptions of education its goals, means, methods and its overall relationship with the development process, nature of learner and learning process, concept of school, purpose of education and its relation to individual and societal goals. POA (1986) describes “As far as the whole time teachers in educational institutions are concerned, their principal role is, and will always be, teaching and guidance of their pupils, not only through classroom instruction and tutorials but by personal contact and numerous other ways the teachers have always employed for building the character of their pupils. Teachers at all stage have to he expected to undertake or promote research, experimentation, extension and social service. They have to participate in management of’ a variety of services and activities which educational institutions undertake to implement their programmes. Thus a future teacher would be competent, professional, skilled, effective communicator, a designer and user of learning resources, a learning facilitator and an active participant in community life if the programme of teacher education is perceived and implemented in right direction. SELF CHECK EXERCISE-1 Q.1 What is the primary purpose of a pre-service teacher education program? A)    Providing professional development for experienced teachers B)    Offering advanced courses in educational leadership C)    Preparing individuals to become teachers D)    Conducting research on educational policies Q.2 Which component of pre-service teacher education programs provides practical classroom experience? A)    Research projects B)    Field trips C)    Teaching practicum D)    Online courses Q.3 What do pre-service teacher education programs emphasize to future educators? A)    Financial management B)    Pedagogical skills and instructional strategies C)    Legal studies D)    Marketing techniques Q.4 What credential does completion of a pre-service teacher education program typically lead to? A)    Doctoral degree B)    Teaching certification or licensure C)    Executive position in education administration D)    Marketing certification Q.5 Why are pre-service teacher education programs often accredited? A)    To increase tuition fees B)    To require additional coursework C)    To ensure program quality and standards D)    To limit enrollment 10.4 OBJECTIVES OF PRE-TEACHERS EDUCATION The objectives of teacher education as given by NCTE curriculum frame work (1988)have been harmonized with the changing objectives of institutional education and demands of the society, because previously schools and colleges were considered as only a repository of knowledge. But now they have been realised as instruments of social change they have wider influence and include students as well as community, and roles and functions of teachers are extended to both. The curriculum of preservice teacher education is also designed accordingly keeping in viewed this changed scenario of schools, colleges and their interrelationships with community. Pre-service teacher education programmes at all levels should seek to develop in the prospective teacher: 1)    Knowledge and understanding of - -      the Indian socio-cultural context and  the role of education in national development. -     the process of human development and learning in all its dimensions and its implications to education. 2)    Professional competencies and skills relating to -     effective communication. -      effective curriculum transaction, utilizing learning resources of various kinds and employing interactive teaching learning strategies to promote all round growth of learners. -     comprehensive and continuous evaluation of learner’s Progress through appropriate tools and techniques. -     effective management of learning within and outside the classroom to maximize learners’ growth. -      catering to the learning needs of special groups of children like: the gifted, the slow learners and the disabled -      organising co curricular activities of different kinds to promote all round growth of children -     offering guidance to students in their personal, academic and occupational problems -     research and experimentation in Education 3)    Social commitment through participation in -     developmental activities in the community, extension activities and community service -     compensatory education programmes for the disadvantaged classes like the SC/STs -     complementary and parallel educational service systems  like non-formal education, adult education, workers education. 4)    Positive attitudes towards children, learning, school, professional growth and manual work 5)    Social, cultural and moral values oriented towards unity and integration of our people -      democracy, secularism,  scientific temper, egalitarianism, cultural heritage conservation of the environment, civil responsibility 6)    Aesthetic interests and appreciation towards - literary, cultural and artistic pursuits. The objectives of pre-service teacher education programs are multifaceted, aiming to prepare individuals effectively for the teaching profession. Here are key objectives: 1.    Academic and Pedagogical Preparation: Provide prospective teachers with a solid foundation in educational theory, subject-specific content knowledge, and pedagogical techniques necessary for effective teaching and student learning. 2.     Professional Skills Development: Equip future educators with practical skills in lesson planning, classroom management, instructional strategies, assessment methods, and the use of educational technologies to meet diverse student needs. 3.    Field Experience and Practicum: Offer opportunities for hands-on experience through teaching practicum, internships, or field placements in real classroom settings under the supervision of experienced educators. 4.     Reflective Practice: Foster critical reflection among future teachers to analyze their teaching practices, assess student learning outcomes, and continuously improve their instructional approaches based on evidence and feedback. 5.    Cultural Competence and Diversity: Promote understanding and appreciation of cultural diversity, equity, and inclusion in education, preparing teachers to create inclusive and supportive learning environments for all students. 6.    Ethical and Professional Standards: Emphasize the importance of ethical behavior, professionalism, and adherence to professional codes of conduct in interactions with students, colleagues, parents, and the broader community. 7.    Collaboration and Communication: Develop collaboration skills to work effectively with colleagues, administrators, parents, and community stakeholders to support student learning and school improvement initiatives. 8.    Research and Inquiry Skills: Cultivate the ability to engage in educational research, evidence-based practice, and continuous professional development to stay current with emerging trends, research findings, and best practices in education. 9.    Preparation for Certification or Licensure: Prepare candidates to meet the requirements for initial teaching certification or licensure, ensuring they possess the necessary qualifications and competencies to legally teach in schools. 10.    Professional Identity and Growth: Support the development of a professional identity as educators committed to lifelong learning, professional growth, and advocacy for educational excellence and equity. These objectives collectively aim to equip aspiring teachers with the knowledge, skills, attitudes, and dispositions needed to be effective educators who positively impact student learning and contribute to the improvement of educational practices and outcomes. All these objectives of preservice teacher education interpret and unfold the enigma that modern education aims at growth and development of the whole person. So every teacher should have a deep knowledge an understanding of children and skill in applying that practically. These cannot he acquired by rule of the thumb and very often an untrained teacher has to learn the jobs by an arduous and long practice. Thus to create good teachers the whole teacher education should be built on a sound foundation of the practical and practice oriented theoretical knowledge. The emphasis should be on special techniques, devices and literal education that produce informed, cultured and disciplined minds; and to make teacher education comprehensive in nature, wide and varied in scope. The practice teaching has to be more effective and adequate to ensure success in the profession. A true learner accomplishes his potentialities in any endeavour. Therefore, need of the hour is to look upon preparation as an education of the entire personality of the teacher, intended to prepare him to live a complete, useful and satisfying life at home, at school and in the wider social groups which will go a long way to fulfill the hopes and challenges before teaching profession to prepare the teacher to come upto the highest expectations o the profession. SELF CHECK EXERCISE-2 Q.1 What is the primary objective of pre-service teacher education programs? A)    To provide advanced research opportunities B)    To prepare individuals for teaching careers C)    To offer managerial skills training D)    To focus on administrative roles Q.2 Which objective emphasizes hands-on experience in real classroom settings? A)    Cultural competence and diversity B)    Professional skills development C)    Reflective practice D)    Field experience and practicum Q.3 What do pre-service teacher education programs aim to develop regarding teaching practices? A)    Leadership in educational policy B)    Ethical and professional standards C)    Financial management skills D)    Public relations strategies Q.4 Why is collaboration emphasized in pre-service teacher education? A)    To increase competition among teachers B)    To facilitate teamwork with students C)    To support school fundraising efforts D)    To work effectively with colleagues and stakeholders Q.5 What credential are pre-service teacher education programs designed to prepare candidates for? A)    Business administration certificate B)    Medical doctorate degree C)    Teaching certification or licensure D)    Engineering license 10.5 FUNCTIONS AND SCOPE OF PRE-SERVICE TEACHER EDUCATION The functions and scope of pre-service teacher education encompass a range of critical aspects aimed at preparing individuals for the teaching profession. Here’s an overview: Functions of Pre-Service Teacher Education: 1.    Professional Preparation: The primary function is to equip prospective teachers with the knowledge, skills, and competencies necessary for effective teaching. This includes understanding educational theories, instructional strategies, curriculum development, and assessment techniques. 2.    Pedagogical Training: Provide pedagogical training to develop teaching methods that cater to diverse learning needs and promote student engagement and learning outcomes. 3.    Field Experience: Offer opportunities for practical experience through teaching practicum or internships in real classroom settings. This allows candidates to apply theoretical knowledge, gain teaching experience, and receive mentorship from experienced educators. 4.    Cultural Competence and Diversity: Foster cultural competence and sensitivity to diverse student populations, preparing teachers to create inclusive and equitable learning environments. 5.    Professional Ethics and Standards: Emphasize ethical practices, professionalism, and adherence to professional codes of conduct in interactions with students, colleagues, and the community. 6.    Collaboration and Communication: Develop collaboration skills to work effectively with colleagues, administrators, parents, and community stakeholders to support student learning and school improvement efforts. 7.    Research and Inquiry Skills: Cultivate research literacy and critical inquiry skills to engage in evidence-based practice, educational research, and lifelong learning. 8.    Reflective Practice: Encourage reflective practice among teachers to critically examine their teaching practices, assess student learning outcomes, and continuously improve instructional approaches. Scope of Pre-Service Teacher Education: 1.    Curriculum Design and Development: Design and develop a comprehensive curriculum that includes foundational coursework in educational theory, subject-specific content, and practical teaching methods. 2.    Instructional Methods and Techniques: Provide training in effective instructional methods, classroom management strategies, technology integration, and differentiated instruction to meet diverse student needs. 3.    Assessment and Evaluation: Teach candidates how to design assessments, analyze student performance data, and use assessment results to inform instructional decisions and support student learning. 4.    Professional Development: Offer opportunities for ongoing professional development to keep abreast of educational research, trends, and innovations in teaching practices. 5.    Certification and Licensure Preparation: Prepare candidates to meet the requirements for initial teaching certification or licensure, ensuring they have the qualifications and competencies to legally teach in schools. 6.    Quality Assurance and Accreditation: Ensure programs adhere to established standards of quality, accreditation requirements, and regulatory guidelines to maintain program effectiveness and credibility. 7.    Community and School Partnerships: Foster partnerships with schools, community organizations, and educational stakeholders to enhance learning experiences, provide resources, and support professional growth. 8.    Global Perspectives and Educational Trends: Incorporate global perspectives, cross-cultural understanding, and emerging educational trends into the curriculum to prepare teachers for diverse educational landscapes. In essence, pre-service teacher education programs play a crucial role in preparing future educators by equipping them with the necessary knowledge, skills, and experiences to effectively meet the demands of teaching in today's educational environments. These programs aim to cultivate reflective, competent, and culturally responsive teachers who are committed to student success and continuous professional growth. The curriculum of pre-service teacher education envelops all those important areas which help in preparing an effective teacher like. (1)    Knowledge of how children and youth absorb formal and informal learning in the school, at home and in the community; (2)    Knowledge of the objectives of school education as related to the needs of the Indian society and its relationships with the international communities; (3)    Knowledge of the school as an institution and of the principles and the skills involved in the organisation of its managerial and instructional work by best utilising the available facilities, abilities, and energies of teachers and pupils; (4)    Knowledge of the curricular subjects for which instruction is to be imparted in the school and of the techniques suited to each topic of the subject; (5)    Knowledge of the different roles of the teacher in the school and the community and the attitudes and skills which have to be acquired for playing the roles successfully; (6)    Knowledge of the educational system and the professional conditions within which the teacher must operate; (7)    Knowledge of how to utilize the resources and programmes which would lead to continuous professional growth. Most educationists are now of the opinion that all good education should consist of three basic elements: (a) Study of languages and humanities; (b) study of mathematics and science, (c) work experience based on participation in the productive arid social activities, appropriate to the needs of the community as well as to the child’s development. Work experience induces creative activities and may also help in economic production. It also bridges the gap between intellectual and manual work by encouraging in the students, the attitudes which would help them to engage in productive process. All work experience develop their inventiveness, generate in them habits of precise, persistent work and self- respect through socially useful productive activity. When community service is added to manual work, the aims of work experience become wider and the child is led towards removing the separation of the educated from the mass. Work experience is therefore, given in two forms; productive work experience related to technology and work experience in community services and group life, and through selected activities from among a variety of suggested programmes, which can be usefully applied by the teacher suited to the age of the student and related to the psychological and physical development of children during various stages of school life. The major recommendations of the NCTE curriculum framework were: -     adoption of task-oriented and performance based teacher education; -      relating the curriculum of teacher education to national ideology and problems; -      providing for flexibility for relevance, continuing education and mobility; -      adoption of inter-disciplinary and integrated approaches and task-oriented teacher education; -      Reform in practice teaching and evaluation. To accomplish these recommendations the NCTE curriculum framework suggested: -     reduction of weight age for theory courses, -      Introduction of “working with the community” as and integral part of teacher education. -     Development of training programme packages for core-skills and special skills in the different subjects. -     Provision for ‘socially useful productive work (SUPW) and health and physical education. -     Orienting practice teaching towards the development of competencies and skills. -     Adoption of the semester system and encouraging innovative practices; experimentation and research. SELF CHECK EXERCISE-3 Q.1 What is the primary function of pre-service teacher education programs? A)    Providing advanced research opportunities B)    Equipping prospective teachers with teaching skills and knowledge C)    Offering managerial training for school administrators D)    Focusing on educational policy development Q.2 Which aspect is included in the scope of pre-service teacher education programs? A)    Accounting principles B)    Cultural competence and diversity C)    Medical terminology D)    Legal studies Q.3 What does pre-service teacher education emphasize regarding assessment? A)    Curriculum design B)    Classroom management strategies C)    Effective instructional methods D)    Designing assessments and using data for instructional decisions Q.4 Why is collaboration emphasized in pre-service teacher education? A)    To compete with colleagues B)    To facilitate teamwork with students C)    To support fundraising efforts D)    To work effectively with colleagues and stakeholders Q.5 What is a key objective of professional development in pre-service teacher education? A)    Enhancing personal hobbies B)    Engaging in school management C)    Staying updated with educational research and trends D)    Practicing legal skills 10.6    SUMMARY In the education of pre-service teacher preperation, those methods of teaching are taught which are suitable for professionally motivated adult students. But Instructional skills, professional attitudes and educational values can only be learned and not taught. Self study through reading, active thinking through groupwork, and an application of educational principles to solve problem situations, is the only methods which produce effective teachers. Some lecture-discussions with the use of audio visual aids are very useful. Programmed instructions are also tried in some institutions for training the teachers. The NCERT has prepared self instructional modules for preservice training of teachers at different levels. They are extremely flexible and can be used in cyclostyled sheets, printed textbooks, loose-leaf notebooks, blackboard exercises for group work, through teaching machines, computers etc. In teacher education programmed instruction does not help in the acquisition of knowledge but in developing the self study habits. It develops logical thinking which helps in developing and sequencing the teaching material. Pre-service teacher education, thus, develops better understanding of children, builds confidence in the new teachers, makes them familiar about using methodology of teaching with new techniques, builds positive attitude towards teaching profession, familiarizes with the latest knowledge of the profession, develops attitude towards research and experimentation, creates social insight and teaches the teachers to live a community life, improves their standards of teaching and strengthens the democratic set up of the country by making him a good and useful citizen of the country, The regional colleges of education conduct courses like M. Sc. Science education and M. Tech. educational technology for teacher educator to make them more effective in their respective fields. 10.7    GLOSSARY Pre-Service Teacher Education: Formal training and educational programs designed to prepare individuals who aspire to become teachers for their future roles in education. Pedagogy: The art and science of teaching; encompasses instructional methods, strategies, and techniques used to facilitate learning. 10.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: C) Preparing individuals to become teachers Answer2: C) Teaching practicum Answer3: B) Pedagogical skills and instructional strategies Answer4: B) Teaching certification or licensure Answer5: C) To ensure program quality and standards Exercise-2 Answer1: B) To prepare individuals for teaching careers Answer2: D) Field experience and practicum Answer3: B) Ethical and professional standards Answer4: D) To work effectively with colleagues and stakeholders Answer5: C) Teaching certification or licensure Exrecise-3 Answer1: B) Equipping prospective teachers with teaching skills and knowledge Answer2: B) Cultural competence and diversity Answer3: D) Designing assessments and using data for instructional decisions Answer4: D) To work effectively with colleagues and stakeholders Answer5: C) Staying updated with educational research and trends 10.9    REFERENCES/ SUGGESTED READINGS •     Balsara, Maitrya(2002): Administration and Reorganization of Teacher Education, Kanishka Publishers, New Delhi. •     Chakrabarti, Mohit (1998): Teacher Education Modern Trends, Kanishka Publishers, New Delhi. •     Mangla, Sheela(2001): Teacher Education Trends and Strategies, Radha Publication, New Delhi. •     Mohanty, Jagannath (2003): Teacher Education, Deep and Deep Publications, New Delhi. •     Paliwal, M.R. (1985): Teacher Education on the Move, Uppal Publishing House New Delhi. •     Sharma, R.A. (2003): Teacher Training Technology, Surya Publication Meerut. •     Sharma, Shashi Prabha (2003): Teacher Education Principles, Theories and Practices, Kanishka Publishers, New Delhi. •     Sharma, R.A. (2010): Teacher Education and Pedagogical Training , Surya Publication Meerut. •     Srivastava, R.C. (1997): Teacher Education in India, Regency Publication, New Delhi. •     Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, Available online www.timeshighereducation.co.uk/story.asp. •     Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101116. University of Central England, Birmingham. •     Liston, D.; Borko, H.; & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59, 2, 111-115 •     McCaffrey, D.F.; Lockwood, J. R.; Koretz, D., Louis, T.A. & Hamilton, L. (2004)Modes of value added modeling of teacher effects. Journal of Educational and Behavioral Statistics 29, 1, 67-101. •     Rivkin, S.G.; Hanushek, E. A. and Kain, J.F. (2005) Teachers, schools and academic achievement. Econometrica, Econometric Society 73, 2, 417-458. •     Rockoff, J.E., (2004) The impact of individual teachers on student achievement: evidence from panel data. American Economic Review 94, 2, 247-252. 10.10    TERMINAL QUESTIONS Q.1 Describe the nature of Pre- Service Teacher Education Q.2 Describe the functions and scope of Pre-Service Teacher Education 132