--- title: "Vol 2 1" 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-2 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 :978-81-69604-04-8 Price 295.00 only Printed at : KIDS INTERNATIONAL PVT. LTD. C-60, 61, 62, 63, EPIP, Shastripuram, Agra - 282007 Ph. : +91 9719004921 Unit-11    COMPONENTS OF PRE- SERVICE TEACHER EDUCATION 11.1    Introduction 11.2    Learning Objectives 11.3    Components of Pre-Service Teacher Education Self-Check Exercise-1 11.4    Concept of Practicum Internship in Pre-Service Teacher Education Self-Check Exercise-2 11.5  Co-Curricular Activities Self-Check Exercise-3 11.6    Summary 11.7    Glossary 11.8    Answers to Self Check Exercises 11.9    References/ Suggested readings 11.10    Terminal Questions 11.1    INTRODUCTION A teacher functions within the broad framework of the school education system – its goals, curricula, materials, methods and expectations from the teacher. A teacher education curriculum framework needs to be in consonance with the curriculum framework for school education. A teacher needs to be prepared in relation to the needs and demands arising in the school context, to engage with questions of school knowledge, the learner and the learning process. The expectations of the school system from a teacher change from time to time, responding to the broader social, economic and political changes taking place in the society. School education has seen significant development over the decades since independence. According to the Government of India estimates while 82 per cent of the 20 crore children of the 5-14 age group were in school as per enrolment, nearly 50 per cent of these children drop out before completing class VIII . One finds the situation on the ground ridden with difficulties. Regional, social, and gender disparities continue to pose new challenges. This reality increases the challenge of implementing the Right of Children to Free and Compulsory Education Act and, in particular, the role and place of the school teacher. The issue of quality teacher education is closely tied up with the concern for the duration of initial teacher preparation (pre-service) programmes. Any form of initial teacher preparation needs to be of reasonable duration that provides enough time and opportunity for selfstudy, reflection and involved engagement with learners, the school, the classroom and pedagogic activities, along with rigorous theoretical study. 11.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Define the various components of Pre-Service Teacher Education Understand the concept of Practicum Internship in Pre-Service Teacher Education 11.3    COMPONENTS OF PRE-SERVICE TEACHER EDUCATION Pre-service teacher education programs typically consist of several key components aimed at preparing future educators for their roles in the classroom. Here are the primary components: 1.    Foundational Courses in Education: These courses provide a theoretical foundation in educational principles, theories of learning, and educational psychology. Topics may include child development, educational philosophy, and principles of curriculum design. 2.    Subject-Specific Pedagogy: Courses focused on teaching methods and strategies specific to various subject areas (e.g., mathematics, science, language arts). These courses prepare pre-service teachers to effectively teach subject content and integrate relevant instructional techniques. 3.    Field Experience and Practicum: Practical experiences in real classroom settings under the guidance of mentor teachers. This component allows pre-service teachers to apply theoretical knowledge, develop teaching skills, and gain firsthand experience in lesson planning, classroom management, and student interaction. 4.    Assessment and Evaluation: Courses that teach pre-service teachers how to design assessments, analyze student learning data, and use assessment results to inform instructional decisions. This component emphasizes the importance of effective assessment practices in promoting student learning and achievement. 5.    Technology Integration: Training in the use of educational technologies and digital tools to enhance teaching and learning. Pre-service teachers learn how to effectively incorporate technology into their lessons, engage students in digital learning activities, and promote digital literacy. 6.    Cultural Competence and Diversity: Courses that promote understanding and appreciation of cultural diversity, equity, and inclusion in education. Pre-service teachers learn strategies for creating inclusive and culturally responsive classrooms that meet the needs of diverse student populations. 7.    Professional Ethics and Standards: Training in professional ethics, legal responsibilities, and ethical decision-making in educational settings. This component emphasizes adherence to professional codes of conduct, confidentiality, and maintaining professional relationships with students, colleagues, and parents. 8.    Reflective Practice and Professional Development: Opportunities for preservice teachers to engage in reflective practice, self-assessment, and continuous professional development. This component encourages critical reflection on teaching practices, ongoing learning, and professional growth. 9.    Collaboration and Communication: Training in effective communication skills and collaboration with colleagues, administrators, parents, and community stakeholders. Pre-service teachers learn the importance of teamwork, interpersonal relationships, and building positive partnerships in support of student learning and school improvement. 10.    Capstone Projects or Seminars: Culminating experiences that integrate and apply knowledge and skills acquired throughout the program. Capstone projects may involve action research, curriculum design, or presentations that demonstrate proficiency and readiness for the teaching profession. These components collectively provide a comprehensive preparation for pre-service teachers, equipping them with the knowledge, skills, and practical experiences necessary to be effective educators in today's diverse and dynamic educational environments. At present, different types of Teacher Education Institutions are running for different levels of pre-service teacher education. A description of some such major institutions is as follows – 1.    Pre- Primary Teacher Education Institutions – These are of two types - a) . Pre-Primary Teacher Education Institutions. b) . Nursery Teacher Education Diploma Departments. 2.    Primary Teacher Education Institutions – These are of three types – a) . Normal Schools. b) . District Institute of Education and Training DIETs. c) . Department of Correspondence Courses. 3.    Secondary Teacher Education Institutions – These are of six types a) . Colleges of Teacher Education. b) . Departments of Teacher Education. c) . Central Institute of Education. CIE. d) . State Institutes of Education, SIEs. e) . Regional Institutes of Education, RIEs. f) . Departments of Correspondence Courses. 4.    Teacher Education Institutions for Exceptional Children – These are of two types – a) . Training Institutes, of Dumb and Deaf Children’s Teacher. b) . Training Institutes of Blind Children’s Teachers. 5.    Training Colleges for Specialized Subjects and Activities – These are of four types – a) . Colleges and Departments of Language Teaching. b) . Colleges and Departments of Art Teaching. c) . Colleges and Departments of Home Science Training. d) . Colleges and Departments of Physical Education. SELF CHECK EXERCISE-1 Q.1 Which component of pre-service teacher education programs focuses on theoretical foundations of education and principles of learning? A)    Field experience B)    Technology integration C)    Foundational courses in education D)    Assessment and evaluation Q.2 What does the field experience component of pre-service teacher education involve? A)    Conducting research projects B)    Attending professional conferences C)    Observing and practicing teaching in real classrooms D)    Learning about educational policies Q.3 Which component emphasizes the use of digital tools and technologies to enhance teaching and learning? A)    Assessment and evaluation B)    Cultural competence and diversity C)    Technology integration D)    Professional ethics and standards Q.4 What is the focus of courses on cultural competence and diversity in pre-service teacher education? A)    Teaching methods specific to subject areas B)    Understanding educational psychology C)    Promoting inclusive classrooms and understanding diverse student backgrounds D)    Legal responsibilities and ethical decision-making Q.5 Which component of pre-service teacher education programs emphasizes continuous professional growth and reflective practice? A)    Collaboration and communication B)    Reflective practice and professional development C)    Capstone projects or seminars D)    Professional ethics and standards 11.4 CONCEPT OF PRACTICUM INTERNSHIP IN PRE-SERVICE TEACHER EDUCATION Practice – teaching is one of the most influential components in the preparation of pre-service teachers. In order to make the program effective, it needs to be spread over a suitable period taking into consideration the schedule of different school activities and the training institutions. Practice – teaching is concerned with development of teaching competencies and skills in actual classroom situations. Teaching is one of the oldest and most noble professions with a variety of roles, functions, and preparation of teachers undergoes changes from time to time. But the preparation of competent personnel for this profession is of recent origin, in fact only two centuries old in India. the present system can trace its lineage to the efforts of missionaries under the East India Company in the late 18th Century. The First such efforts were formally set up by Carery, Marshaman and Ward in Sermpur (Bengal) in 1793 which was followed by many other sporadic attempts (known as normal schools) in Madras and Bombay presidencies in the early 19th Century, Presently we have more than 11,000 pre-service teacher training institutes in India providing training to secondary school teachers (NCTE, 2011). According to the NCTE (1984), the most crucial part of the training program is its component of practice teaching. Under this component, the student-teacher is expected to give twenty or more lessons in the school subject in which She/He is being trained. It also includes such activities like the demonstration lesson given to the students of the school, criticism lesson by student-teachers, observation of lessons by the student teachers and feedback process, Therefore, understanding, development and further strengthening of the teacher training programs become essential to prepare competent teachers who in turn produce good citizens and thereby help in the progress and development of a nation. According to Choen & Garner (1963), the student – teacher school practice is the most vital part of his/her professional training. According to Cohein et al. (2004), a student teacher is faced with the exciting but challenging task assimilating a variety of context very rapidly when embarking upon practice-teaching during a course of initial teacher pre-service education. Practice – teaching is one of the most influential components in the preparation of pre-service teachers (Clark et al., 1985; Graham, 2006; Koehler, 1988; Lemma (1993); Tang, 2003). Practice – teaching is the most important part of the teacher education program, but unfortunately, the most neglected part of training is that student – teachers complete their required lessons in hurry ignoring all principles of education (Panday,1990). It is observed that lessons are covered in numbers and not by principles. Mere completion of the fixed number of lessons in a school does not enable student – teachers to be acquainted with all the aspects of school life and mastery over the teaching skills. Practice – Teaching Practice – teaching is known as, “A Student –teacher, who goes through professional preparation course where theory and practice are combined together under the supervision of experienced teachers in a real school situation.” The term practice – teaching has three major connotations; the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in school; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Practice- teaching as the embryo teacher, under the direct and continuing of supervision of experience masters, begins to teach, to appy the theory-learned in the practice (Naik-1998). Practice – teaching refers to the period of time in which a student – teacher gains first –hand experience in working with a particular group of children (Perry, 1977). Practice – teaching refers to the opportunity given to the trainee to develop and improve his/her professional practice in the context of real classroom, usually under some form of guidance or supervision (Wallace, 1991). Pre-service training program comprises of three components, a) Academic preparation b) Pedagogical skills c) Practice – teaching (arends, 1994) According to Tang (2003), the practice –teaching context is conceptualized as consisting of three major aspects. The aspects are: the action / classroom context (Eraut, 1994); the socio-professional context (Mcnaly et al. 1997); and the supervisory context (Slick, 1998) According to Buckely and Jim (2000), practice – teaching occupies a key position in the program of teacher education. It is a culminating experience in teacher preparation. According to Furlong, Hirst, Pocklington (1988), it provides opportunity to beginning teachers to put theory into practice and become socialized in the profession. It provides an opportunity to the intending teachers to have a clear idea of teaching – learning situations. According to Den (1977), it cindlues teaching by student – teachers, observation of their lessons by cooperating teachers and college supervisors, participation in class discussion and sharing of the classroom experiences with school and college teachers. Performance in the classroom during practice –teaching provides a basis for predicting the future success of teacher. By bee & Trowbridge (1984) gave the following advantages of practice – teaching a) Improving in confidence b) Putting theory in to practice c) Learning about students behavior d) Testing knowledge of subject matter e) Receiving constructive criticism f) Discovering teaching strength and weakness g) Gaining poise and fineness. The confidence which one expresses in practice – teaching offers a real challenge to those working in and responsible for teacher education program. Students have a right to expect that their teacher training institutions should provide teaching experience that gives them a minimum growth in learning required to assume responsibilities as a full –fledged teacher (Gimeno & Lbanez 1981) If the practice – teaching program is effective and efficient the prospective teacher can make a significant contribution to the profession as well as to the quality of education (Sing and Sharma, 1995). Practice – teaching provides the exposure of the student – teacher to teaching with all required communication skills, planning of lessons, varied experiences with students, classroom climate, associated senior teachers, head teacher, observation and supervision, guidance, feedback and revision with a continued scope for improvement. Hence, practice –teaching is of great importance as, it forms the practical setup for the skill-oriented course such as teacher education (Vsihwanath 2006) Practice – teaching is of crucial importance in the entire design of teacher education as it is concerned with the fulfillment of the central objectives of development of professional competencies and skills in teachers with respect of functions of teachers (Rajput, 1996) According to NCFTE (2009), practice – teaching is essentially is joint responsibility of teacher training institution and the school involving teacher educators, prospective teachers and schoolteachers. Teacher educators will help in facilitating and guiding the activities as implied by the pre-instructional, instructional and post – instructional phases through which a student – teacher has to progress. The role of a schoolteacher in this joint effort lies in extending cooperation to the teacher educator and the intending teacher. Various aspects as referred to above will have to suitably adapt to varying structures and designs at different stages of teacher education. The practice – teaching is now not merely confined to the teaching of certain subjects. Pedagogical analysis of the subject offered for practice – teaching has been made compulsory. The prospective teacher will analyze the subject before going to class and evolve a need – based pedagogy and transactional strategy. The teacher educators will now deliver model lessons of different types in actual classroom situation and the prospective teachers will not only learn the techniques but make its critical appraisal and evaluation to be subsequently discussed witht eh teachers. Teacher educators supervising the classroom performance and pupil teachers will discuss their observations with them for providing proper feedback to improve their performance. The practice – teaching will, thus, require thorough preparation, detailed supervision and adequate time. Its gain would be acquisition of higher level of competencies. Recommendations of Various Committees on Practice Teaching Sadler Commission (1917) recommended that a demonstration school should be attached with every training college. In 1949 the University Education Commission suggested that theory and practice should support each other and more emphasis on practice – teaching should be given. The Secondary Education Commission Report (1952-1953) stressed the importance that should be attached to practice – teaching in schools; the commission reiterated the utility of having a demonstration school attached to every teacher training institution, with all required material and resources for practice teaching. The Education Commission (1964-66) suggested that 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. A review of POA was done in1990 by Ramamurthy Committee (1992) which recommended the following directions to improve teacher education program. a) . Practice – teaching period allotted is not adequate in terms of education and experience gained and what is done during this program is often stereotyped. b) . Materials prepared during practice – teaching have no relevance to the realistic conditions of the school. c) . Catering to all types students during practice –teaching is not taken care of d) . The training program should be competence –based and there should be an integration of theory and practice for situational applications. NCTE Norms & Standards for Practice – Teaching According to NCTE (2009), the norms and standards for Bachelor of Education program leading to Bachelor of Education (B.Ed.) degree are the following:-a). Working Days There shall be at least two hundred working days each year exclusive of the period of examination and admission. Out of which at least forty (40) days shall be for practice – teaching or skill development in nearby schools. b) . Instructional The institution shall have easy access to sufficient number of recognized secondary schools within reasonable distance for field work and practice – teaching related activities of the student – teachers. The institutions shall furnish an undertaking from the schools that they are willing to provide facilities for practice – teaching. Not more than ten and twenty students. Teaches shall be attached with a school having pupil strength up to 100 (one hundred) and 200 (two hundred) respectively. It is desirable that the institution has an attached school under its control. c) . Curriculum Transaction A). Practical work to be performed by each student. | | Item | | Essential(Numbers) | |---|---|---|---| | a) | Lesson planning and teaching in real school situation including internship | a) | Thirty lessons – fifteen lessons in each subject | | b) | Lesson planning and teaching in simulated situation | b) | Ten lessons-five lessons in each teaching subject | | c) | Observation of lessons taught by fellow student | c) | Ten lessons –five lessons in each teaching subject. | | d). | Action Research | d) | 1 day | | e) | Stand-alone   experience   of school organization | e) | Two days | | f) | Field – specific community experience | f) | Five days | d)    Supervision of Practice Lesson Out of prescribed practice teaching lessons, teacher educators on feedback given to the students orally as well as comments in writing would supervise fifty percent lessons fully. Record of lesson planning, teaching and supervision would be maintained. Conclusion:- It is quite evident from the above discussion that the objectives of the different components of practice – teaching need to be more distinctly specified in order to 140 ensure its effectiveness. Moreover, to conduct such a program, certain physical facilities and cooperation of the practice –teaching schools become imperative. In order to make the program effective, it needs to be spread over a suitable period taking into consideration the schedule of different school activities and the training institutions. The teacher educators also do not find much time to give adequate guidance to the trainees within the tight schedule. It has also been observed that the evaluation process leaves much to be desired as it is a subjective process based on the performance in the practice – teaching SELF CHECK EXERCISE-2 Q.1 What is the primary purpose of a practicum internship in pre-service teacher education? A)    Conducting educational research B)    Observing classroom management techniques C)    Providing practical teaching experience D)    Attending professional conferences Q.2 Who typically supervises pre-service teachers during their practicum internships? A) School administrators B)    Experienced mentor teachers C)    University professors D)    Educational policymakers Q.3 What does a practicum internship integrate into pre-service teacher education? A)    Theoretical knowledge with research skills B)    Educational philosophy with legal studies C)    Practical experience with classroom theory D)    Cultural competence with financial management Q.4 Which aspect of a practicum internship fosters professional growth in pre-service teachers? A)    Attending seminars B)    Conducting experiments C)    Engaging in reflective practice D)    Developing marketing strategies Q.5 How do practicum internships contribute to pre-service teachers' preparation for the teaching profession? A)    By providing opportunities for research publication B)    By emphasizing administrative roles C)    By integrating technology in teaching D)    By bridging theory and practice in classroom settings 11.5 CO-CURRICULAR ACTIVITIES Meaning Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the components of non-academic curriculum helps to develop various facets of the personality development of the child and students. For all-round development of the child, there is a need of emotional, physical, spiritual and moral development that is complemented and supplemented by Co-curricular Activities. Definition of Co-curricular Activities Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen the classroom learning. These activities are organized after the school hours, so known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the cultural, social, aesthetic development of the child. Examples and Types of Co-curricular Activities •     Sports •      Musical activities •     Debate •     Model •      Art •     Music •    Drama •     Debate and discussion •     Declamation contest •     Story writing competition •      Essay writing competition •      Art craft •      Recitation competition •     Wall magazine decoration •     Writes ups for school magazine •     Folk songs •     Folk dance •     Flower show •     School decoration •     Sculpture making •     Fancy dress competition •     Preparation of chart & models •    Album making •     Photography •     Clay modeling •     Toy making •     Soap making •     Basket making •     Organization exhibitions. •      Celebration of festival Role of Co-curricular activities in student’s life Co-curricular activities are the true and practical experiences received by students. To a greater extent, the theoretical knowledge gets strengthened when a relevant co-curricular activity is organized related to the content taught in the classroom. Intellectual aspects of personality are solely accomplished by Classroom, while aesthetic development, character building, spiritual growth, physical growth, moral values, creativity, etc. are supported by co-curricular activities. Frankness and clarity in language and personality is supported by these activities. It helps to develop coordination, adjustment, speech fluency, extempore expressions, etc. among student both at the school as well as college levels. Importance and Benefits of Co-curricular Activities 1.     Co-curricular activities stimulate playing, acting, singing, recitation, speaking and narrating in students. 2.     Activities like participation in game debates, music, drama, etc., help in achieving overall functioning of education. 3.     It enables the students to express themselves freely through debates. 4.    Games and Sports help to be fit and energetic to the child. 5.     Helps to develop the spirit of healthy competition. 6.     These activities guide students how to organize and present an activity, how to develop skills, how to co-operate and co-ordinate in different situations-all these helps in leadership qualities. 7.     It provides the avenues of socialization, self-identification and self-assessment when the child comes in contact with organizers, fellow participants, teachers, and people outside the school during cultural activity. 8.     Inculcate the values to respects other’s view and feeling. 9.     It makes you perfect in decision making. 10.    It develops a sense of belongingness. 11.    CCA provides motivation for learning. 12.    CCA develop the values like physical, psychological, Ethical, academic, civic, social, aesthetic, cultural recreational and disciplinary values Role of a Teacher in organizing curricular Activities 1.     The teacher must be a good planner so that the different activities could be carried out systematically throughout the year. 2.     It should be the duty of the teacher to give more and more opportunity to the child while performing co-curricular activities. 3.    The Teacher should  act as  Innovator by introducing some innovative programmes. 4.    The teacher must be a good organizer so that the students experienced maximum of it. 5.     He should too act like as director, recorder, evaluator, manager, decision maker, advisor, motivator, communicator, coordinator, so that the student and child could gained maximum of finer aspects of Co-curricular activities. List of Outdoor Co-curricular Activities 1.     Mass parade 2.     Mass drill 3.    Yoga 4.     Athletics 5.     Bicycling 6.    Gardening 7.     Cricket 8.     Football 9.     Basketball 10.   Volleyball 11.   Kabaddi 12.   Khokho 13.   Hand ball 14.    Trips to place of geographical, historical, economic or cultural interest 15.   Mass prayer 16.   Morning assembly 17.   Excursions 18.   Social service in neighborhood 19.   Village Survey List of Indoor Co-curricular Activities 1.     Dramatics 2.    Music and dance 3.     Drawing and painting 4.     Decoration 5.    Weaving 6.    Clay modeling 7.     First Aid 8.     Tailoring 9.     Rangoli 10.   Book binding 11.   Card board work 12.   Leather work 13.   Organizing school panchayat 14.   Student self-government 15.   Art and craft Work Experience The concept of work experience is a recent development in the field of education. If analyzed literally, the term consists of two prominent words; “work” and “experience”. The dictionary sense, the term work has been defined as application of effort to some purpose. This denotes creation of a situation wherein one has to apply energy or effort to a cause. There can be numerous types of situations wherein human effort or energy can be involved. But in order to be purposeful it has to be productive, as emphasized by the Indian Education Commission, which has not only personal but social significance as well. It, therefore, implies that any productive creative work should be socially significant and desirable besides being useful and satisfying to the individual. Taking a broad view of work experience, productive work has been defined as – “The participation of pupils in productive work either in school, in home, in workshop, in farm, in factory or any other productive situation”. Purpose of work experience The programmes of work experience in these areas can be utilized for the following broad purposes: (1) . Provides Exposure :- Providing first exposure to various fields of work in order to help students discover their aptitudes and capabilities b exploring occupations, experiencing professionals demands and testing their own endurance for making right choice when they finally take to productive / creative work; (2) . Self-Supportive:- Engaging the students in production process to make them self – supporting in living and productive in functioning, (3) . Make Self-Dependent :- Gaining experiences in maintenance of items useful to him, his house, his family, his school, his community etc. this may bring him or his institution savings by doing this kind of work by himself or by supervising the work effectively; (4) . Development of Scientific Attitude: Orientating the mind for scientific and technological outlook for executing various jobs whether in farm, factory or home, (5). Creativity: - Encouraging creativity (both technological and artistic), through his medium by engaging in such activities which have economic or aesthetic significance. With this end in view a wide range of work experience is being provided in the curriculum, which relates to the following important areas:-(a)   Science and Technologies (b)    Agriculture (c)    Handicrafts and Cottage Industries (d)    Fine Arts (e)    Household Activities (f)    Commerce & Trade Aims and objectives of Work Experience The research reported here explores what can be done to increase the opportunities for students to gain work experience and how the learning from these experiences can be maximized. The work experience has aimed to specify the range and variety of work for the students. In suggesting ways of increasing the quantity, quality and relevance of work experience in its various forms, following points should be considered:- •    Providing a definitive mapping of the range and variety of work experience; •    Providing an account of the organizational issues related to establishing and accrediting each type of work experience; •    Exploring and assessing the value of the different types of work experience from the point of view of: o        Employers; o        Undergraduate students and recent graduates; o        Teachers in higher education; •    Identifying ways to offer more work experience to students; •    Outlining ways in which higher education institutions could develop the opportunities for students to undertake work experience; •    Specifying the constraints on further expansion of provision and recognition of work experience opportunities for each type of work experience. Significance In modern times many educationists, philosophers and thinkers in India and abroad have underlines the significance and relevance of the experiences based on work not only as one of the means to impart education but also to see it as one of the aims of education. In western thought of education, the concept of Kindergarten forwarded by Froebel has primary emphasis on learning by doing. Formation of social service centers, hobby clubs based on the doctrines of sense training and motor training manifests the necessity of work experience in education as stressed by Monstessori. Rouseau advocated the spontaneous unfolding of child’s capacities with the specific stress on physical education and sense training. Work experience encourages competence in vocational field by in calculating love of labour among the students. Most of the Chinese products available in the market to compete with highly sophisticated capitalists producers are assembled in the schools as a part of work experience in their curriculum. Japan is another example in this regard. Work experience, along with the study is very useful for the students to achieve bread and butter aim during their course. These experiences are of three types: •     An organized, planned work setting, usually during the long vacation, designed to provide students with development of employability skills and an introduction to a world of work; •     Courses that help develop employability skills; •     Work shadowing to provide students with an insight into particular types of jobs. Summary •     Work experience and related benefits are not a new issue for higher education. Work experience has particular prominence at present because of the rapidly changing nature or organization and subsequent demands of students. •     A range of stakeholders are involved in work experience and in order to successfully expand there must be a recognition of the parties involved, clear links between the parties and clarification of how each group benefits in the short and long term. •     There is a wide range of work experiences and these are relevant to most types of students, including; o             Traditional school leavers; o           Full-time, mature students who may have had work experience but not reflected on it; o           Part-time students in work who may need some guidance on reflection and evaluation of work experience in order to add value; o           Part-time unemployed students. SELF CHECK EXERCISE-3 Q.1 Which of the following is an example of a co-curricular activity in schools? A)    Math class B)    Lunch break C)    Science fair D)    Recess Q.2 What is the primary purpose of co-curricular activities in education? A)    To provide students with additional academic lessons B)    To develop social skills, teamwork, and leadership qualities C)    To extend school hours D)    To focus on individual academic achievement Q.3 Which of the following is considered a co-curricular activity? A)    Standardized testing B)    Field trips C)    Daily classroom lectures D)    Homework assignments Q.4 How do co-curricular activities contribute to student development? A)    By increasing homework assignments B)    By promoting creativity and self-expression C)    By limiting social interactions D)    By decreasing academic performance Q.5 Which of the following is an example of work experience beneficial for students? A)    Completing a research paper B)    Participating in a summer camp C)    Volunteering at a local organization D)    Attending a school assembly Q.6 What skills can students develop through work experience? A)    Academic knowledge only B)    Leadership and teamwork C)    Rote memorization D)    Standardized testing skills Q.7 Why are co-curricular activities important in education? A)    To replace academic learning B)    To encourage student engagement and motivation C)    To reduce teacher workload D)    To eliminate standardized testing Q.8 How can work experience benefit students in their future careers? A)    By decreasing employability B)    By limiting practical skills C)    By providing real-world job skills and insights D)    By increasing academic performance Q.9 Which of the following is NOT a typical goal of co-curricular activities? A)    Promoting physical fitness B)    Enhancing academic competition C)    Fostering creativity and innovation D)    Developing cultural awareness Q.10 What role do co-curricular activities play in holistic student development? A)    They hinder social interaction B)    They focus solely on academic performance C)    They complement academic learning with practical skills and experiences D)    They eliminate the need for standardized testing 11.6    SUMMARY As we engage in the act of envisioning the role of the teacher and the shape of teacher education unfolding in the coming years, it would do us well to take note of the movement of ideas, globally, that have led to current thinking on teacher education. While the search for a philosophy of teacher education that satisfies the needs of our times continues, we seem to be converging on certain broad principles that should inform the enterprise. Modern teacher education functions under a global canvas created by the concepts of ‘learning society’, ‘learning to learn’ and ‘inclusive education’. The concern is to make teacher education liberal, humanistic and responsive to the demands of inclusive education. The emphasis in teaching is not on didactic communication but on non-didactic and dialogical explorations. There is increasing recognition of the worth and potential of social context as a source for rejuvenating teaching and learning. Multi-cultural education and teaching for diversity are the needs of contemporary times. We acknowledge the existence of a diversity of learning spaces and curriculum sites (farm, workplace, home, community and media), apart from the classroom. We also appreciate the diversity of learning styles that children exhibit and learning contexts in which teachers have to function – oversized classrooms, language, ethnic and social diversities, children suffering disadvantages of different kinds. Lastly, we have realized the tentative and fluid nature of the so-called knowledge-base of teacher education. This makes reflective practice the central aim of teacher education. Pedagogical knowledge has to constantly undergo adaptation to meet the needs of diverse contexts through critical reflection by the teacher on his/her practices. Teacher education needs to build capacities in the teacher to construct knowledge, to deal with different contexts and to develop the abilities to discern and judge in moments of uncertainty and fluidity, characteristic of teaching-learning environments. 11.7    GLOSSARY Practicum:The term "practicum" refers to a practical learning experience that provides students with hands-on opportunities to apply theoretical knowledge and skills in real-world settings relevant to their field of study. Co-curricular Activities: Activities that complement and enhance the formal curriculum of academic studies, typically involving participation in clubs, sports, student government, arts, and community service. Extracurricular Activities: Similar to co-curricular activities, these are activities pursued outside of regular class hours that contribute to a student's personal and social development, often including clubs, sports teams, and special interest groups. 11.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: C) Foundational courses in education Answer2: C) Observing and practicing teaching in real classrooms Answer3: C) Technology integration Answer4: C) Promoting inclusive classrooms and understanding diverse student backgrounds Answer5: B) Reflective practice and professional development Exercise-2 Answer1: C) Providing practical teaching experience Answer2: B) Experienced mentor teachers Answer3: C) Practical experience with classroom theory Answer4: C) Engaging in reflective practice Answer5: D) By bridging theory and practice in classroom settings Exercise-3 Answer1: C) Science fair Answer2: B) To develop social skills, teamwork, and leadership qualities Answer3: B) Field trips Answer4: B) By promoting creativity and self-expression Answer5: C) Volunteering at a local organization Answer6: B) Leadership and teamwork Answer7: B) To encourage student engagement and motivation Answer8: C) By providing real-world job skills and insights Answer9: B) Enhancing academic competition Answer10: C) They complement academic learning with practical skills and experiences 11.9    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. 11.10    TERMINAL QUESTIONS Q.1 Enlist the components of pre-service teacher education Q.2 Define co-curricular activities Unit-12    ROLE OF DIET’s and CTE’s IN PRE- SERVICE TEACHER EDUCATION Structure 12.1    Introduction 12.2    Learning Objectives 12.3    Working with the Community & Work Experience Self-Check exercise-1 12.4    Role of DIETS Self-Check exercise-2 12.5    Role of CTEs Self-Check exercise-3 12.6    Summary 12.7    Glossary 12.8    Answers to Self Check Exercises 12.9    References/ Suggested readings 12.10 Terminal Questions 12.1    INTRODUCTION The National Educational Policy, 1986 announced several programmes for improvement in teacher education, one of which was the setting up of the District Institutes of Education and Training. Under it, the work of setting up of one such institute in each district was undertaken from 1987. By the year 2011, 555 District Institutes of Education and Training have been set up in the country. The District Institutes of Education and Training are being set up in two ways: by raising the level of the existing primary teacher education institutions, and by setting up of new institutes. When it is established anew, the land is made available by the State Governments, and the rest of the expenditure is borne by the Central Government. As per the norms prescribed by the Human Resource Development Ministry, there should be about 10 acre land for the setting up of a new District Institute of Education and Training, and its infrastructure should include principal’s office, staff room, accommodation for principal and other staff, hostel facility, psychology laboratory, science laboratory, sports facilities and computer cell etc. Also, there should be a provision for an institute clinic and a part-time doctor. A liberty for it should contain about 10,000 books. An established institute should have a principal, a vice principal, 43 lecturers in different departments, 15 support staff, such as technicians and administrative officers etc. The newly established District Institutes of Education and Training should have a principal, 7 senior lecturers and 17 lecturers besides 23 other workers, such as technicians, laboratory assistants and clerical staff etc. 12.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Gain knowledge about working with the community & work experience Explain the Role of DIETS Explain the Role of CTEs 12.3    WORKING WITH THE COMMUNITY & WORK EXPERIENCE Teacher educators benefit significantly from integrating community engagement and work experience into their professional development. Working with the community allows them to foster meaningful partnerships, enhance learning environments, and promote social responsibility among students. Engaging in practical work experiences, such as practicums and internships, equips teacher educators with firsthand knowledge of classroom dynamics and effective teaching strategies. These experiences facilitate reflective practice, continuous professional growth, and the ability to innovate within educational settings. By bridging theory with practical application and collaborating with diverse stakeholders, teacher educators not only enrich their teaching methods but also contribute positively to the broader educational community. Working with the community and gaining work experience are essential aspects of teacher educator preparation. Here’s an overview: Working with the Community: 1.    Community Engagement: Involves collaboration between educational institutions and local communities to enhance learning experiences and support student development. 2.    Service Learning: Integrates community service with academic coursework, promoting civic responsibility and real-world application of knowledge. 3.    Partnerships:  Establishing partnerships with community organizations, businesses, and stakeholders to enrich educational programs and resources. 4.     Experiential Learning: Opportunities for students to apply classroom learning in community settings, fostering practical skills, cultural awareness, and social responsibility. Work Experience for Teacher Educators: 1.    Practicum and Internships: Hands-on teaching experiences under supervision, essential for developing teaching skills and classroom management. 2.     Fieldwork: Observation and participation in educational settings to understand diverse teaching methods, student interactions, and school environments. 3.    Professional Development:  Continuous learning through workshops, conferences, and collaborative projects to stay updated with educational trends and practices. 4.     Reflective Practice: Critical analysis of teaching experiences to improve instructional strategies, student engagement, and learning outcomes. 5.    Mentorship: Guidance from experienced educators to navigate challenges, enhance pedagogical approaches, and foster personal and professional growth. 6.    Research and Innovation: Conducting research, implementing innovative teaching practices, and contributing to educational scholarship to advance the field of teacher education. These components ensure that teacher educators are well-prepared to facilitate meaningful learning experiences, promote community engagement, and contribute effectively to the educational landscape. SELF CHECK EXERCISE-1 Q.1 What is the primary purpose of community engagement in teacher education? A)    To reduce teaching workload B)    To promote social responsibility and citizenship C)    To standardize educational practices D)    To limit student interaction Q.2 Which of the following is an example of community engagement in teacher education? A)    Attending a professional conference B)    Participating in a research project C)    Collaborating with local schools for service-learning projects D)    Writing an academic paper Q.3 What does work experience in teacher education primarily focus on? A)    Conducting theoretical research B)    Developing practical teaching skills C)    Attending academic seminars D)    Writing curriculum plans Q.4 Why is reflective practice important for teacher educators? A)    To memorize educational theories B)    To enhance classroom management C)    To improve teaching effectiveness and student learning outcomes D)    To increase administrative duties Q.5 How does community engagement benefit teacher educators? A)    By reducing professional responsibilities B)    By promoting collaboration and cultural understanding C)    By limiting teaching strategies D)    By eliminating research opportunities Q.6 Which aspect of work experience helps teacher educators stay updated with educational practices? A)    Conducting surveys B)    Writing lesson plans C)    Attending workshops and conferences D)    Participating in community events Q.7 What role does mentorship play in work experience for teacher educators? A)    It limits professional growth B)    It provides guidance and support from experienced educators C)    It reduces student interaction D)    It increases administrative tasks Q.8 How do practical teaching experiences benefit teacher educators? A)    By decreasing classroom observations B)    By improving pedagogical skills and classroom management C)    By eliminating student assessments D)    By standardizing teaching methods Q.9 What does service-learning involve in teacher education? A)    Writing research proposals B)    Implementing curriculum changes C)    Integrating community service with academic learning D)    Attending professional development workshops Q.10 How does work experience contribute to the professional development of teacher educators? A)    By reducing workload B)    By fostering practical skills and innovation in teaching C)    By limiting professional responsibilities D)    By avoiding educational research 12.4 ROLE OF DIETS District Institutes of Education and Training (DIETs) are instrumental institutions in the Indian educational framework, established with the mandate to elevate the standards of elementary education at the district level. Each DIET functions as a pivotal hub under the supervision of State Councils of Educational Research and Training (SCERTs), aiming to cater specifically to the educational needs and challenges of its respective district. The primary roles of DIETs encompass comprehensive teacher education and training programs, encompassing both pre-service and in-service training initiatives. These programs are designed to enhance the pedagogical skills, subject knowledge, and professional competencies of elementary school teachers. Additionally, DIETs are pivotal in curriculum development, aligning educational content with national and statelevel policies while addressing local educational requirements. They undertake educational research to evaluate teaching methodologies, student learning outcomes, and educational practices, thereby fostering innovation and improvement within the education system. DIETs also play a crucial role in community engagement by forging partnerships with local communities, parents, and stakeholders to promote collaborative efforts in education. They conduct monitoring and evaluation activities to ensure the effective implementation of educational programs and initiatives, providing valuable feedback for continuous improvement. Moreover, DIETs serve as centers for capacity building and professional development, organizing workshops, seminars, and training sessions to empower educators and educational administrators with updated knowledge and skills. Overall, DIETs serve as vital catalysts for educational enhancement at the grassroots level, contributing significantly to the holistic development and quality of elementary education across districts in India. Roles and Functions:1.    Teacher Education and Training: o            DIETs conduct pre-service and in-service training programs for elementary school teachers. These programs focus on pedagogical skills, subject knowledge, and effective teaching methodologies. o            They also organize orientation programs for newly recruited teachers to familiarize them with curriculum frameworks and teaching practices. 2.    Curriculum Development: o            DIETs contribute to the development and adaptation of curriculum frameworks for elementary education. They align curriculum content with national and state educational policies while addressing local educational needs and challenges. o            They develop instructional materials, textbooks, and supplementary resources to support effective teaching and learning in schools. 3.    Educational Research and Innovation: o            DIETs engage in educational research to evaluate teaching-learning processes, assess student learning outcomes, and identify best practices. o            They conduct action research projects to address specific educational issues and contribute to educational reforms and policy recommendations. 4.    Community Engagement and Extension Activities: o            DIETs collaborate with local communities, parents, and stakeholders to promote community participation in education. o           They organize workshops, seminars, and awareness programs to enhance community awareness about educational initiatives and encourage parental involvement in school activities. 5.    Monitoring and Evaluation: o            DIETs monitor the implementation of educational programs and initiatives at the district level. They conduct assessments and evaluations to measure the effectiveness of educational interventions and provide feedback for improvement. o            They compile and analyze data related to student enrollment, attendance, and academic performance to inform policy decisions and educational planning. 6.    Capacity Building and Professional Development: o            DIETs build the capacity of educational administrators, school leaders, and teachers through professional development programs. o           They organize training sessions, workshops, and conferences to update teachers and administrators on emerging trends in education, teaching methodologies, and use of educational technology. 7.    Support to Elementary Schools: o           DIETs provide academic support and mentoring to primary and upper primary schools within their jurisdiction. o            They assist schools in improving teaching practices, implementing innovative educational strategies, and enhancing overall school effectiveness and performance. The aim and functions of the District Institutes of Education and Training can be enumerated as follows – (1)    To provide pre-service teacher education for qualitative improvement in primary education. (2)    To provide in-service training for primary school teachers. (3)    To provide in-service training for guides of informal education and workers in adult education. (4)   To arrange for refresher courses for principals of primary and upper primary schools and to construct innovative and micro-level projects. (5)    To conduct research work in the fields of primary, informal and adult education. (6)   To run training programmes for community workers and other related people as per their needs. (7)    To establish evaluation centers for primary and upper primary schools and informal education and adult education centers. (8)    To organize extension services as resource centers and learning centers. (9)    To give educational advice and guidance to educational institutions, district education boards and school complexes. (10)  To arrange for decentralization of school administration and educational reforms. (11)  To construct educational plans at district level. (12)  To organize  training programmes  for resource persons working for universalization of primary education. (13)  To assist the district administration in running of primary, informal and adult education. For the realization of the above aims and functions, different departments are set up in each District Institute of Education and Training. In different District Institutes of Education and Training of the country, there are different departments, units and cells. We shall discuss different departments of these District Institutes of Education and training in brief – 1.    Department of Pre-service Teacher Education (PSTE) - This department arranges for pre-service training for primary teachers. These programmes are run by different names in different states, such as BTC, STC etc. 2.    In-Service Programme, Field Interaction and Innovation Coordination (IFIC)-    This department is responsible for running in-service teacher education porgrammes and refresher courses for innovation. Also, it assist the district education administration in formulating educational project in the district. Its duties include to find solutions to academic problems and effective use of innovative teaching techniques. 3.    District Resource Unit (DRU) - Its scope is adult and informal education. It coordinates adult and informal education programmes in the district and train its supervisors. 4.    Planning and Management - It trains principals of primary schools and block level education officers. Also, it assists in school mapping and micro-planning. It duties include compilation of academic data and estimation of backward areas from academic viewpoint. 5.    Department of Curriculum Material Development and Evaluation (CMDE) – It develops primary teacher education curriculum. Also, it organizes workshops on evaluation techniques. 6.    Department of Work Experience – It prepares teaching – learning material. Also, it assists primary schools, upper primary schools, adult education centers and informal education centers in work experience activities. It also community service programmes. 7.    Department of Educational Technology – This department creates low cost teaching aids. It also maintains, computer laboratory and audio-visual aids, and gathers audio-video cassettes and teaches how to use slides in teaching. Contribution of District Institutes of Education and Training in the Field of Primary Education and Primary Teacher Education The responsibility of District Institutes of Education and Training is limited to primary education and primary teacher education. We shall discuss the contribution of District Institutes of Education and Training in the field of primary education and primary teacher education. Contribution in the Field of Primary Education (1)    These institutes are deciding and maintaining the form of primary education in the districts. (2)    They are constructing teaching aids relating to primary education. (3)    They are preparing software relating to primary education. (4)   They are developing objective methods for evaluation of students’ achievements. (5)   They are trying to understand the problems of primary education and are finding the solutions to them; it is another thing that this work cannot be efficiently done in the absence of adequate human resources. (6)    They are conducting research work in the field of primary education; this is however, another thing that this work is being undertaken by only 50% of them. Contribution in the field of Primary Teacher Education (1)    These institutes are organizing primary school teacher training. (2)    They are running refresher courses for in-service primary teachers; this is another thing that about 50% of the District Institutes of Education and Training are running these. (3)    They are undertaking research work in the field of primary teacher education; though about 50% of the District Institutes of Education and Training are engaged in this task; (4)    They are trying to understand the problems of primary teacher education and are trying to find their remedies. (5)    They are guiding other equivalent institutions in the district; of course, not all District Institutes of Education and Training are doing it. As per the government announcements, the District Institutes of Education and Training should generally be well equipped teacher education institutions; yet about 50% of the post are lying vacant in most of the District Institutes of Education and Training as on today (2012), and 70% of them have no librarians. As a result, they are not able to function properly. Still some of them are carrying out their responsibility in the fields of primary education and primary teacher education, and conducting research work. Though these District Institutes of Education and Training have good primary teacher education system, and the teachers passing out of them are skilled in the use of modern methods of teaching and educational technology; yet their performance does not match the investment and expenditure being incurred on them. The only need is for the staff to work honestly and devoted. SELF CHECK EXERCISE-2 Q.1 What is the primary role of DIETs in the Indian education system? A)    Conducting university examinations B)    Enhancing standards of elementary education at the district level C)    Managing international student exchanges D)    Providing vocational training Q.2 Who supervises the functioning of DIETs in India? A)    Ministry of Health B)    State Councils of Educational Research and Training (SCERTs) C)    Ministry of Defense D)    National Human Rights Commission Q.3 What type of training programs do DIETs primarily offer to teachers? A)    Medical training B)    Engineering training C)    Teacher education and training D)    Agricultural training Q.4 Which activities do DIETs engage in to promote community involvement in education? A)    Conducting business seminars B)    Organizing cultural festivals C)    Forging partnerships with local communities D)    Hosting sports events Q.5 What role do DIETs play in curriculum development? A)    Designing fashion courses B)    Aligning curriculum with national and state-level policies C)    Creating culinary arts programs D)    Organizing music concerts Q.6 How do DIETs contribute to the professional development of educators? A)    By organizing music competitions B)    By conducting workshops and training sessions C)    By hosting dance workshops D)    By organizing book fairs Q7.What is the focus of educational research conducted by DIETs? A)    Astronomy B)    Evaluating teaching methodologies and student learning outcomes C)    Marine biology D)    Political science Q.8 What is the significance of DIETs in monitoring and evaluation? A)    Monitoring traffic regulations B)    Evaluating healthcare facilities C)    Monitoring the implementation of educational programs D)    Assessing environmental impact Q.9 Which organization collaborates closely with DIETs to enhance educational standards? A)    World Health Organization (WHO) B)    State Boards of Education C)    International Monetary Fund (IMF) D)    United Nations Educational, Scientific and Cultural Organization (UNESCO) Q.10 What do DIETs emphasize in their role as centers for capacity building? A)    Conducting art exhibitions B)    Empowering educators and administrators with updated knowledge and skills C)    Organizing fashion shows D)    Hosting sports tournaments 12.5 ROLE OF COLLEGES OF TEACHER EDUCATION (CTES) The National Education Policy, 1986 announced several programmes for improvement in teacher education, one of which was to upgrade some good standard secondary teacher education institutions to the Colleges of Teacher Education. By the year 2011 a total of 104 Colleges of Teacher Education has been set up in the country. As per norms prescribed by the Ministry of Human Resource Development, the infrastructure of College of Teacher Education should comprise of a principal room, a staff room, an office room, classrooms as per the number of trainees, a seminar hall, a library with reading room, an audio-visual room, an art and craft room, a psychology laboratory, a science laboratory, a mathematics laboratory, a language laboratory, a common room for girls, toilet facilities and hostels. As far as human resource is concerned, there should be 17 academic staff, 3 readers, 13 lecturers, together with a librarian and 7-8 technical staff. Aim and Function of Colleges of Teacher Education The aim and functions of the Colleges of Teacher Education can be enumerated as follows – (1)    To provide good quality pre-service teacher education for preparing secondary teachers. (2)    To organize short term subject oriented in-service teacher education programmes for teachers of secondary level, and to give each teacher an opportunity to take part in them once in five years at the least. (3)    To provide resource support and extension services to secondary schools, school complexes and individual teachers. (4)    To conduct experiments in the field of secondary education and start innovation programmes. (5    To organize training in value-oriented education, work experience, environmental education, population education, information and communication technology, vacationalization and science education. (6)    To assist professional bodies. (7)    To encourage community cooperation in teacher education programmes. Contribution of Colleges of Teacher Education in the Field of Secondary Education and Secondary Teacher Education Though the scope of Colleges of Teacher Education is secondary education and secondary teacher education, but they hold educational reform programmes from preprimary to secondary level. The contribution of Colleges of Teacher Education in the fields of secondary education and secondary teacher education is as follows – Contribution in the Field of Secondary Education (1)    Most of the Colleges of Teacher Education are preparing teaching aids related to secondary education. (2)    Some of them are preparing software related to secondary education. (3)   Some of them are developing objective methods of evaluation of student’s achievements. (4)   Some them are working to understand and solve any problems pertaining to secondary education. (5)    Some of them are undertaking research work in school education. Contribution in the Field of Secondary Teacher Education (1)    These Colleges of Teacher Education are running one-year B.Ed. courses and are providing quality teacher education at secondary level. (2)    Some of them are also running two-year B.Ed. Courses as well as M.Ed. courses. All these programmes are of high quality. (3)    They are also organizing in-service teacher education programmes. Though they are not running such programmes as per the desired norms, yet some of them are running them quite satisfactory. (4)    With an aim of providing quality teacher education, some of them have set up internal quality assurance cells (IQACs). (5)    Some of them are working to find out new dimensions of teacher education and to undertake research work for linking it with education. (6)    Some of them are working for development of learning resources related to secondary teacher education. (7)    Programmes are also held in them for capacity building of the teacher educators working in these Colleges of Teacher Education; though these programmes are not held in sufficient numbers or the teacher educators do not take part in them in adequate number. (8)    These Colleges of Teacher Education are guiding equivalent teacher educational institutions. SELF CHECK EXERCISE-3 Q.1 What is the primary role of Colleges of Teacher Education (CTEs)? A)    Conducting university examinations B)    Preparing future educators through comprehensive programs C)    Offering medical training D)    Providing vocational courses Q.2 What do CTEs contribute to in the field of education? A)    Healthcare services B)    Curriculum development and revision C)    Agricultural research D)    Industrial training Q.3 What type of programs do CTEs offer to practicing teachers? A)    Professional development opportunities B)    Engineering courses C)    Business management degrees D)    Fashion designing workshops Q.4 What is one of the key activities CTEs engage in to advance knowledge in teaching and learning? A)    Agricultural practices B)    Educational research C)    Legal studies D)    Financial management Q.5 What practical experiences do CTEs provide to teacher candidates? A)    Art exhibitions B)    Field experiences and practicum placements C)    Cooking classes D)    Music concerts Q.6 How do CTEs collaborate with schools and communities? A)    Organizing fashion shows B)    Hosting sports tournaments C)    Fostering partnerships and educational initiatives D)    Conducting scientific experiments Q.7 What do CTEs advocate for within the teaching profession? A)    Environmental conservation B)    Technological advancements C)    Teaching excellence and leadership D)    Public health awareness Q.8 How do CTEs ensure quality standards in teacher education programs? A)    Through agricultural practices B)    By organizing cultural events C)    Through accreditation and program evaluation D)    By conducting business seminars Q.9 What role does technology play in CTEs? A)    Legal counseling B)    Promoting digital literacy and effective teaching practices C)    Managing financial accounts D)    Conducting medical research Q.10 What aspect of diversity do CTEs emphasize in teacher preparation? A)    Cultural competence and understanding B)    Environmental sustainability C)    Architectural design D)    Political ideologies 12.6    SUMMARY DIETs play a pivotal role in the educational ecosystem by serving as catalysts for educational improvement at the district level. They contribute to the professional development of teachers, curriculum innovation, community engagement, and overall enhancement of elementary education quality. By bridging the gap between educational theory and practice, DIETs significantly impact the educational outcomes and holistic development of students across districts in India. Though, in the meantime, 104 of the teacher educational institutions have been upgraded to Colleges of Teacher Education, yet according to a research survey in 2011, though the infrastructure of most of them is satisfactory but most of them lack adequate staff, it is below 50%. I about 60% for them there is no reader, in about 50% of them there is no librarian and in about 90% of them there is no laboratory asstt. In to, these institutions are confronted with deficiency of human resources. These institutions also lack programme advisory committees as per the prescribed norms, about 11% of them have the internal quality assurance cells working. Besides, 60% of the Colleges of Teacher Education are not producing curriculum material. Not only this, most of the people working in them are not even aware of the norms. The truth remains that some secondary teacher education institutions are promote to colleges of Teacher Education without fulfilling the norms, just due to corruption. At present, the National Assessment and Accreditation Council (NAAC) has been set up, but its inspections have not yielded any benefit. The inspectors often give B-grade to these intuitions, while they should be a A-grade. As a conclusion, it can be said that these intuitions are not able to give desirable results. The need is for them to work honestly and devotedly. 12.7    GLOSSARY District Institutes of Education and Training (DIETs): Institutions established at the district level in India to enhance the quality of elementary education through teacher training, curriculum development, and educational research. Teacher Education: The process of preparing individuals to become effective educators through formal training and professional development programs. Pedagogy: The art and science of teaching, including instructional methods, strategies, and techniques used to facilitate learning. 12.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) To promote social responsibility and citizenship Answer2: C) Collaborating with local schools for service-learning projects Answer3: B) Developing practical teaching skills Answer4: C) To improve teaching effectiveness and student learning outcomes Answer5: B) By promoting collaboration and cultural understanding Answer6: C) Attending workshops and conferences Answer7: B) It provides guidance and support from experienced educators Answer8: B) By improving pedagogical skills and classroom management Answer9: C) Integrating community service with academic learning Answer10: B) By fostering practical skills and innovation in teaching Exercise-2 Answer1: B) Enhancing standards of elementary education at the district level Answer2: B) State Councils of Educational Research and Training (SCERTs) Answer3: C) Teacher education and training Answer4: C) Forging partnerships with local communities Answer5: B) Aligning curriculum with national and state-level policies Answer6: B) By conducting workshops and training sessions Answer7: B) Evaluating teaching methodologies and student learning outcomes Answer8: C) Monitoring the implementation of educational programs Answer9: B) State Boards of Education Answer10: B) Empowering educators and administrators with updated knowledge and skills Exercise-3 Answer1: B) Preparing future educators through comprehensive programs Answer2: B) Curriculum development and revision Answer3: A) Professional development opportunities Answer4: B) Educational research Answer5: B) Field experiences and practicum placements Answer6: C) Fostering partnerships and educational initiatives Answer7: C) Teaching excellence and leadership Answer8: C) Through accreditation and program evaluation Answer9: B) Promoting digital literacy and effective teaching practices Answer10: A) Cultural competence and understanding 12.9    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. 12.10    TERMINAL QUESTIONS Q.1 Describe the aims and functions of district institutes of education and training. Q.2 Describe the role of CTEs in pre-service education. UNIT-13   PROBLEMS OF PRE - SERVICE TEACHER EDUCATION Structure 13.1    Introduction 13.2    Learning Objectives 13.3    Issues and Concerns of Pre - Service Teachers Education Self- Check Exercise-1 13.4  Problems Concerning Teacher Education Self- Check Exercise-2 13.5    Summary 13.6    Glossary 13.7    Answers to Self Check Exercises 13.8    References/ Suggested readings 13.9    Terminal Questions 13.1    INTRODUCTION Generally, in the societies, the status of teachers holds a very high position because the teachers is the only person on whose shoulders lies the burden of the development of the younger generation and the reconstruction of the nation. Secondary Education Commission has rightly stated: - “we are, however, convinced that the most important factor in the contemplated reconstruction is the teacher; his personal qualities, his educational qualifications, his professional training and the place that he occupies in the school as well as in the community. The reputation of a school and its influence on the life of the community invariably depend on the various problems connected with the improvement of their status.” Teacher is still facing many problems. Problems of Teaches and teachers Education are closely related. Therefore we are presenting these problems there. 13.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Understand the issues and concerns related to Pre - Service Teachers Education Enumerate the problems concerning teacher education 13.3    ISSUES AND CONCERNS OF PRE SERVICE TEACHERS EDUCATION Pre-service teacher education faces several critical issues and concerns that impact the preparation and readiness of future educators for the challenges of modern classrooms. One significant issue is the adequacy and relevance of the curriculum. Many pre-service programs struggle to balance theoretical knowledge with practical teaching skills and contemporary educational trends. There is often a gap between what is taught in teacher preparation courses and the real-world demands of diverse classrooms, including managing student behavior, integrating technology effectively, and addressing the needs of diverse learners. Another pressing concern is the quality of mentorship and supervision during practicum experiences. While practical teaching experiences are crucial for developing classroom management skills and pedagogical strategies, the supervision and feedback provided to pre-service teachers vary widely. Inconsistent mentorship can hinder the development of effective teaching practices and confidence in new educators. Furthermore, the integration of technology in teacher education remains a challenge. While digital literacy and technology integration are essential for modern teaching practices, many teacher preparation programs struggle to provide sufficient training and support in this area. Pre-service teachers need opportunities to learn how to use educational technology effectively and to adapt to rapidly evolving digital tools. Additionally, there is a growing emphasis on cultural competence and inclusive education within pre-service teacher education. Educators need to be prepared to work with diverse student populations, including those from different cultural, linguistic, and socioeconomic backgrounds, as well as students with disabilities. However, ensuring that pre-service teachers receive adequate training in cultural awareness, equity, and inclusive practices is an ongoing concern. Lastly, the transition from pre-service education to actual teaching positions can be challenging for new teachers. Many graduates face high expectations and stress in their initial years of teaching, navigating curriculum implementation, classroom management, and professional relationships. Support systems and induction programs for new teachers are crucial to help them succeed and stay in the profession. In addressing these issues, continuous collaboration between teacher education institutions, schools, and educational stakeholders is essential. Revising curriculum frameworks, enhancing practicum experiences, providing mentorship and professional development opportunities, and integrating cultural competence and technology training are critical steps toward preparing competent and resilient educators who can meet the diverse needs of students in today's educational landscape. Problems of the Teachers Education concern with the training research and application. There is dearth of teachers and to meet this demand various programmes have been started by the Government and the universities. However, the following issues have been identified which hinder Teacher Education. a.    Absence of synchronisation between training institutions- According to K.G. Saiydain, the candidate’s knowledge of theory and actual conduct in the class-room remain two discrete elements, instead of blending with and strengthening or reinforcing each other. Hence, it is necessary that there should be a balance between theory and practice, so that the gulf between the schools and the training establishments is effectively bridged. b.    Imbalance between theory and practice – Training schools normally lay too much stress upon the principal or theory of teaching, where as equal importance should be given to practice teaching and theory. c.     Lack of suitable curriculum – The curriculum of training is defective. The student is compelled to study subject which bear no relationship whatsoever to actual teaching. d.    Neglect of human values - During training, the entire focus is upon objectives, goals, etc. While human values are completely neglected. In the opinion of K.G. Sayidain, the candidates are unable to visualise the fact that education is a specific social and culture process. Because of lack of foresight and undue emphasis upon minor details or technical necessities, the close relationship of the school with society, the living problems of schools, and other important issues are lost sight of. e.    Absence of a free, untrammelled atmosphere- In training schools, the atmosphere of freedom is noticeably lacking, and because of the oppressive atmosphere, students are often seen indulging in flattery so that they may    obtain good divisions. f.     Problems of selection of training- at present, training colleges are facing the problem of granting admission, and undoubtedly, the choice of able and suitable individuals for training as teachers is a major problem. g.     In service training- In service training takes within its arnbit such activities as refresher courses, short term intensive curricula , practical knowledge of workshops, seminars, professional conference, etc. However, even those suffer from numerous problems. h.     Traditional influence- even today, the curriculum is an ancient and traditional one, the ideal lessons are patently unpsychological, teaching aids are not used effectively and intelligently, considerable indifference and neglect are often displayed. In addition, the opportunities for fruitful discussion are few and far between, hostel facilities are often lacking, and opportunities for mutual contact and co-operation are negligible. Kothari commission remarks “The destiny of India is being shaped in its classroom”. No doubt education plays a very significant role in nation’s development but the quality of education is greatly determined by the quality of teachers, therefore great efforts were made and still are being made to import the quality of teacher education. Yet we don’t find much improvement in general education. This situation makes us to analyse critically the teacher education programme to find its weakness and according to make some suggestions to overcome the problems of teacher education. SELF CHECK EXERCISE – 1 Q.1 Which of the following is a significant issue in pre-service teacher education concerning curriculum? A)    Lack of professional development opportunities B)    Insufficient access to technology C)    Inadequate integration of theoretical and practical knowledge D)    Limited cultural diversity in classrooms Q.2 What is a common concern regarding mentorship during practicum experiences in teacher education? A)    Overemphasis on technology integration B)    Inconsistent supervision and feedback C)    Lack of diversity in student populations D)    Limited access to educational resources Q.3 Why is technology integration considered a challenge in pre-service teacher education? A)    Teachers' resistance to using technology B)    Limited availability of digital tools C)    Inadequate training and support D)    Lack of interest among students Q.4 What is an important aspect of cultural competence in teacher education? A)    Mastery of foreign languages B)    Understanding of diverse student backgrounds C)    Expertise in global economics D)    Knowledge of historical events Q.5 What challenge do many pre-service teachers face during their transition to actual teaching positions? A)    Over qualification for teaching roles B)    High levels of job satisfaction C)    Low expectations from school administrators D)    Stress and high expectations Q.6 Which area requires continuous collaboration to address issues in pre-service teacher education? A)    Professional development opportunities B)    Curriculum development C)    Student assessment techniques D)    Parent-teacher relationships Q.7 What is a critical step toward preparing competent educators in pre-service teacher education? A)    Limiting access to educational technology B)    Reducing diversity in student populations C)    Enhancing mentorship and support systems D)    Decreasing emphasis on cultural competence Q.8 Which factor contributes to the effectiveness of pre-service teacher education programs? A)    Resistance to change among educators B)    Limited access to educational resources C)    Integration of digital literacy skills D)    Homogeneous student populations Q.9 What is a primary concern regarding inclusive education in teacher preparation? A)    Limited classroom management skills B)    Insufficient understanding of student needs C)    Overemphasis on standardized testing D)    Lack of curriculum frameworks Q.10 Which aspect of teacher education is crucial for promoting student success in diverse classrooms? A)    Uniform teaching methods B)    Ongoing professional development C)    Exclusion of technology D)    Limited cultural awareness 13.4 PROBLEMS CONCERNING TEACHER EDUCATION Teacher education faces several significant challenges and problems that impact the preparation and effectiveness of educators. One of the primary concerns is the gap between theory and practice in teacher training programs. Many pre-service education programs focus heavily on theoretical knowledge but often fail to adequately prepare teachers for the practical demands of real-world classrooms. This gap can lead to new teachers feeling unprepared to manage diverse student needs, implement effective teaching strategies, and navigate classroom dynamics. Another critical issue is the quality and relevance of the curriculum in teacher education. Outdated or inadequate curricula may not align with current educational standards, advancements in pedagogical research, or the needs of modern learners. There is a growing demand for teacher education programs to integrate contemporary teaching methodologies, digital literacy skills, and cultural competence training to better prepare educators for diverse and inclusive classrooms. Furthermore, the lack of effective mentorship and supervision during practicum experiences poses a challenge. Teacher candidates require ongoing support and feedback from experienced educators to develop their teaching skills, classroom management techniques, and professional identity. Inconsistent or inadequate mentorship can hinder the development of confidence and competence among new teachers, impacting their ability to succeed in their roles. Additionally, the integration of technology in teacher education remains a pressing issue. While digital literacy and technology integration are essential for 21st-century teaching, many programs struggle to provide comprehensive training and resources in this area. Teachers need practical experience and guidance on how to effectively use educational technologies to enhance learning outcomes and engage students in meaningful ways. Moreover, there is a concern about the diversity and inclusivity of teacher education programs. Educators must be prepared to work with students from diverse cultural, linguistic, and socioeconomic backgrounds, as well as those with varying learning abilities and needs. Teacher education programs need to emphasize cultural competence, equity, and inclusive teaching practices to ensure that all students have equitable access to quality education. Addressing these problems requires collaboration among teacher education institutions, schools, policymakers, and educational stakeholders. Revising and updating curricula, enhancing mentorship and supervision programs, integrating technology effectively, and promoting cultural competence are crucial steps toward improving teacher education and ensuring that educators are well-prepared to meet the diverse challenges of modern educational environments. 1)    Problem of Selection: Defects of selection procedure lead to deterioration of the quality of teachers. Better selection methods would not only improve the quality of training but also save the personnel and social wastage. Some elaborate techniques like that of C.I.E. should be used for the selection of candidates for admission somewhat following are suggestions to improve the selection procedures: 1.    Candidate should be interviewed through structured interview. 2.    Test of General Knowledge should be applied. 3.    Test in school subjects may be conducted to judge competence in various fields of study. 4.    Language tests should be used. 5.    Intelligence test, like Raven’s Progressive Matrices Test should be administered. 6.    Aptitude, interest and attitude inventory should be administered. 7.    Candidates who wish to join a teacher college should be able to analyses themselves, and determine as objectively as possible their own suitability for the teaching job. 8.    A well directed guidance service should be provide in Teacher College to give scientific advice to the prospective candidates. 2)    Deficiencies of Small Time Period Provided for the Training of Teachers: In India, the period of training of teachers for secondary schools has all along been of one year after graduation- the effective session being of eight to nine months. The main purpose of teacher education programme is to develop healthy attitude, broad based interest and values consistent with dignity of training profession and thereafter, develop a personality too. It is not possible, during the short duration of nine months. 3)    Incompetency of Student Teachers:   The existing training programme does not provide adequate opportunities to the student teachers to develop competency to face varied type of situations in their real teaching life because the organizers of teacher’s training programme are not aware of the existing problems of schools. They are not in direct contact of schools. Due to this gap between the school and the training institution, the growth of content stagnates, methodology gets stale and contact with academic discipline becomes weak. Therefore, there should be a close matching between the work schedule of the teacher in a school and the programme adopted for teacher preparation in a training college. 4)    Defects Concerning Papers: A student teacher should know the meaning of education, its objectives, the socio-cultural and politico-economic background, various agencies that influence education, the principles that guide construction of curriculum etc. But a proper preparation towards a good orientation is impossible in a short duration of 9 months. Following steps may be taken in this connection: i.      Allowing more time to learners for good reading a sound build-up of the intellect and attitude, ii.       Pruning the existing course, iii.      Arranging for exchange of experiences than merely attending lectures, iv.      Changing the mode of testing inputs, v.      The content of the teacher education programme should be taken from the real life situations. It must have direct implications in the daily school teaching, and vi.       The teaching practice of the student teachers should be directly related to their theory courses so that they understand and make use of the knowledge provided to them in their theory courses. 5)    Problems of Practice Teaching: In most of the institutes more emphasis is laid on the theory in respect of marks and time. The ratio of marks between theory and practice generally remains of 5 : 2. In some institutes practical aspect is given equal importance to that of theory. Teaching practice plays a significant role in B.Ed. programme. Its main purpose is to help student teachers to acquire the powers of observation, attention, imagination and a sense of time. One learns how to prepare lesson his lesson independently and how to mark pupil’s work. a)    Sessional practical work ranger from school assignments projects, to psychology practicals and visual education. Its constitute craft work, community services and co-curricular activities. It is intended to strengthen the school practice of the student teacher when he is under training and later the dimension of his role as a teacher inservice. But the planning and implementation of such practical work is very poor. While these activities are important so long as the pupils are under training, little of their impacts are carried over to school practice field. b)    Criticisms lesson is aimed to assess the overall teaching personality of the student teacher after having a sufficient amount of training. This assessment is a basis for the final examination of the student teacher. c)    Pre-teaching preparation should be made to improve the organization of teaching practice. Adequate in internship practices should be exercised and the theory classes should be suspended. d)    Inspite of all kinds of elaborate arrangements regarding practice in teaching, student teachers are non-serious to the task of teaching, deficient in sense of duty, irresponsible, aimless, indifferent to children, lacking innovative measures in teaching which are great obstacles in development of pedagogical skills. 6)    Problem of Supervision of Student Teaching: The purpose of supervision is the improvement of instructions in the student teaching situation. The supervisory organization for practice teaching and the supervisory techniques and practice aim at bringing improvement in the instructional activity of the student teachers by familiarizing the student teachers, with various techniques and practical skills in teaching and help them to develop confidence in facing the classroom situations. This is done through following two types of supervision: (i)    Supervision before classroom teaching : its aim at guiding the student teachers in planning their lessons, learning to organize contents of their teaching, formulating suitable gestures of right type to evoke right responses from the students and developing other related abilities and skill that enable them to enter and successfully face the class with confidence. At present the students are asked to prepare the lesson plans them self without introducing them with its proper procedure. The lesson plans are checked superficially. No discussion is made by the subject method specialist. The students enter the classes without having any type of pervious knowledge of facing the classroom situations. (ii)    Supervision during the classroom teaching: it is generally exercised by the teachers of training colleges in local schools selected from amongst those in the vicinity of the training institutions. In term supervision team of two or more teachers supervise the teaching of student teachers in a school. The team of supervisors may or may not relate form one school to another. The teaching of student teachers is supervised by teachers who may or may not be the method specialists. The student teachers receive a general supervision form the college supervisor who is neither subject method specialists nor an active school teacher of the subject for years. These supervisors offer descriptive type of criticism, while constructive type of criticism is desirable. Their remarks are related to the general personality of the student teachers. The supervisor seldom critically appreciates the students’ teacher’s knowledge of the subject and order of its presentation to the students. He fails to supervise all the lessons taught by a trainee. The percentage of lessons supervised by the subject method specialist varies from 5 percent to 25 percent of the lessons taught by a student teacher due to the faculty staffing pattern resulting in shortage and non availability of the subject method specialists, un even distribution of teaching subject among the student teachers, lack of time and too many lessons to be supervised in a class period, defective time table, etc. The supervision of student teaching should be the joint responsibility of the college faculty represented mainly by the method specialist and the school teachers. The measure share of responsibility should rest with the school teachers. To guide and appraise the student teacher, the supervisor must obviously have a more thorough understanding of his field and of educational discipline like psychology. The school teacher should be assisted by the college supervisor in his work of supervision of student teacher. Frequent conferences and consultation between them will help to relate them to practice and the student teacher will improve the performance in a realistic school setting. Until the method specialists and the successful school teacher are given the highest status in the faculty, the student teaching will continue to fall short of its potentialities. 7)    Lack of Subject Knowledge: The B.Ed. programme does not emphasis the knowledge of the basic subject. There is no provision to increase and strengthen the knowledge of the particular subjects of the student teacher. The whole teaching practice remains indifferent with regard to the subject knowledge of the student teacher. 8)    Lack of Realism: The whole B.Ed. programme does not make the student to complete his whole prescribed syllabus in his real teaching life with in the limited time of session. The teaching practices which he exercise during his training period do not help him t5o take his class and to complete his prescribed course with in the period provided. The student teacher should be given a chance to face the real problems of classroom teaching. He should practice the particularly skill needed for his particular subjects. He should know how to complete his course and how to perform other related work other than the teaching. 9)    Faculty Methods of Teaching: In India teacher educators are averse to innovation and experimentation in the use of methods of teaching. They use the traditional method of instruction, lecturing and dictating of notes. Their acquaintance with modern classroom communication devices is negligible. Their lectures are dull, monotonous and uninspiring. Student teachers talk about the methods but cannot use them with facility and ease. The teacher educators have no planned and systematic awareness and control over the instructional technology. 10)    Absence of professional attitude: In India the entire teacher education programme is lacking in professional attitude which is so important for a sound programme of teacher education. In some states the teacher education programmme has been commercialized. Optimum saving is made through the revenues raised by such departments. This has resulted into sub-standard facilities in the colleges. It is also reflected in the policies followed in the recruitment of teacher educators whose poor quality coupled with the sub-standard provision of facilities, is largely responsible for lack of vigorous and dynamic progrmme on the campus. The effort to build a proper democratic attitude through a community life gets undermined. No attempt is made for the development of sound professional ethics during the period of teacher education. 11)    Isolation of teacher education department: As has been observed by the Education Commission the teacher’s education, both at primary and secondary level, has become isolated from schools and current development in school education. In the schools the method of teaching curricula and various other requirements in are different forms those advocated and actually implemented in the teacher education departments. The schools consider the teacher education department as an alien institution and not a nursery for the professional development of school teacher. The teacher education departments only observe the formality of finishing the prescribed number of lessons not carrying for the soundness of pedagogy involved in the procedure. 12)    Poor Academic Background of the Student Teachers: Proper admission procedures are not observed in most of the institution. Most of those applying for admission to teacher education departments, do not have the requisite motivation and the academic background for a well deserved entry in the teaching profession. Therefore they remain indifferent to work and studies. In some states the girls because of their merit get admitted in a sizeable proportion though they never enter into the teaching profession and are not willing to serve in the rural areas. This has created the problem of untrained teacher backlog. In some of the states the female teachers are available for being hired on considerably reduced rates of emoluments. 13)    Lack of Proper Facilities: In India, the teacher education programme is being given a step-motherly treatment. About 20% of the teacher education institutions are being run in the rented buildings without any facility for an experimental school or laboratory, library and other equipments necessary for a good teacher education department. There are no separate hostel facilities for student teachers. 14)    Lack of Regulation in Demand and Supply: In majority of cases the State Education Departments have no control on starting of post-graduate teacher education departments. The teacher education departments have no data on the basis of which they may work out the desired intake for their institutions. There is a considerable lag between the demand and the supply of teachers. This has created the problem of unemployment and under-employment. 15)    Lack of Interaction with the Main Academic Stream: As the teacher education departments in the states are cut off and isolated, they cannot function as models for the University Departments. Other university departments treat the teacher training section as something inferior. They do not collaborate in any programme sponsored by teacher education section. Teacher education departments have not been able to make any dent even in such areas as evaluation, teaching methods and curriculum development. 16)    Inadequate Empirical Research: In India, research in education has been considerably neglected. Whatever research is being conducted is of very inferior quality. The teacher education programmes have not been properly studied by undertaking any systematic research. Unwarranted suggestions based on speculation are the guiding principles in teacher education programmes. 17)    Lack of Facilities for Professional Development: There is lack of facilities for the professional growth of the teacher educators. Even the summer institutes being run with the help of UGC and NCERT are not able to deliver the goods. Most of the programmes are being conducted in a routine and unimaginative manner. Even the association of teacher educators has not contributed anything towards development of a sound professionalization of teacher education in the country. 18)    Insufficient Financial Grants: In most of the states teacher education is still being run by the fee collected from student-teachers. While the share of the state grant is much too small. Most of them are in a bad shape of a sub-standard nature. SUGGESTIONS Prof. K.G. Sayidain has put forward the following suggestions for overcoming the shortcoming and problems of teachers’ education: a)    Manpower and planning- State should, with the assistance of its training colleges and department of education, carry out a survey at least once in every five years to ascertain the need for male and female teachers in all the schools of the state. Admissions to teachers training establishment should be based exclusively upon this estimate. b)    Short term course- Short term curricula should be prepared for the old and experienced teachers, who, for one reason or the other, could not take admission to training colleges. On receiving systematic training, these teachers will add to their efficiency, win promotions to higher ranks and feel more secure in their jobs. c)    Prospective teachers- Having made arrangements for the training of old and experienced teachers in the manner outlined above, the question now remains of those individuals who, having completed their college or university admission, wish to secure admission to a teachers’ training institution. From among these candidates, only those individuals, who really possess the potential for becoming able and successful teachers, should be chosen. d)    Selection of trainees- The rough and ready, stereotyped methods in use for the selection of new candidates should be replaced by more effective, adequate and scientific techniques of selection. These techniques should be capable of accurate evaluation of the aspiring candidates moral and mental qualities. e)    Understanding the profession- Individuals inserted in adopting the teaching profession should keep in mind the need of their future profession so that they do not acquire piecemeal knowledge and then seek then admission to a training establishment such individuals should shun all knowledge which bears no relationship to teaching, which is not to be their future profession. f)     Pedagogy of teaching- As is the case in some universities, the science of education should be made one of the alternative or optional subjects. The view of the Kothari Commission and the Secondary Education Commission is that in order to make professional education more effective, it is necessary to link it, on the one hand with universities, and on the other, with schools. Only then can the development of both aspects take place conveniently. Suggestions by Secondary Education Commissions The following are the views of the Commission:- a)    Elective subject- Education should be introduced as a elective subject for the first as well as the second degree. b)    Colleges of education- universities should set up college of education which may provide assistance in training teachers and research. c)     Extension service – in order to bridge the gulf between training institutions and schools, there should be extension service department at the pre-primary, primary and secondary levels in each in each training establishment. There should also be an organisation of old students, and it should offer its suggestions regarding the curriculum of training. Candidates receiving training should be sent to recognized schools. The supervisory staff should be transferred from one school to another at regular intervals. d)    Barriers should be removed- The distance and barriers between particular subjects such as arts, physical education, etc., should be done away with. e)    Status of training institutions- Training colleges should be raised to the same status and levels as that of the colleges of universities. f)     State board of teacher education- State board of teacher education should be established at the state level. g)    Period of training – the period of training for those who have received secondary education should be two years, while graduates should receive training for one year. h)    Part time teacher education – proper arrangements should be made for part time education. Dr. Sampurnananda has started that the nation should be conscious of the sentiments and needs of its teachers. On the other hand, it is expected of the teachers that they will provide able and devoted leaders in every sphere of life, despite the fact that the teachers themselves are compelled to live in circumstances which are not conductive to efficiency, skill or even self- respect. SELF CHECK EXERCISE – 2 Q.1 What is a primary concern regarding the gap between theory and practice in teacher education programs? A)    Overemphasis on practical skills B)    Inadequate integration of digital literacy C)    Lack of preparation for classroom dynamics D)    Limited access to educational resources Q.2 Which aspect of curriculum in teacher education programs is often criticized for its relevance? A)    Integration of cultural competence B)    Emphasis on historical events C)    Outdated content and methodologies D)    Focus on administrative skills Q.3 Why is effective mentorship and supervision during practicum experiences crucial for pre-service teachers? A)    To improve student-teacher ratios B)    To enhance classroom infrastructure C)    To develop teaching skills and confidence D)    To increase teacher salaries Q.4 What is a pressing issue regarding the integration of technology in teacher education? A)    Overemphasis on traditional teaching methods B)    Limited access to educational technology C)    Inadequate funding for technology initiatives D)    Lack of interest among students Q.5 What aspect of diversity poses a challenge in teacher education programs? A)    Homogeneous student populations B)    Limited classroom management skills C)    Insufficient understanding of student needs D)    Overemphasis on standardized testing Q.6 Which factor hinders the effective preparation of educators for diverse classrooms? A)    Integration of digital literacy skills B)    Inadequate training in cultural competence C)    Overemphasis on theoretical knowledge D)    Limited professional development opportunities Q.7 What is a critical concern regarding the professional readiness of new teachers? A)    High job satisfaction rates B)    Overqualification for teaching roles C)    Stress and high expectations D)    Limited access to educational resources Q.8 Why do teacher education programs need to emphasize inclusive teaching practices? A)    To reduce student-teacher ratios B)    To integrate standardized testing C)    To address diverse student needs equitably D)    To promote vocational training Q.9 What is a significant challenge in revising and updating teacher education curricula? A)    Lack of interest among educational stakeholders B)    Inadequate funding for curriculum development C)    Overemphasis on historical content D)    Limited research in pedagogical advancements Q.10 What collaborative effort is essential for addressing problems in teacher education? A)    Overemphasis on traditional teaching methods B)    Integration of technology in classrooms C)    Collaboration among institutions, schools, and stakeholders D)    Reduction in teacher salaries 13.5    SUMMARY In the context of teachers’ education, Dr. Radhakrishan has brought about the transfer of the level of technological skill and keeps the light of civilisation burning bright. He not only guides the individual, he shows the whole nation the right direction. The Kothari Commission, too, has been constrained to observe that the most important thing is to create satisfactory conditions of work for the teachers of our country. 13.6      GLOSSARY Pre-service Teacher Education: The initial training and education that individuals undergo to become certified teachers before they start teaching in a classroom. This includes coursework, practical experiences, and assessments aimed at preparing future educators for their professional roles. Teacher Preparation Program: A structured program designed to equip preservice teachers with the knowledge, skills, and competencies needed for effective teaching. These programs typically include both theoretical coursework and practical teaching experiences. 13.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: C) Inadequate integration of theoretical and practical knowledge Answer2: B) Inconsistent supervision and feedback Answer3: C) Inadequate training and support Answer4: B) Understanding of diverse student backgrounds Answer5: D) Stress and high expectations Answer6: B) Curriculum development Answer7: C) Enhancing mentorship and support systems Answer8: C) Integration of digital literacy skills Answer9: B) Insufficient understanding of student needs Answer10: B) Ongoing professional development Exercise-2 Answer1: C) Lack of preparation for classroom dynamics Answer2: C) Outdated content and methodologies Answer3: C) To develop teaching skills and confidence Answer4: B) Limited access to educational technology Answer5: A) Homogeneous student populations Answer6: B) Inadequate training in cultural competence Answer7: C) Stress and high expectations Answer8: C) To address diverse student needs equitably Answer9: B) Inadequate funding for curriculum development Answer10: C) Collaboration among institutions, schools, and stakeholders 13.8    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. 13.9    TERMINAL QUESTIONS Q.1 Enlist the problems of Pre-Service Teacher Education Q.2 Discuss the suggestions given by Secondary Education Commissions for PreService teacher education. Q.3 What are the Issues of Pre-Service Teachers Education? UNIT – 14 IN-SERVICE TEACHER EDUCATION Structure 14.1    Introduction 14.2    Learning Objectives 14.3    Concept, Scope, Objectives of Continuing Professional development of InService Teacher Education Self- Check Exercise-1 14.4    Importance of Continuing of Professional development of In Service Education for Teachers Self- Check Exercise-2 14.5    Summary 14.6    Glossary 14.7    Answers to Self Check Exercises 14.8    References/ Suggested readings 14.9    Terminal Questions 14.1    INTRODUCTION The moment a teacher has completed his training in a college of education, it does not mean that he is now trained for all times to come. A teaching degree, like B.Ed. makes him enter into service as a teacher. Thereafter his job continues well only if he continues his studies everyday in the classroom situations and outside the classroom, he comes across problems and side by side he is a expected to sort them out. There is need of more and more knowledge, more a2nd more education for making him a better teacher. There are formal an informal programmes of in-service education organized from time to time. The higher authorities concerned with education want to ensure that the standards of education are properly maintained. That is possible only if the teachers refresh their knowledge and keep it up to the mark. The different agencies, therefore keep on organizing teacher education programmes for enriching the knowledge of teachers and also for over all proficiency and betterment. According to Lawrence, “In-service education is the education a teacher receives after he has entered to teaching profession and after he has had his education in a teacher’s college. It includes all the programmes – educational, social and others in which the teacher takes a virtual part, all the extra education which he receives at different institutions by way of refresher and other professional courses and travels and visits which he undertakes. The teacher education organized for the working teachers is termed as “InService Teacher Education”. It is of two types – First, training for the untrained working teachers and second, continuous education for working trained teachers. History of In-Service Teacher Education In-service education and training of teachers has its own historical roots. Its journey from pre-independence to post independence period is characterized by numerous policy statements recommendations of different commissions regarding its content and strategies for implementation it has grown from a concept to a process and gained its importance for preparing teachers towards professional growth and development. The root of in-service education can be traced back to pre-independent period of 1904 in Lord Curzon’s resolution of educational policy which stated, “The trained students whom the college was sent out should be occasionally brought together again in seeing that the influence of the college makes itself felt in the school.” Hartorg committee and sergeant committee referred to in-service education as refresher courses and recommended for their organization on a continuing basis. The secondary education commission was more specific in recommending the programme of extension services for secondary teachers. 14.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Gain knowledge about the concept, scope and objectives of Continuing Professional development of In-Service Teacher Education Know the importance of Continuing of Professional development of In Service Education for Teachers 14.3    CONCEPT, SCOPE, OBJECTIVES OF CONTINUINIG PROFESSIONAL DEVELOPMENT OF IN-SERVICE EDUCATION FOR TEACHERS In service teacher education is a programmed, systematized attentive, needful and scientific planning with a definite purpose in view. It is a continuous process which contributes to the behavioural changes of teachers in terms of acquisition of knowledge and insights, development of right attitudes and interests. It is gnal oriented and organised in such a manner that the teachers feel the desire and necessity for the improvement of their mental faculties and skills through such programmes because it is essential to promote professional competence and intrinsic motivation of teachers as the present day teacher preparation programmes can hardly keep pace with the all round rapid technological changes. World education commission has emphasised again and again on quality in service education to keep pace with the recruitment of trained, fresh or untrained or under qualified teachers. There has always been a gulf between teaching and practising in the colleges of education. There are big challenges in front of educational institutions for curriculum implementation, examination and evaluation system, and admission policies. Due to the introduction of new concepts of education to enter twenty first century successfully, the improvement in the professional education of teachers has left much to be desired. The new innovations aim at evolving more effective and more flexible forms of education. Modern technology of education has changed the techniques and methodology of teaching-learning process. Therefore, the teachers have to be abreast with new innovations and concepts of education. POA (1986) appraised the role of teachers in extension and social service, participation in management of variety of services, activities which educational institutions undertake, in research and innovations, creative and responsive to the needs and concerns of the community, support in administrative hierarchy and in implementation of educational programmes. Nonetheless, it emphasizes the need for effective and efficient in service education of teachers at various levels of education to motivate & inspire teachers in order to become constructive, creative, innovative and professionally responsible. The need for inservice education of teachers was recognised as early as 1904 in Lord Curzon’s Resolution on Educational Policy. Mudaliar Commission (1952-1953) was more specific in recommending the programme of extension services to provide inset-vice education to secondary school teachers. NCERT promoted experimentation in the classroom instruction by teachers through extension services departments. In 1964 SIEs were established to organise in service education of primary school teachers. Today STEs/SCERTs are main agencies for planning, implementing and monitoring inset-vice education at state level. At district level DIETs are performing pace-setting role for training and orientation of elementary school teachers, Headmasters, supervisors, etc. Although pre-service teacher education and in-service teacher education are given at different stoppages of education, they have to he planned and executed as two essential constituents of a single integral system, neither being complete without the other. In fact, inset-vice education follows a full-fledged face-to-face regular preset-vice education which enables a person to enter a teaching career. Inset-vice teacher education is a form of movement, in which all teachers, teacher educators and administrators participate enthusiastically and enjoy this activity. A well designed, carefully planned and properly executed system of JNSET in our educational system is the need of the hour (NPE-1986). Accordingly it should have following considerations: 1)    The pre-service teacher education programme which merely leads a prospective teacher to the profession of teaching is never complete if it is not supplemented by periodic inservice programmes due to faster changes in content areas, pedagogical science, changes in socio political scenario, expectations of teachers etc. Therefore, the learning’s of preservice programmes need to be examined, confirmed, rejected, modified reinforced on the anvil of experience of the real teaching-learning situation and the developing maturity of the teacher. 2)    The beginning teacher needs support and guidance during the period of transition from the supporting culture of pre-service education to the act problems of the school; otherwise he falls back for mere survival to routine ways. 3)    In-service education of the teachers becomes all the more necessary not only in view of the advancement in knowledge of the subject he teaches but also due to experiments and innovations in the field of pedagogy the skills required to adopt those innovative practices. Periodic adoption new education policies and consequent changes in the curricula instructional materials also necessitates in-service education programmes teachers in order to enable them to handle the new materials with e and effectiveness. 4)    A teacher can make his teaching more interesting and effective with the help of teaching aids, produced with ever-developing technology. He needs to be trained and retrained periodically in the production and use appropriate audio-visual aids. 5)    A teacher has to handle special groups of children like the disabled the backward, the gifted, the socially disadvantaged and the economics deprived. In the pre-service education programme such knowledge is given theoretically but in service education programmes further equips the teachers with necessary practical skills to handle such children. 6)     In service education brings into focus the desirability of a teacher always remains a learner during his professional life, thus avoiding obsolescence, fossilization and irrelevance of knowledge. 7)    The teachers could he made abreast of global perspectives regard changes in the ideas about the theory and practice of education in different countries, which may help them to give a fresh look at their own think and working styles. Therefore the goals of in-service education are to: •      remedy the teacher’s deficiency arising out of defects in his initial pre-service education; •     advancement of the teachers skills and pedagogical knowledge required for new teaching roles; •     advance and update the teacher’s knowledge of subject matter; train them as an agent of change; •     provide education for rapid and self-conscious adaptation to changing world; •     prepare teachers for self-education and as learners; •     prepare them for lifelong education; •     prepare them for utilizing all the formal and informal agencies education; •      train the teachers for non-tutorial posts; •     make them understand and face in time new situations coming up in society and to prepare their students for the new economic, social and cultural challenges. To fulfill these goals the nature of in-service programmes suggested fall under following areas: •     Full time correspondence courses leading to a degree or diploma, •     Postgraduate courses of one year duration leading to a degree, •     Short in-service programmes of 3 to 6 months duration covering general and special fields. •     Summer institute and summer camps. •     Short orientation programmes, induction courses •     Evening or part time courses etc. •      Exchange of senior professors for short periods, visiting fellowship for younger teacher educators for independent study in selected university departments, research institutions and other specialized agencies, study groups etc. •     Sabbatical leave arrangements for staff of training colleges. SELF CHECK EXERCISE-1 Q.1 What is the primary focus of Continuing Professional Development (CPD) for teachers? A)    Initial teacher certification B)    Enhancing and updating teaching skills throughout a teacher's career C)    Student assessment and grading D)    Curriculum design Q.2 Which of the following best describes the scope of CPD? A)    Only focusing on administrative skills B)    Limited to subject knowledge improvement C) Encompasses professional knowledge, educational technology, assessment techniques, and career development D) Only involves participation in workshops Q.3 What is a key objective of CPD in relation to technology? A)    Ignoring technological advancements B)    Learning outdated technology tools C)    Integrating digital tools and resources to enhance teaching and learning D)    Avoiding the use of technology in the classroom Q.4 Which activity is an example of CPD focused on pedagogical skills? A)    Attending a conference on student assessment B)    Participating in a workshop on new teaching strategies and classroom management C)    Reviewing subject content for a certification exam D)    Completing paperwork for student records Q.5 How does CPD contribute to a teacher's career development? A)    By providing certification for new teaching roles B)    By equipping teachers with skills needed for leadership roles and specialization C)    By focusing solely on administrative tasks D)    By offering incentives for attending events Q.6 What does reflective practice in CPD involve? A)    Attending meetings with no reflection on practice B)    Continuously evaluating and improving one's teaching practices based on feedback and self-assessment C)    Only completing mandatory training hours D)    Focusing solely on student behavior management Q.7 Which of the following is NOT typically a component of CPD for teachers? A)    Professional knowledge and skills B)    Subject-specific training C)    Classroom management techniques D)    Personal hobbies and interests Q.8 Why is it important for teachers to engage in CPD related to educational technology? A)    To ignore technological changes B)    To keep up with and utilize new teaching tools and methods C)    To focus only on traditional teaching methods D)    To avoid using any form of digital resources Q.9 What role does CPD play in adapting to new educational policies? A)    CPD has no role in adapting to new policies B)    CPD provides teachers with the knowledge and skills to effectively implement and comply with new policies C)    CPD focuses only on past policies D)    CPD is irrelevant to policy changes Q.10 Which of the following is a benefit of engaging in CPD for teachers? A)    Increased job satisfaction and improved teaching effectiveness B)    Limited professional growth C)    Decreased motivation to teach D)    Reduced student engagement 14.4 IMPORTANCE OF CONTINUINIG PROFESSIONAL DEVELOPMENT OF IN SERVICE EDUCATION FOR TEACHERS In our country, the trend is that once a teacher has joined service as a teacher, he continues to be so; through he may or may not study. It is not like that in countries like U.S.A. There the teacher has to face the screening committee to his re-appointment as a teacher after two or three years. In-service education is badly needed for all types of teachers in India. The following points indicate its need and importance. 1.    Education- A Life Long Process The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is a lifelong process. He should continue making efforts in this direction for the whole life. Rabindra Nath Tagore has rightly stated, “A lamp can never light another lamp unless it continues to burn its flame. “ According to secondary education commission “However, excellent the programme of teacher training may be, it does not by itself produce an excellent teacher. Increased efficiency will come through experience critically analyzed and through individual and group effort and improvement. 2.    Professional Growth Every teacher is a expected to be professionally bound, for the professional growth, he always needs the guidance and help of others. The efficiency of the teachers must be covered up. So the teacher need be up to the mark in every way. 3.    Education is Dynamic Education is very dynamic. It depends upon the society which is fast changing. Due to the advancement in the field of science and technology, there is explosion of knowledge. Accordingly the curriculum and syllabus are also being changed with a good speed. Continuous in-service education of the teacher can save the teacher from facing dire consequences. 4.    Makes Democratic In-service education helps the teacher in becoming fully democratic. By inservice education programmes, the teacher is able to meet people of all types and he is also able to share his experience with others. Continuing Professional Development (CPD) for in-service teachers is crucial for maintaining and enhancing the quality of education. It ensures that educators are well-equipped to meet the evolving needs of their students and adapt to changes in educational practices and policies. Here’s an in-depth look at the importance of CPD for in-service education: 1.    Enhances Teaching Skills and Knowledge: o Updating Pedagogical Strategies: CPD helps teachers stay current with the latest teaching methods, techniques, and educational theories, ensuring that their pedagogical practices are effective and engaging. o Subject Knowledge: Teachers gain deeper insights into their subject areas, which helps them provide more accurate and comprehensive instruction. 2.    Adapts to Educational Changes: o Curriculum Updates: Educational standards and curricula frequently change. CPD ensures that teachers are informed about and able to implement new curriculum requirements and standards. o Technological Integration: As technology evolves, CPD enables teachers to integrate new digital tools and resources into their teaching practices, enhancing the learning experience for students. 3.    Improves Student Outcomes: o Effective Teaching Practices: By adopting new teaching strategies and methodologies, teachers can better address diverse learning needs and improve student engagement and performance. o           Assessment Techniques: CPD helps teachers refine their assessment methods, leading to more accurate evaluation of student learning and more effective feedback. 4.    Supports Professional Growth: o           Career Advancement: CPD provides teachers with opportunities for specialization and leadership roles. This can lead to career advancement and greater professional recognition. o           Skill Development: Continuous learning helps teachers develop additional skills such as research abilities, advanced instructional techniques, and leadership skills. 5.    Promotes Reflective Practice: o           Self-Assessment: CPD encourages teachers to reflect on their teaching practices, assess their effectiveness, and make necessary adjustments. o           Feedback Utilization: Teachers learn to use feedback from peers, mentors, and students to improve their teaching methods and professional skills. 6.    Boosts Job Satisfaction and Motivation: o           Professional Fulfillment: Engaging in CPD helps teachers feel more competent and confident in their roles, which enhances job satisfaction and reduces burnout. o           Renewed Enthusiasm: CPD can reignite teachers’ passion for teaching by exposing them to new ideas and approaches. 7.    Addresses Diverse Learner Needs: o            Inclusivity Training: CPD often includes training on how to effectively teach diverse and inclusive classrooms, addressing the needs of students from various backgrounds and with different learning needs. o            Differentiated Instruction: Teachers learn strategies for differentiating instruction to cater to individual student needs, ensuring that all students can succeed. 8.    Enhances Collaboration and Networking: o           Professional Community: CPD provides opportunities for teachers to collaborate with colleagues, share best practices, and build professional networks. o            Interdisciplinary Learning: Collaboration during CPD can lead to innovative approaches and interdisciplinary teaching methods. 9.    Supports Policy and Educational Reforms: o           Implementation of Policies: CPD helps teachers understand and effectively implement new educational policies and reforms at the classroom level. o           Adaptation to Standards: Teachers can better adapt to national and regional educational standards and guidelines through targeted professional development. 10.    Encourages Lifelong Learning: o           Commitment to Learning: CPD fosters a culture of lifelong learning among educators, encouraging them to continually seek new knowledge and improve their practice. o           Professional Development Mindset: Teachers develop a mindset of continuous improvement, which benefits their teaching practice and professional development. Continuing Professional Development is a vital component of the teaching profession. It ensures that educators remain effective, adaptive, and innovative in their practice. By engaging in CPD, teachers not only enhance their own skills and knowledge but also contribute to improved student outcomes and a more dynamic educational environment. SELF CHECK EXERCISE-2 Q.1 What is one of the primary benefits of CPD for in-service teachers? A)    To reduce the number of teaching hours B)    To stay updated with the latest teaching methods and educational technologies C)    To focus solely on administrative tasks D)    To limit interactions with students Q.2 How does CPD contribute to improving student outcomes? A)    By reducing teacher-student interaction B)    By ensuring that teachers use outdated teaching methods C)    By helping teachers adopt effective teaching strategies and refine assessment techniques D)    By limiting the scope of the curriculum Q.3 Which of the following is NOT a component typically covered in CPD programs? A)    Pedagogical strategies B)    Subject knowledge enhancement C)    Personal hobbies unrelated to education D)    Integration of educational technology Q.4 Why is CPD important for adapting to new educational policies? A)    It helps teachers ignore policy changes B)    It provides teachers with knowledge and skills to implement and comply with new policies C)    It focuses on policies from previous decades D)    It excludes updates on policy changes Q.5 What role does CPD play in addressing diverse learner needs? A)    It focuses only on teaching homogeneous groups of students B)    It provides training on inclusive education and differentiated instruction C)    It disregards individual learning differences D)    It only addresses behavioral issues Q.6 How can CPD affect a teacher's career advancement? A)    By reducing professional opportunities B)    By providing skills for specialization and leadership roles C)    By limiting career growth D)    By focusing only on routine tasks Q.7 What is one key aspect of reflective practice encouraged by CPD? A)    Ignoring feedback from peers and students B)    Continuously evaluating and improving teaching practices based on feedback and self-assessment C)    Avoiding self-reflection on teaching methods D)    Focusing only on administrative duties Q.8 Which of the following best describes how CPD supports professional growth? A)    By keeping teachers engaged only in their initial training B)    By offering opportunities for further learning, skill development, and career advancement C)    By limiting teachers to their current knowledge and skills D)    By focusing only on teaching traditional methods Q.9 What is a common outcome of effective CPD for teachers? A)    Increased job satisfaction and improved teaching effectiveness B)    Decreased motivation and job dissatisfaction C)    Reduced interaction with students D)    Ignoring new educational research Q.10 Why is it important for teachers to engage in CPD related to educational technology? A)    To avoid using modern tools and resources B)    To integrate new technology into teaching practices and enhance student learning C)    To maintain traditional teaching methods only D)    To limit the use of digital resources in the classroom 14.5    SUMMARY To sum up all the above needs and importance of in-service teacher training, let us repeat what was stated by the Ministry of Education in England which holds good even today in our country. “The hall mark of a good teacher is that he is himself always learning and always developing his knowledge and understanding of children and young people. In short, a teacher-should he a person who, because of his attitude to knowledge, to ideas, to his fellows and to life generally is better educated today than he was yesterday and will; tomorrow better educated than he is today.” 14.6      GLOSSARY Continuing Professional Development (CPD): Ongoing learning and training that educators engage in after their initial qualification to enhance their skills, knowledge, and effectiveness in teaching. In-Service Training: Professional development activities and training that teachers participate in while they are actively employed, aimed at improving their teaching practice and professional skills. 14.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Enhancing and updating teaching skills throughout a teacher's career Answer2: C) Encompasses professional knowledge, educational technology, assessment techniques, and career development Answer3: C) Integrating digital tools and resources to enhance teaching and learning Answer4: B) Participating in a workshop on new teaching strategies and classroom management Answer5: B) By equipping teachers with skills needed for leadership roles and specialization Answer6: B) Continuously evaluating and improving one's teaching practices based on feedback and self-assessment Answer7: D) Personal hobbies and interests Answer8: B) To keep up with and utilize new teaching tools and methods Answer9: B) CPD provides teachers with the knowledge and skills to effectively implement and comply with new policies Answer10: A) Increased job satisfaction and improved teaching effectiveness Exercise-2 Answer1: B) To stay updated with the latest teaching methods and educational technologies Answer2: C) By helping teachers adopt effective teaching strategies and refine assessment techniques Answer3: C) Personal hobbies unrelated to education Answer4: B) It provides teachers with knowledge and skills to implement and comply with new policies Answer5: B) It provides training on inclusive education and differentiated instruction Answer6: B) By providing skills for specialization and leadership roles Answer7: B) Continuously evaluating and improving teaching practices based on feedback and self-assessment Answer8: B) By offering opportunities for further learning, skill development, and career advancement Answer9: A) Increased job satisfaction and improved teaching effectiveness Answer10: B) To integrate new technology into teaching practices and enhance student learning 14.8    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. 14.9    TERMINAL QUESTIONS Q.1 Explain the Concept of in-service teacher education Q.2 What is the role of in-service teacher education in teaching profession? Q.3 Explain the historical background of In-Service Teacher Education. UNIT-15   ORGANIZATION OF TRAINING Structure 15.1    Introduction 15.2    Learning Objectives 15.3    Programmes of In-Service Teacher Education Self-Check Exercise-1 15.4    Progress of Teacher Training Under Sarva Shiksha Abhiyan Self-Check Exercise-1 15.5    Innovative Teacher Training Modules Self-Check Exercise-1 15.6    Summary 15.6    Glossary 15.7    Answers to Self Check Exercises 15.8    References/ Suggested readings 15.9    Terminal Questions 15.1    INTRODUCTION “A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to bum its own flame.”-R.N. Tagore. It is the education a teacher receives after he has entered the teaching profession and after he had his education in a Teacher’s college. It includes all the programmes-educational social or others, in which the teacher takes vital part. It also includes all the extra education which the teacher received at different institutions by way of refresher courses and all the travels and visits which he undertakes. It may be noted that the predictive value of the Teacher Education Course is no longer a matter of concern today. On the other hand, it is being recognized as a continuous process, coextensive with teaching. That is why the Adiseshiah Committee put emphasis on the organisation of in service training courses for existing teachers in schools on a mass scale in addition to pre-service education. But, yet it can be treated as a corrective and pace-setting programme for the stage of general education for which it is designed. 15.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Know about the different programmes of In-Service Teacher Education Assess the progress of Teacher Training under Sarva Shiksha Abhiyan Apply various Innovative Teacher Training Modules to the real life situations 15.3    PROGRAMMES OF IN-SERVICE TEACHER EDUCATION Different institutions are functioning where there is a provision of in-service education of teachers. Some of them are doing commendable work in this field. 1.    Training of The Untrained Working Teachers – There was a time when the number of untrained teachers in primary and secondary schools in our country for exceeded the number of trained teachers. Therefore, different types of courses were started to train them, some of them are still running. a) . Full Time Teacher Education Courses. b) . Part Time Teacher Education Courses. c) . Summer Teacher Training Programme. d) . Correspondence Courses. 2.    Continuous Education for Working Trained Teachers – At present, the number of untrained teachers in primary and secondary schools, in our country has reduced to a great extent, but the pace of development taking place in the field of teacher education is so fast that continuous education has become necessary to provide update knowledge to the working teachers. At present, continuous education to trained working teaches is provided in the following forms – Seminar- In a seminar some problems of education are taken up and there is collective thinking. Discussions are held and conclusions are arrived at all under the guidance of some experts. Refresher Courses - A refresher course means an educational programme organized for refreshing the knowledge of in-service teacher. Generally they acquire the teachers with the new development in the field of education. With the coming up of new education policy, refresher courses were arranged all around for teachers of different categories. Workshops - Workshops are organized for giving in-service education to teachers. They involve more of practical work and less theoretical discussion. These types of programmes are more useful for the teachers. The teachers have to work practically and come out with final materials to be seen by others. Organization of workshops consumes more time than a seminar or conference. Conference - In a conference, there is a broad discussion of subjects of practical interest. Generally there is a central theme around which several sub topics are given. Teachers as per their interest, present paper at the time of conference. The session ends with the concluding remarks of the president Study Groups - Forming study groups and using them as a technique for in-service education for teachers can work wonders. A group of teachers of the same subject and a subject expert in the college of education are combined and start working. They choose some topics of common interest (or) it may be a problem related to their teaching subject. Discussion is started under guidance and they continue thinking, studying and discussing that subject. If need arises, someone may be invited for extension lecture. The study groups may be meeting once in a week or even once in a month. A Study Centre of Professional Writings - Generally the materials are not under the reach of teachers. The college of education, the extension service departments can help in this direction. Various publications of N.C.E.R.T, some good books, materials produced by different centers of education may be produced in the college library. The study of reading materials will help the teacher to acquire sufficient knowledge in their subjects. Experimental Schools - The College of education should have their demonstration school and experimental school. These are actually practicing schools where some experiences can be performed. Whatever is taught in theory, which is put into practice by carrying out experiments? The experimental schools become centers of learning for in-service teachers. Innovations done in these schools may be advocated among the teaching staffs of other schools. Regional colleges of education affiliated to N.C.E.R.T have their experimental schools where those colleges are showing leadership to the working teachers of other schools in their areas. Other colleges have their practicing schools but they don’t have any experimental schools or demonstration schools. Correspondence Courses Correspondence courses can be designed for giving in-service education to teachers. A few universities have already started working in the area of in-service teacher education programmes. Central Institute of English and Foreign Languages at Hyderabad provides post graduate certificate course and diploma course through correspondence. 3.    Refresher Courses for the Higher Education Working Teachers – In the National Education Policy, 1986 emphasis is also placed upon the training of higher education teachers. Therefore Refresher Courses were made compulsory by UGC for the newly appointed higher education teachers. At present this training to the teachers of higher education is being imparted in the form of refresher programmes at a) . Academic Staff Colleges (ASCs). b) . Refresher Course Centers (RCCs). State Institute of Education (SIE)- In different states, SIE have been set up which cater to the need of in-service education only. They organize seminars, workshops, etc. State institute of Science- In some states, they have set up institutes for in-service education of science teachers. They make efforts for developing scientific attitudes among the teachers. Science exhibitions are also conducted there which attract large number of children from the state. Thus it’s a great source of inspiration for teachers and their students. Regional Institute of English Regional institute of English has been set up in different regions of the country. They have their affiliation with Central Institute of English and Foreign languages; Hyderabad. These institutes impact four month certificate course in teaching English to in-service teachers. The institutes gives scholarship to the trainees and the teachers are paid full salary by the schools were they are employed. These institutes are working for efficiency and improvement of English teachers Other Programmes - A few programmes for in-service education of teachers are suggested below:- •     Educational tours •     Radio broadcast •     Film shows •    T.V programmes •     Extension lecture for teachers •      Exhibitions •     Exchange of teachers SELF- CHECK EXERCISE-1 Q.1 Which type of in-service education program typically lasts a few hours to a couple of days and focuses on practical skills? A)    Workshops B)    Conferences C)    Webinars D)    Graduate Studies Q.2 What is the primary purpose of professional learning communities (PLCs)? A)    To conduct research independently B)    To gather for large-scale educational events C)    To facilitate collaboration and continuous professional growth among educators D)    To provide certification for specialized areas Q.3 Which program provides teachers with structured learning on specific subjects or methods and includes assignments and assessments? A)    Seminars B)    Courses and Modules C)    Online Courses and MOOCs D)    Action Research Q.4 How do webinars primarily differ from traditional workshops or seminars? A)    They involve in-person participation only B)    They are conducted online and can be accessed remotely C)    They focus exclusively on theoretical concepts D)    They require long-term commitment and exams Q.5 What is the main goal of mentoring programs in in-service teacher education? A)    To provide certification for advanced roles B)    To offer guidance and support from experienced teachers to less experienced ones C)    To conduct large-scale educational conferences D)    To facilitate self-directed learning through online platforms Q.6 Which in-service program involves teachers conducting research in their own classrooms to address specific issues? A)    Mentoring Programs B)    Action Research C)    Professional Development Days D)    Graduate Studies Q.7 What is the purpose of professional development days in schools? A)    To engage students in extracurricular activities B)    To provide dedicated time for teachers to participate in professional development without affecting regular teaching schedules C)    To conduct administrative meetings D)    To review student assessments 15.4 PROGRESS OF TEACHER TRAINING UNDER SARVA SHIKSHA ABHIYAN The Sarva Shiksha Abhiyan (SSA) aims to provide quality education to all children in the 6 to 14 age group across the nation. SSA has several features that seek to improve the quality of elementary education. These essentially pertain to (a) ensuring basic provisioning to enable improvement in the quality of classroom transactions (b) large scale capacity building of States, for undertaking and evaluating interventions for quality enhancement and (c) focus on assessment of learning outcomes and their improvement, as key indicators of the quality of learning. The programme places great emphasis on building the capacity of teachers for teaching, through regular training programmes. The Scheme provides for regular annual in-service training for up to 20 days per teacher. The SSA framework was recently amended w.e.f. 1-4-08 to give more emphasis to practical classroom related teacher training by providing for a maximum of 10 days institutional training at BRCs level, and another 10 days specifically at cluster/school level in order to ensure followup, peer learning and experience practical classroom transactions. SSA also provides for 30 day induction training for newly recruited trained teachers to orient them to their roles and responsibilities, the expectation of the SSA programme and specific state/district priorities in quality education. 60 day training is also provided for teachers that have not received pre service training in order to provide customized distance mode programmes for such teachers to acquire progressive qualifications in service mode. All trainings funded from SSA cover several pedagogical issues, including content and methodology, improving teaching learning transactions at classroom level. States have started exploring several innovative means of imparting these trainings, including use of distance, self-learning mode and use of educational technology. Teacher training under SSA emphasizes child-centered pedagogy and activity based teaching learning. NCERT has prepared fresh guidelines for in service teacher training under SSA in January 2007 that has been shared with all States. Norms for teacher training are as follows: □ Provision of up to 10 days in-service training for all teachers each year, at BRC level and above, @ Rs.100 per teacher per day. □ Up to 10 monthly cluster level meetings and peer group training sessions, for all teachers each year @ Rs.50 per teacher per day at CRC level. □ @ Rs.100 per day for 30 days induction training of newly recruited teachers. □ @ Rs.100 per day for 60 days for on the job, untrained teachers to acquire professional qualifications through in - service / distance programmes. □ Training of BRC & CRC co-ordinators & resource persons for up to 10 days each year @ Rs.100 per person per day. □ These ceilings of unit cost should not be allowed automatically as a default costing norm. Actual unit costs would need to be budgeted. The number of days of trainings would be decided by the State / UT. The unit costs for training would be based on the State norms for training as approved by the State SSA’s Executive Committee. □ Assessment of capacities for effective training during appraisal will determine extent of coverage. □ Support for SCERT/DIET under existing Teacher Education Scheme SELF CHECK EXERCISE-2 Q.1 What was the primary goal of Sarva Shiksha Abhiyan (SSA)? A)    To improve higher education infrastructure B)    To achieve universal elementary education for children aged 6-14 years C)    To focus solely on vocational training D)    To promote private education institutions Q.2 Which type of training programs are regularly organized under SSA for teachers? A) Pre-Service Training Only B)    In-Service Training Only C)    Both Pre-Service and In-Service Training D)    None of the Above Q.3 How does SSA support the implementation of teacher training programs? A)    By focusing only on administrative training B)    By establishing training institutes and resource centers at the state and district levels C) By limiting training to online modules only D) By excluding state and district-level training centers Q.4 What is one of the core focuses of in-service training programs under SSA? A)    Reducing the number of school days B)    Updating teachers on new teaching methodologies and educational policies C)    Decreasing teacher-student interaction D)    Limiting the use of technology in the classroom Q.5 What type of training is aimed at newly recruited teachers and experienced teachers under SSA? A)    Pre-Service Training B)    Orientation Programs and Refresher Courses C)    Specialized Vocational Training D)    Extracurricular Activity Training Q.6 Which of the following is NOT a focus of the teacher training programs under SSA? A)    Modern assessment techniques B)    Innovative pedagogical practices C)    Upgrading higher education infrastructure D)    Curriculum development Q.7 How has SSA incorporated technology into teacher training programs? A)    By using outdated teaching methods B)    By promoting the use of Information and Communication Technology (ICT) in education C)    By excluding technology from training programs D)    By focusing solely on traditional teaching methods Q.8 Which aspect of teacher training under SSA includes training on child development? A)    Administrative Training B)    Pedagogical Skills Development C)    Curriculum Design D)    Facility Management Q.9 What type of training modules are developed under SSA to ensure effectiveness? A)    Generalized modules for all states B)    Comprehensive modules tailored to local needs and languages C)    Modules focused only on urban education D)    Generic modules with no specific relevance Q.10 What is one significant outcome of the training programs under SSA for teachers? A)    Improved quality of education through enhanced teaching practices B)    Reduction in the number of teachers required C)    Decreased student enrollment in schools D)    Increased focus on non-educational administrative tasks 15.5 INNOVATIVE TEACHER TRAINING MODULES: Apart from giving access and availability of quality secondary education, in-service teacher training plays a major role in improving the quality output of the pupil. Under RMSA, for the years 2009-10 and 2010-11 around 50,000 teachers were trained in CASCADE MODEL. Need of In-Service Teacher Training Quality improvement has a significant impact not only on enrolment and retention of children in the school but also on the possibilities of further education for increased productivity and exercise of citizenship rights and responsibilities. Towards improving the quality in teaching learning process, it was planned to organize orientation to teachers handling various school subjects of classes IX and X and to provide them enrichment material so as to plan for their teaching more effectively and ultimately to see that the students are benefited with better understanding and application of knowledge thus gained. IDENTICATION OF TRAINING NEEDS To conduct in-service training programmes, it becomes necessary to arrange by training needs. For identifying these needs a questionnaire was circulated to all the Secondary Schools in the State. In this questionnaire school teachers were asked to identify and list out the difficult concepts in their respective subjects of classes IX & X. Such collected questionnaires were placed before the panel of subject experts for consolidation. These topics became basis for the preparation of enrichment material. PREPARATION OF MODULES: Subject wise module writers were identified from SCERT, SIET, IASE, and CTE, retired faculty of department of School Education, School Assistants of Government Schools and PGTs of APR Schools. •     A series of module writing workshops were conducted during February and March 2010. Necessary guidance was provided by the State Project Office personnel. These modules are focused mainly to enrich the teachers handling Classes IX and X for effective class room transaction. •     The material thus prepared was refined by the selected subject experts. Modules consisting of enrichment material in each of the school subjects of classes IX and X mainly English, Telugu, Hindi, Urdu, Mathematics, Physical Sciences, Biological Sciences and Social Studies. The modules were simultaneously prepared in Telugu and English version. •     The modules of Mathematics, Physical Sciences, Biological Sciences and Social Studies were got translated into Urdu Translation Department of Moulana Azad National Urdu University (MANUU) for the benefit of teachers and students of Urdu Medium. •     Modules thus developed were got printed at Government Text Book Press and were used as training material in the training programmes of School Assistants. TRAINING MODULES: Nearly all States have developed training modules for use during in-service training programs. The major focus areas on which these modules have been developed, as reported by States, is as follows: •      Subject-specific content or subject-wise hard spots (22 states) •      Classroom processes and pedagogical improvement, specifically active learning •     methods (19 states) •      Training geared towards the Learning Enhancement Program (11 states) •      Development and use of TLMs (11 states) •     Continuous and comprehensive assessment (12 states) •      Inclusive education, including education of children with special needs, SC/ST, •      gender issues, tribal children (13 states) •     Data management (use of DISE, QMT) (5 states) •      ADEPTS performance indicators (5 states) •      Teacher attitudes and motivation (6 states) •      Training of HMs (6 states) •      Computer training (8 states) •      Other topics indicated include revised curriculum/ textbooks, NCF 2005, classroom management, life skills, value education or extracurricular activities, etc. States have reported a variety of follow-up mechanisms to monitor the impact of the training programs, including: •      School visits and interaction with teachers •      Classroom observations •      Pre-test and post-test during training programme, evaluation sheets to test content •     knowledge and aptitude •      Orientation of school principals for conducting follow-up •      Peer-sharing during monthly cluster level meeting •      Monitoring through Quality Monitoring Tools and ADEPTS •      Exposure of child’s learning through Community Participation. •     Baseline and Terminal Assessment for LEP •      Feedback forms during training •       Observation of training by Monitoring officers: Delhi, •      Videoconferencing •      Conducting Impact Studies Innovative teacher training modules are crucial for improving educational outcomes and adapting to the evolving needs of both educators and students. Here are some cutting-edge and effective approaches to teacher training that have been developed to enhance teaching practices and professional development: 1.    Blended Learning Modules Description: Combines online digital media with traditional face-to-face classroom methods. Components: Online courses, webinars, virtual workshops, and in-person training sessions. Benefits: Flexibility in learning, access to a variety of resources, and the ability to revisit materials. 2.    Flipped Classroom Model Description: Teachers provide instructional content for teachers to study at home, and use classroom time for interactive, hands-on activities. Components: Pre-recorded video lectures, interactive online resources, and in-class activities. Benefits:  Maximizes face-to-face time for practical application and discussion, promotes active learning. 3.    Microlearning Description: Delivers content in small, specific bursts, focused on a single learning objective. Components: Short videos, quick quizzes, and brief reading materials. Benefits: Enhances retention by focusing on one concept at a time, and allows for on-the-go learning. 4.    Peer Coaching and Mentoring Description: Involves experienced teachers providing guidance and feedback to less experienced peers. Components: Observations, feedback sessions, and collaborative planning. Benefits: Encourages professional growth through real-world practice and support, fosters a collaborative teaching culture. 5.    Simulation-Based Training Description: Uses virtual simulations to replicate classroom scenarios and challenges. Components: Virtual reality (VR) environments, role-playing scenarios, and interactive simulations. Benefits: Provides hands-on experience in a controlled setting, enhances problemsolving skills. 6.    Gamification Description: Incorporates game design elements into training to engage and motivate teachers. Components: Point systems, leaderboards, badges, and interactive challenges. Benefits: Increases engagement, encourages continuous learning, and makes training more enjoyable. 7.    Personalized Learning Paths Description: Tailors training programs to individual teachers' needs and skill levels. Components: Adaptive learning technologies, personalized feedback, and customized training plans. Benefits: Addresses specific areas of improvement, promotes self-paced learning. 8.    Collaborative Learning Communities Description: Creates networks of teachers who work together to share knowledge and resources. Components:  Online forums, professional learning communities (PLCs), and collaborative projects. Benefits: Builds a support network, fosters shared learning and best practices. 9.    Action Research Description: Involves teachers conducting research within their own classrooms to identify problems and test solutions. Components: Data collection, analysis, and reflection on teaching practices. Benefits: Empowers teachers to take an active role in their professional development, leads to practical improvements in teaching. 10.    Culturally Responsive Training Description:  Focuses on understanding and addressing the diverse cultural backgrounds of students. Components: Training on cultural competence, inclusive teaching strategies, and responsive curriculum development. Benefits: Enhances teachers' ability to connect with and effectively teach students from diverse backgrounds. 11.    Technology Integration Workshops Description: Provides training on using technology tools and platforms to enhance teaching and learning. Components: Workshops on digital tools, educational apps, and online resources. Benefits: Helps teachers integrate technology effectively into their teaching, keeps them updated with the latest tools. 12.    Mindfulness and Well-being Programs Description: Includes strategies for managing stress and promoting mental well-being among teachers. Components: Mindfulness exercises, stress management techniques, and wellness workshops. Benefits: Supports teachers' mental health, which in turn improves their effectiveness in the classroom. 13.    Design Thinking Workshops Description: Uses design thinking principles to solve educational challenges and innovate teaching practices. Components: Empathy mapping, ideation sessions, and prototype development. Benefits: Encourages creative problem-solving and innovative approaches to teaching. These innovative modules aim to provide teachers with practical, engaging, and effective tools and strategies to enhance their teaching practices and adapt to the dynamic educational environment. SELF CHECK EXERCISE-3 Q.1 Which of the following is a key feature of the Blended Learning Model? A)    Solely online instruction with no in-person components B)    Combination of online and face-to-face learning experiences C)    Only traditional classroom lectures D)    Use of printed materials only Q.2 In the Flipped Classroom Model, what is typically assigned for homework? A)    Classroom discussions B)    Interactive group projects C)    Instructional content like pre-recorded lectures D)    Physical exercises Q.3 What is the main advantage of Microlearning in teacher training? A)    Provides extensive lectures on a single topic B)    Delivers content in small, specific bursts focused on single learning objectives C)    Requires long, continuous training sessions D)    Focuses solely on theoretical knowledge Q.4 Peer Coaching and Mentoring primarily involves: A)    Training teachers through online modules B)    Experienced teachers providing guidance and feedback to less experienced peers C)    Solo study of educational theories D)    Attending large conferences Q.5 Simulation-Based Training in teacher development is used to: A)    Provide theoretical knowledge only B)    Replicate classroom scenarios and challenges through virtual environments C)    Focus exclusively on administrative tasks D)    Conduct in-person role-playing without technology Q.6 Which strategy incorporates game design elements into teacher training to enhance engagement? A)    Peer Coaching B)    Gamification C)    Action Research D)    Personalized Learning Paths Q.7 Personalized Learning Paths in teacher training are designed to: A)    Provide uniform content to all teachers B)    Tailor training to individual teachers' needs and skill levels C)    Focus on group training sessions only D)    Use only generic content without adaptation Q.8 Collaborative Learning Communities involve: A)    Isolated study sessions B)    Networks of teachers working together to share knowledge and resources C)    Solely online self-paced modules D)    Formal lecture-based training Q.9 Action Research in teacher training involves: A)    Conducting research within one’s own classroom to address problems and test solutions B)    Only participating in external research studies C)    Solely reviewing published research papers D)    Attending traditional lectures Q.10 Culturally Responsive Training focuses on: A)    Standardizing teaching methods for all students B)    Understanding and addressing diverse cultural backgrounds of students C)    Teaching only in one language D)    Ignoring cultural differences in the classroom Q.11 Technology Integration Workshops are designed to: A)    Focus exclusively on administrative software B)    Provide training on using technology tools and platforms to enhance teaching C)    Only cover traditional teaching methods D)    Replace the need for technology in the classroom Q.12 Mindfulness and Well-being Programs for teachers aim to: A)    Focus only on academic content B)    Promote mental well-being and manage stress among teachers C)    Replace classroom management techniques D)    Provide only theoretical content without practical exercises Q.13 Design Thinking Workshops in teacher training use principles to: A)    Solve educational challenges and innovate teaching practices B)    Focus solely on rote memorization techniques C)    Maintain traditional teaching methods D)    Standardize educational practices across all classrooms 15.6    SUMMARY Innovative teacher training modules are transforming how educators develop their skills and adapt to evolving educational needs. The Blended Learning Model combines online and face-to-face learning, offering flexibility and diverse resources. Flipped Classrooms assign instructional content for home study, freeing up in-class time for interactive activities. Microlearning delivers content in small, focused segments, enhancing retention. Peer Coaching and Mentoring provide guidance from experienced educators to peers, fostering practical improvement. Simulation-Based Training uses virtual environments to replicate classroom scenarios, while Gamification incorporates game elements to boost engagement. Personalized Learning Paths tailor training to individual needs, and Collaborative Learning Communities facilitate knowledge sharing among teachers. Action Research empowers teachers to address classroom challenges through research, and Culturally Responsive Training focuses on understanding diverse student backgrounds. Technology Integration Workshops train educators to effectively use digital tools, and Mindfulness and Well-being Programs support teachers' mental health. Finally, Design Thinking Workshops encourage innovative solutions to educational challenges. These approaches collectively enhance teaching practices and professional growth. 15.7      GLOSSARY Professional Development (PD): Continuous learning and training activities designed to enhance teachers' skills, knowledge, and effectiveness. In-Service Training: Training provided to teachers while they are actively working, aimed at improving their skills and updating their knowledge. Pre-Service Training: Training and education that teachers receive before they begin their teaching careers. 15.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: A) Workshops Answer2: C) To facilitate collaboration and continuous professional growth among educators Answer3: B) Courses and Modules Answer4: B) They are conducted online and can be accessed remotely Answer5: B) To offer guidance and support from experienced teachers to less experienced ones Answer6: B) Action Research Answer7: B) To provide dedicated time for teachers to participate in professional development without affecting regular teaching schedules Exercise-2 Answer1: B) To achieve universal elementary education for children aged 6-14 years Answer2: C) Both Pre-Service and In-Service Training Answer3: B) By establishing training institutes and resource centers at the state and district levels Answer4: B) Updating teachers on new teaching methodologies and educational policies Answer5: B) Orientation Programs and Refresher Courses Answer6: C) Upgrading higher education infrastructure Answer7: B) By promoting the use of Information and Communication Technology (ICT) in education Answer8: B) Pedagogical Skills Development Answer9: B) Comprehensive modules tailored to local needs and languages Answer10: A) Improved quality of education through enhanced teaching practices Exercise-3 Answer1: B) Combination of online and face-to-face learning experiences Answer2: C) Instructional content like pre-recorded lectures Answer3: B) Delivers content in small, specific bursts focused on single learning objectives Answer4:  B)  Experienced teachers providing guidance and feedback to less experienced peers Answer5:  B)  Replicate classroom  scenarios  and challenges through virtual environments Answer6: B) Gamification Answer7: B) Tailor training to individual teachers' needs and skill levels Answer8: B) Networks of teachers working together to share knowledge and resources Answer9: A) Conducting research within one’s own classroom to address problems and test solutions Answer10: B) Understanding and addressing diverse cultural backgrounds of students Answer11: B) Provide training on using technology tools and platforms to enhance teaching Answer12: B) Promote mental well-being and manage stress among teachers Answer13: A) Solve educational challenges and innovate teaching practices 15.9    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. 15.10    TERMINAL QUESTIONS Q.1 Discuss the impact of the Blended Learning Model on teacher professional development and student outcomes. Include specific examples of how this model can be implemented in a classroom setting and the potential challenges it may face. Q.2 Describe how Gamification can be applied in teacher training to enhance engagement and motivation. Provide examples of gamification elements that could be used and discuss potential challenges associated with this approach. UNIT-16    IN- SERVICE TRAINING OF TEACHERS UNDER SSA & RMSA Structure 16.1    Introduction 16.2  Learning Objectives 16.3  Cascade Model Self-check exercise-1 16.4    Split Up Model Self-check exercise-2 16.5    Summary 16.6    Glossary 16.7    Answers to Self Check Exercises 16.8    References/ Suggested readings 16.9    Terminal Questions 16.1    INTRODUCTION In the context of educational planning and teacher training, the Cascade Model and the Split-Up Model are two approaches designed to effectively disseminate information and ensure the professional development of educators. Each model offers a unique framework for training and implementation, and understanding these models can help in selecting the most appropriate strategy for a given educational context. The Cascade Model employs a hierarchical framework where training is delivered in stages, starting from the top level of an organization and trickling down through successive layers. This systematic approach ensures consistent dissemination of information and skills across large educational systems. For instance, a national education reform might begin with training national trainers, who then train regional coordinators, school principals, and finally classroom teachers. While this model facilitates broad reach and standardized practices, it can suffer from dilution of information and dependence on the effectiveness of initial training levels. In contrast, the Split-Up Model breaks training into distinct, modular segments that can be targeted to different groups or delivered at different times. This modular approach allows for more customized and flexible training, catering to the specific needs of various participants. For example, a district might offer separate workshops on different aspects of a new digital learning platform, allowing teachers to choose sessions based on their needs and experience. However, this model requires careful coordination to ensure that all modules fit together cohesively and can be resource-intensive in terms of development and management. Both models have their merits and limitations, and the choice between them depends on the specific objectives and context of the training program. 16.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Know and explain Cascade Model in training of teachers Understand the Split Up Model for training of teachers 16.3    CASCADE MODEL: The cascade model, a mechanism delivering training messages from trainers at the central level to trainees at the local level through several layers, is largely used for inservice training, as it can deliver many trained teachers quickly and economically. However, despite of its advantages, it is often criticized for its ineffectiveness, because the message is often distorted through long-distanced one-way process, and it hardly makes change at classroom. As most developing countries can afford only cascade, this study is examining if it is indeed ineffective through the case study research on inservice training for multigrade teaching conducted in Nepal for twenty months. First, the inputs of the training including training materials, facilities and the characteristics of trainers and trainees were studied. Second, the process of three layers of training, Training of Trainer at regional level, TOT at district level and local in-set training for teachers, were observed. Third, the classroom practice of selected trainee-teachers before and after the training was compared to examine the difference. The result is that intended messages were distorted, but some of key concepts were transferred and reached teachers. Then the teachers adopted them in their own perception to solve their own problems at classroom. Although some of practice was not delivered as intended, the core concepts survived in the long journey throughout the layers. The teacher is the most decisive factor in the qualitative improvement in primary education. A large number of unqualified teachers are the crucial obstacle to improving the quality of education in just beginning courtiers. Teacher training is a direct means to enhance the quality of teaching and student achievement. In-service training is one of the strategies for improving the knowledge and skills of unqualified teachers already employed. When in-service training is delivered, the cascade model is often used. The cascade model means that the ‘training messages flow down from experts and specialists through several layers of personnel and eventually to the teachers. It has been used for many years, particularly in industry and commerce. The cascade model is a strategy for training large numbers of people within a limited period of time. It can deliver a large number of trained teachers relatively quickly and to reduce the cost of training. Therefore, it is suitable for staff development and the training of facilitators. Despite its advantages, the cascade model is often criticised. Even though it is economically advantaged, if teachers don’t change their practice at classroom at last, not providing training at all could be cheaper than conducting meaningless trainings. Cascade Model Cascade Model Overview: The Cascade Model is a hierarchical approach to training and professional development. It involves a sequential, tiered process where information and skills are passed down through different levels of an organization or educational system. Key Features: •      Hierarchical Structure: Training starts at the top level (e.g., policy makers or master trainers) and is cascaded down to lower levels (e.g., district-level coordinators, school leaders, and finally, classroom teachers). •      Sequential Dissemination: Each level of the hierarchy receives training first and then trains the next level, ensuring that information and skills are systematically shared throughout the organization. •     Consistency and Standardization: This model aims to ensure uniformity in the delivery of training content and practices across different levels and locations. Advantages: •     Systematic Reach: Facilitates broad dissemination of information across large systems or networks. •     Structured Training: Provides a clear and organized pathway for training, making it easier to manage and monitor. •     Capacity Building: Strengthens the skills and knowledge of trainers at each level, who can then support others. Challenges: •     Potential Dilution: Information or skills may become diluted as they are passed down through multiple layers, leading to inconsistencies. •     Dependence on Upper Levels: Success heavily relies on the effectiveness of the training at the upper levels; any issues at these levels can impact the entire cascade. •     Time-Consuming: The process can be lengthy, as each level must complete training before moving to the next. Cascade Model is often used in educational training and implementation processes. It typically involves the following steps: •      Training of Trainers: Initial training is provided to a few key individuals who are experts or master trainers. •     Training of Teachers: These master trainers then pass on the training to other teachers. •     Classroom Implementation: The trained teachers implement new methods or practices in their classrooms. In the context of SSA and RMSA: •     SSA: The Cascade Model is used to train teachers and educational administrators to improve primary education quality. Initial training is given to key personnel, who then train others in their regions, ultimately reaching all primary school teachers. •    RMSA: Similarly, for secondary education, the model helps in rolling out new curricula, teaching techniques, or administrative procedures to improve secondary education. Implementation Example: In a national education reform initiative, a government might start by training national trainers on new teaching methods. These national trainers then train regional coordinators, who in turn train school principals, who finally train teachers in their classrooms. DISADVANTAGES OF THE CASCADE MODEL Despite its advantages, the cascade model is often criticised. Its main weakness is the distortion of the messages transferred during the training, because they are passed down through many different levels of personnel. The intended messages are often altered and their effects are diluted through miscommunication and different interpretations of the same messages. The cascade model envisages a series of consecutive training processes. The participants are constantly changing in the process. Each training takes place as a result of the previous one, in principle imparting an agreed and consistent body of knowledge, skills and attitudes, but evaluation studies in the UK reveal that there is no continuity within a three-layer cascade model. Training plan and guidelines are only loosely followed in the processes of the training. Often different strategies are adopted and new elements are introduced. The second weakness of the model is the distance between the central and the local level. McDevitt concludes that ‘if you are too far away from the source, you cannot get soaked.’ Additionally, there are few opportunities to check process and outcomes of each stage. The evaluation study of a three-layer cascade model in Uganda indicates problems especially at the lowest level. The trainers for the training at the lowest level had not internalised the messages from their own training. Consequently, they could not perform well for some steps of the training contents. A third limitation is one-way transmission. The cascade model is constructed according to a centre-periphery and top-down structure, so that it is too inflexible to respond to the needs at grassroots level. Additionally, the higher levels often lack experience of primary school teaching. This makes it difficult to predict the needs of the lowest level and widens the gap between levels. The evaluation study in Botswana reveals that the cascade model fails to be a means of transferring ideas or of changing behaviour, because it has little impact on commitment. A process of justifying or validating communicated ideas is needed in order to transfer new ideas which are perceived and comprehended. A top-down approach does not encourage participation and commitment. Consequently a justification of the new ideas which need to be transferred in order to change behaviour hardly takes place. DEBATES OVER THE CASCADE MODEL Some researchers believe that this failure lies with the cascade model itself. Others argue that the quality of a cascade model depends on the quality of planning and implementation, rather than on inherent weaknesses of the model itself. They suggest the ten components of conditionality to maintain the quality of planning and implementation as follows: (1)    To run a successful cascade model, the trainees and their needs are to be well defined. (2)    Clear training objectives are to be set. (3)    It should be supported by high quality consistent training material. (4)    The trainers are to be carefully selected for their competence as trainers and their understanding of the particular knowledge and skills which are to be transferred. Cascade training is only effective if the trainers are fully familiar with the practice and not only the theory, and sufficient time is given to the trainers to acquire new knowledge. (5)    The role and function of each actor needs to be defined. (6)    Each stage has to provide sufficient time for trainers to prepare, and for trainees to absorb the messages. (7)    Each stage should be well structured. (8)    Any ambiguity in training objectives and materials has to be removed in order to avoid the risk of personal interpretations. (9)    Commitment at the local level is needed. (10)    The training process should be supervised to ensure the following of training procedures and the accountability of the trainers. SELF CHECK EXERCISE-1 Q.1 Which of the following best describes the Cascade Model in educational training? A)    Direct training of all teachers simultaneously B)    A hierarchical approach where a few individuals are trained first, and they in turn train others C)    Training focused only on administrative staff D)    A model where training is conducted only online Q.2 In the context of SSA, the Cascade Model is primarily used for: A)    Developing new educational policies B)    Training teachers and educational administrators C)    Assessing student performance D)    Managing school infrastructure Q.3 Which model is particularly useful for implementing new curricula in a tiered manner? A)    Split Model B)    Cascade Model C)    Direct Training Model D) Online Training Model Q.4 The primary goal of the Cascade Model in SSA is to: A) Streamline administrative processes B)    Ensure uniform training across all educational levels C)    Train a small group of key individuals who will then train others D)    Focus exclusively on student assessments Q.5 Which model is commonly used to ensure that educational policies and practices are implemented effectively across various levels? A)    Cascade Model B)    Split Model C)    Modular Model D)    Integrated Model 16.4 SPLIT-UP MODEL These guidelines in the name of “The Reflective Teacher” have been developed by NCERT in 2006, through the first edition has been printed in January 2007. The key features are It takes into account the `Constructivist’ approach, as advocated in NCF 2005. This means that the teacher should act as a `facilitator’, and should work towards creating a variety of learning experiences in and out of the classroom that enable children to construct knowledge from activities and experiences in day to day life. The teacher is not to be a `transmitter’ of knowledge to passive recipients (the children). This approach requires teachers to be reflective, that is they need to become ‘mindful enquirers’ into their own experiences, to guide children meaningfully. 46 The guidelines advocate a `spilt up’ model of in service training, in which 6-8 days training is provided at the BRC/DIET level and 2 days training through actual observation of classroom situations. Thereafter, teachers are expected to return to their school setting for 2- 3 months, to try out the recommended methodologies and ideas. At the end of the training programme, they once again return to the BRC/DIET for 2 days to share their experience and reflect on the new ideas before they complete the training. The guidelines recommend a formal training duration of 10 days, as evident from above. In keeping with NCF 2005, the guidelines recommend training of teachers in areas such as art and heritage crafts health and physical education, work education and education for peace, besides training in basic subjects like language, EVS and Mathematics. The guidelines stress identification of training needs and development of appropriate training modules through BRGs/DEGs/ SRGs. It is also recommended that the training design should emphasize local contextuality and specificities in the teaching learning situation. A list of suggested readings, educational audio and video programmes for teachers have also been provided in the guidelines. States have reported a variety of follow-up mechanisms to monitor the impact of the training programs, including: School visits and interaction with teachers Classroom observations. Pre-test and post-test during training programme, evaluation sheets totest content knowledge and aptitude 47 Orientation of school principals for conducting follow-up Peer-sharing during monthly cluster level meeting Monitoring through Quality Monitoring Tools and ADEPTS Exposure of child’s learning through Community Participation Baseline and Terminal Assessment of LEP Feedback forms during training Video conferencing Conducting Impact Studies. Basic Features of Sarva Shiksha Abhiyan Sarva Shiksha Abhiyan is an effort to universalise elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode. A programme with a clear time frame for universal elementary education. A response to the demand for quality basic education all over the country. An opportunity for promoting social justice through basic education. An effort at effectively involving the Panchayat Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parent-Teacher Associations, Mother-Teacher 48 Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. An expression of political will for universal elementary education across the country. A partnership between the Central, State and the local government. An opportunity for States to develop their own vision of elementaryeducation. Objectives of Sarva Shiksha Abhiyan All children in school, Education Guarantee Centre, Alternate School, Back-to-School' camp by 2003; All children complete five years of primary schooling by 2007; All children complete eight years of elementary schooling by 2010; Focus on elementary education of satisfactory quality with emphasis on education for life; Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010; Universal retention by 2010. Sarva Shiksha Abhiyan as a Framework and as a Programme: Sarva Shiksha Abhiyan (SSA) has two aspects It provides a wide convergent framework for implementation of Elementary Education schemes; It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education. While all 49 investments in the elementary education sector from the State and the Central Plans will reflect as part of the SSA framework, they will all merge into the SSA programme within the next few years. As a programme, it reflects the additional resource provision for UEE. Split-Up Model Overview: The Split-Up Model, in contrast, involves breaking down the training process into distinct segments or modules that are delivered to different groups or at different times. This approach can be used for various training activities, including curriculum development, educational technology integration, or pedagogical strategies. Key Features: •     Modular Approach: Training is divided into separate modules or units, each focusing on a specific aspect or skill. •     Targeted Delivery: Different modules can be delivered to different groups based on their roles or needs, allowing for more customized and relevant training. •      Flexibility: Participants can complete modules at different times or paces, accommodating diverse schedules and learning styles. Advantages: •     Customization: Allows for targeted training that meets the specific needs of different groups or individuals. •     Flexibility and Adaptability: Participants can engage with modules at their convenience, making it easier to fit training into busy schedules. •     Focused Learning: Each module addresses a specific topic or skill, leading to more detailed and in-depth learning. Challenges: •     Coordination Required: Requires careful planning and coordination to ensure that all modules are effectively integrated and that participants receive a comprehensive education. •     Potential Gaps: Without careful design, there may be gaps between modules or a lack of coherence in the overall training experience. •     Resource Intensive: Developing and managing multiple modules can be resource-intensive, requiring significant time and effort. Implementation Example: A school district might implement a new digital learning platform by first offering a series of separate workshops: one on basic platform functions, another on integrating digital tools into lesson plans, and a third on assessing student progress with digital tools. Teachers can choose which modules to attend based on their needs and experience levels. The Split Model is generally used for organizational and programmatic management. It divides responsibilities into separate parts or units, each handling specific functions or areas. This can lead to a more focused and effective approach in different domains. In the context of SSA and RMSA: SSA: The Split Model can be applied to manage different aspects of primary education improvement, such as curriculum development, teacher training, infrastructure development, and student assessment. Each unit or department focuses on one aspect, allowing for specialized attention and resource allocation. RMSA: Similarly, for secondary education, different units might focus on areas such as school infrastructure, teacher recruitment and training, academic standards, and student support services. This segmentation helps in addressing specific needs and challenges more effectively. Implementation Under SSA and RMSA SSA (Sarva Shiksha Abhiyan): Objective: To achieve universal elementary education. Model Application: Cascade Model for teacher training, Split Model for managing various aspects of primary education, such as infrastructure, curriculum, and teacher recruitment. RMSA (Rashtriya Madhyamik Shiksha Abhiyan): Objective: To improve access to and the quality of secondary education. Model Application: Cascade Model for rolling out training programs and pedagogical improvements, Split Model for addressing distinct elements of secondary education, such as facilities, educational resources, and administration. Both models help in structured and effective program implementation and management, contributing to the overall goals of SSA and RMSA in improving educational outcomes. SELF CHECK EXERCISE-2 Q.1 The Split Model in the context of educational programs is used to: A)    Consolidate all responsibilities into a single department B)    Divide responsibilities into specialized units for better management C)    Focus solely on curriculum development D)    Train teachers directly without any intermediaries Q.2 Under RMSA, the Split Model helps in addressing: A)    Only infrastructure needs B)    Different aspects of secondary education such as curriculum, teacher training, and student support services C)    National policies on education D)    Only administrative tasks Q.3 In RMSA, what is a key advantage of using the Split Model? A)    It centralizes all functions in one office B)    It allows for focused attention and resource allocation to specific areas like infrastructure, curriculum, and teacher recruitment C)    It eliminates the need for teacher training D)    It replaces the need for student assessments Q.4 Which model is commonly used to ensure that educational policies and practices are implemented effectively across various levels? A)    Cascade Model B)    Split Model C)    Modular Model D)    Integrated Model Q.5 Which of the following is NOT a characteristic of the Split Model? A)    Division of responsibilities into specialized units B)    Coordination among different units to achieve a common goal C)    Sequential training from top to bottom D)    Focus on managing distinct aspects of a program separately Q.6 In SSA, the Cascade Model helps in training teachers by: A)    Providing direct training to all teachers simultaneously B)    Training a few master trainers who then train other teachers C)    Using only online resources for training D)    Focusing solely on student evaluations 16.5    SUMMARY “Good education requires good teachers” that it becomes essential that the most capable and appropriate be recruited into the teaching profession, provided with high quality pre-service programme of teacher education, and them offered opportunities to upgrade their knowledge and skills over the full length of their career. It is, therefore, essential that there is major reorientation of teacher education to ensure that teachers are furnished with the necessary knowledge and skills to cope with the new demands placed on them. It is strange to note that too often teachers are helpless in front of machines which refuse to work. How undignified it is for the teacher to be thwarted by machines With the increased capacity of communication technology, language will become a very powerful instrument. The teacher-education programme should be strengthened to develop language competency among our teacher-taught. The modern time demands multi lingual competence including the new computer languages that are bound to emerge with expansion of computer-technology. Continuing teachers and other educators which commences after initial professional education is over and which leads to the improvement of professional competence of educators all throughout their careers. Both the Cascade and Split-Up Models provide structured approaches to training and professional development, each with its strengths and challenges. The Cascade Model is effective for broad, systematic dissemination of information, while the Split-Up Model offers flexibility and customization. Selecting the appropriate model depends on the specific needs of the educational system, the goals of the training program, and the resources available. Understanding these models allows educational leaders to design and implement effective training strategies that support the growth and development of educators. 16.6    Glossary Cascade Model: A hierarchical training approach where information and skills are disseminated through multiple levels, starting from the top and moving downward. Split-Up Model: A training approach that divides the content into separate modules or segments, allowing for targeted delivery to different groups or at different times. 16.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) A hierarchical approach where a few individuals are trained first, and they in turn train others Answer2: B) Training teachers and educational administrators Answer3: B) Cascade Model Answer4: C) Train a small group of key individuals who will then train others Answer5: A) Cascade Model Exercise-2 Answer1: B) Divide responsibilities into specialized units for better management Answer2: B) Different aspects of secondary education such as curriculum, teacher training, and student support services Answer3: B) It allows for focused attention and resource allocation to specific areas like infrastructure, curriculum, and teacher recruitment Answer4: A) Cascade Model Answer5: C) Sequential training from top to bottom Answer6: B) Training a few master trainers who then train other teachers 16.8    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. 16.9    TERMINAL QUESTIONS Q.1 Enumerate the programmes of in-service teacher education. Q.2 Discuss the innovative teacher training Modules. Q.3 Explain the Cascade Model. UNIT-17   ROLE OF DIET’s IN IN-SERVICE TEACHER TRAINING Structure 17.1    Introduction 17.2    Learning Objectives 17.3    The Establishment of Diets Self-check Exercise-1 17.4    Functions of Diets Self-check Exercise-1 17.5    Summary 17.6    Glossary 17.7    Answers to Self Check Exercises 17.8    References/ Suggested readings 17.9    Terminal Questions 17.1    INTRODUCTION Recent years have witnessed an enormous growth in elementary schools and adult education centers. This lead to the establishment of district level institutions to meet immediate needs of the teachers. Thus District Institutions of Education and Training (DIETs) have been setup in each district. The DIETs have been established with all the required infrastructural facilities so as to meet the pre-service and inservice training needs and other requirements of primary education functionaries. Often, DIET is seen as an agency linking primary and secondary school system too. The DIETs have been established by upgrading erstwhile teacher training institutions in each district. DIETs which have been established with a Mission of “Providing academic and resource support at the grass-roots level for the success of the various strategies and programmes being undertaken in the areas of elementary and adult education. The structure of these new establishments has been evoloved considering the functions of the DIETs. 17.2    LEARNING OBJECTIVES After completing this unit the learners will be able to; Know about the establishment of DIET’s Understand various functions of DIET’s 17.3    THE ESTABLISHMENT OF DIETS Universalisation of elementary education and eradication of adult illiteracy were two important objectives of post-independent India. Though as a result of constructive efforts the literacy percentage 16.7% in 1961 raised to 52.11% in 1991, and 61% in 2007, the dream of complete literacy has remained only a dream. (Could present a graph and ask them to interpret/Read an article and Conclude) The difference in literacy rates between male and female, rural and urban, advantaged and disadvantaged groups are quite alarming even today. The gaps are more than 20%. In universalisation of elementary education, universal enrolment, universal attendance and universal attainment are the three challenges. Efforts are made under DPEP and SSA to ensure the first two, yet we are unable to improve the quality of elementary education. In view of this, the Government of India introduced Minimum Levels of Learning programme to raise the learning levels of children and ensure an equitable quality across different contexts of schooling. To fulfill these basic requirements of elementary education, we need responsible teachers who can serve the cause more judiciously. To keep elementary teachers more active through continuous training, giving opportunity for continuing their education for the enhancement of their professional competencies. National and state level institutions like NCERT, NIEPA, DSERT etc. exist to cater to the needs of our elementary education. But, India as a geographically huge nation needs decentralisation. District Institutes of Education and Training (DIETs) were established in India under the National Policy on Education (1986) and its Programme of Action (1992) to address the need for quality teacher education and training at the district level. The primary aim was to decentralize teacher training and educational planning to ensure that educational reforms and policies are implemented effectively at the grassroots level. Key Objectives for Establishing DIETs: •      Decentralization: To bring educational planning and teacher training closer to the local level, enabling more responsive and context-specific interventions. •     Capacity Building: To develop the professional skills of teachers and educational administrators, enhancing their ability to deliver quality education. •     Improved Implementation: To ensure that educational policies and curricula are effectively adapted and implemented in local contexts. History of District Institutes of Education and Training (DIETs) 1.    Early Education Reforms and the Need for DIETs: The need for specialized institutions to train teachers and support local education emerged as a response to the growing challenges in the Indian educational system. Despite various initiatives to improve education post-independence, there were gaps in teacher training, curriculum implementation, and educational administration at the district level. The existing central and state-level institutions were not adequately addressing these needs, which led to calls for more localized and effective solutions. 2.    National Policy on Education (1986): The pivotal moment for the establishment of DIETs came with the National Policy on Education (NPE) adopted in 1986. The policy recognized the need for improving the quality of education and emphasized the importance of decentralized educational planning and administration. It identified the inadequacies in the existing teacher training system and proposed the creation of District Institutes of Education and Training as a means to address these shortcomings. 3.    Programme of Action (1992): Building on the NPE, the Programme of Action (POA) 1992 provided detailed guidelines for the establishment and functioning of DIETs. The POA aimed to: •     Decentralize the administration of education to ensure better implementation of policies at the district level. •     Develop the professional capacity of teachers and educational administrators through targeted training programs. •      Facilitate local adaptation of curricula and educational materials. 4.    Establishment of DIETs: DIETs were formally established in the early 1990s as part of the implementation strategy for the NPE and POA. Their creation was seen as a crucial step toward improving the quality of education by bringing training and educational planning closer to the local context. Initially, DIETs were set up in every district across the country, although the exact number and operational status have varied over time. 5.    Roles and Functions: Upon their establishment, DIETs were tasked with several key functions: •      Providing pre-service and in-service training for teachers. •     Assisting in curriculum development and adaptation to local needs. •     Conducting educational research and evaluation to inform policy and practice. •     Supporting school management and educational planning at the district level. •     Engaging with the community and other stakeholders to enhance educational outcomes. 6.    Evolution and Challenges: Since their inception, DIETs have undergone various changes and faced several challenges. Initially, there were issues related to infrastructure, faculty qualifications, and the effective implementation of their mandates. Over time, efforts have been made to address these challenges, including increased funding, enhanced training programs, and improved coordination with other educational institutions. 7.    Recent Developments: In recent years, there has been a renewed focus on strengthening the role of DIETs in the context of new educational policies and reforms. Initiatives such as the National Education Policy (NEP) 2020 emphasize the importance of teacher training, curriculum development, and educational research, aligning with the core functions of DIETs. Efforts are being made to modernize DIETs, incorporate technology, and enhance their capacity to meet evolving educational needs. 8.    Conclusion: The establishment of DIETs marked a significant shift in the Indian education system, aiming to decentralize and improve the quality of education at the district level. While DIETs have faced various challenges, their role in teacher training, curriculum development, and educational planning remains crucial. As educational policies and needs continue to evolve, DIETs are expected to adapt and enhance their contributions to the Indian education system. SELF CHECK EXERCISE-1 Q.1 When were District Institutes of Education and Training (DIETs) formally established in India? A)    1980s B)    Early 1990s C)    Early 2000s D)    2010s Q.2 Which policy document first proposed the establishment of DIETs? A)    National Policy on Education (1986) B)    National Curriculum Framework (2005) C)    Right to Education Act (2009) D)    Programme of Action (1992) Q.3 What is one of the primary roles of DIETs? A)    Developing national educational policies B)    Conducting research on international educational practices C)    Providing pre-service and in-service teacher training D)    Designing national examination patterns Q.4 Under which document were the detailed guidelines for DIETs' establishment and functions provided? A)    National Education Policy (2020) B)    Programme of Action (1992) C)    National Curriculum Framework (2005) D)    Right to Education Act (2009) Q.5 What aspect of education is NOT typically a focus of DIETs? A)    Curriculum development and adaptation B)    National educational policy formulation C)    Teacher professional development D)    District-level educational planning Q.6 Which of the following is a challenge that DIETs have faced since their establishment? A)    Excessive funding B)    Overqualified staff C)    Infrastructure and faculty issues D)    High teacher-to-student ratio Q.7 Which recent educational policy emphasizes the role of DIETs in teacher training and educational planning? A)    National Education Policy (2020) B)    National Policy on Education (1986) C)    Right to Education Act (2009) D)    National Curriculum Framework (2005) Q.8 What type of training do DIETs provide to teachers? A)    International training programs B)    Pre-service and in-service training C)    University-level education D)    Corporate training Q.9 DIETs are primarily responsible for which of the following at the district level? A)    Developing international exchange programs B)    Implementing educational policies and programs C)    Designing national-level assessments D)    Setting up private educational institutions 17.4 FUNCTIONS OF DIETs 1.    Teacher Training and Professional Development: •     Pre-Service Training: DIETs conduct pre-service training programs for prospective teachers, preparing them with the necessary pedagogical skills and subject knowledge before they enter the classroom. •      In-Service Training: They offer in-service training programs for currently practicing teachers to update their skills, incorporate new teaching methods, and address emerging educational challenges. •     Workshops and Seminars: DIETs organize workshops, seminars, and refresher courses to provide ongoing professional development for teachers. 2.    Curriculum Development and Implementation: •     Curriculum Adaptation: DIETs play a role in adapting national and state curricula to local needs, ensuring that the content is relevant and applicable to the local context. •     Textbook Development: They may be involved in the development and revision of textbooks and other instructional materials to meet local educational requirements. 3.    Educational Research and Evaluation: •     Action Research: DIETs conduct action research to identify local educational problems, test solutions, and develop best practices. •     Monitoring and Evaluation: They assess the effectiveness of educational programs and teaching practices, providing feedback for improvement. 4.    Educational Planning and Administration: •     District-Level Planning: DIETs assist in the planning and implementation of educational programs at the district level, aligning them with state and national policies. •     Data Collection and Analysis: They gather and analyze educational data to inform decision-making and policy development. 5.    Community and Stakeholder Engagement: •     Community Involvement: DIETs work with local communities to raise awareness about educational issues and encourage community participation in school management and improvement. •     Stakeholder Collaboration: They collaborate with various stakeholders, including local government bodies, NGOs, and educational organizations, to enhance educational outcomes. 6.    Support for School Management: •     School Leadership Training: DIETs provide training and support for school principals and administrators, helping them to manage schools effectively and improve school performance. •     Resource Management: They assist schools in the efficient management of resources, including financial, human, and material resources. 7.    Promotion of Innovative Practices: •     Educational Innovations: DIETs promote innovative teaching practices and educational technologies to improve the quality of education. •     Pilot Programs: They may implement and evaluate pilot programs for new educational initiatives before broader rollout. 8.    Guidance and Counseling: •     Career Counseling: DIETs offer guidance and counseling services for students and teachers to support their educational and professional development. •     Academic Support: They provide academic support and resources to help students achieve their learning goals. DIETs are crucial institutions in the Indian educational system, serving as the bridge between policy and practice at the district level. By focusing on teacher training, curriculum development, educational research, and community engagement, DIETs contribute significantly to enhancing the quality of education and addressing local educational needs. Their role in decentralizing educational administration and promoting innovative practices ensures that educational reforms are effectively implemented and adapted to the diverse contexts of different districts. Training Before implementing the trainings DIETs have got autonomy 1.    To conduct the surveys of teacher identified needs and trainer identified needs. 2.    To Design the training module according to the local needs DIETs are expected to provide training inputs to the following personnel of the district i .) Elementary school teachers. (Pre and In-service) ii .) Heads of schools, school complexes and educational officers at the cluster and block levels. iii .) Instructors and supervisors of adult education. iv.) Members of District Education Council, Members of SDMC, CAC, social leaders, women of self help help groups and youths and volunteers who are involved in educational programmes. v .) Identified Resource persons who can be utilised by DIETs for its programmes. Resource Support Providing educational services, resources and advice to elementary schools and adult education centers in the district level in the form of: 1.    Extension services through its actions and interactions. 2.    As a resource center for instructors and teachers. 3.    Provide Teaching and Learning material and evaluation tools. 4.    Functioning as evaluation center for formal and non-formal educational institutions. 5.    Provide resource support to state agencies in the form of data, software, etc. 6.    Provide advanced technology resource support. Research In order to sustain the status and position conferred on them and in a state of readiness to meet the challenges of the future, DIETs have to be continuously equipping themselves. What is this process? Getting books, furniture, more people, and machinery, teaching aids, students - more of these? To an extent, yes. But, above all, equipping means having a firm understanding of the changing circumstances. Today enrolment in schools is improving but quality of attainment is poor. Tomorrow, attainment standards might improve and higher level could be aspired. Diversified courses could be started. Different kinds and types of teacher training might be introduced. When the whole population is brought into the school-fold, the methodology of catering to their needs might vary. The capacity to deal with this challenge of the future cannot be given by an outsider/agency but has to emerge from within. This ‘emerging’ is possible when the institutions undertake research work in elementary education and work with the teacher to undertake ‘Action research’ to solve the problems in school activities. Only then perhaps the institution is set in motion. This activity should be integrated in the regular day-to-day functions of the faculty in DIETs. Miscellaneous Functions The three functions noted above create a multitude of activities/functions. They are: 1.    Regular monitoring of the learning imparted in schools and evolving monitoring mechanism with local specific inputs. 2.    Evaluating several schemes and programmes introduced/implemented by the department. This calls for different abilities. i.e., collection of the data (quantitative and qualitative) compilation of data, analysis-inference, reporting etc. 3.    Coordination with the various agencies involved in the promotion of elementary education. 4.    Interacting with various projects and implementing new-projects, building & developing the capacity of the community. 5.    Practicing a participatory approach in all programmes and trainings conducted. 6.    Conducting various exams called Departmental examination of KPSC, Commerce exams, Hindi and music exams. 7.    It acts as a nodal agency of centralised admission of B.Ed., and D.Ed., courses. 6.    Determining the value of pupil achievement. 7.    Undertaking remedial work 8.    Organizing fieldwork, workshop 9.    Introspection. SELF CHECK EXERCISE-2 Q.1 Which of the following is a primary function of DIETs? A)    Developing national education policies B)    Conducting pre-service and in-service teacher training C)    Designing international exchange programs D)    Setting up private educational institutions Q.2  What role do DIETs play in curriculum development? A)    Creating national curricula B)    Adapting national and state curricula to local needs C)    Formulating examination patterns D)    Designing higher education programs Q.3 Which function involves DIETs providing guidance and counseling services? A)    Educational Research B)    Community Engagement C)    Support for School Management D)    Guidance and Counseling Q.4 How do DIETs assist in educational planning at the district level? A)    By developing national educational policies B)    By providing data for international comparisons C)    By aligning local educational programs with state and national policies D)    By creating textbooks for higher education Q.5 Which of the following is NOT typically a function of DIETs? A)    Conducting action research B)    Implementing educational innovations C)    Developing national assessment frameworks D)    Training school principals and administrators Q.6 What type of training do DIETs provide to support ongoing teacher development? A)    Pre-service training B)    International training programs C)    In-service training D)    Corporate training Q.7 DIETs contribute to community engagement by: A)    Organizing international educational conferences B)    Raising awareness about educational issues and involving the community in school management C)    Developing national-level educational policies D)    Creating global partnerships Q.8 Which function involves DIETs assisting schools in managing resources efficiently? A)    Curriculum Development B)    Educational Research C)    Support for School Management D)    Data Collection and Analysis Q.9 What type of research do DIETs conduct to improve local educational practices? A)    Longitudinal studies on international education systems B)    Action research to address local educational issues C)    Research on global educational trends D)    Evaluation of national educational policies Q.10 In what way do DIETs promote educational innovations? A)    By implementing pilot programs for new educational initiatives B)    By developing national educational standards C)    By designing global curriculum frameworks D)    By formulating international examination systems 17.5    SUMMARY District Institutes of Education and Training (DIETs) play a pivotal role in the Indian education system by enhancing the quality of education at the district level. Established in the early 1990s as part of efforts to decentralize educational administration, DIETs focus on a range of functions essential for improving local education. They provide pre-service and in-service teacher training, ensuring that educators are equipped with up-to-date skills and knowledge. DIETs are also involved in adapting national and state curricula to local contexts, which includes developing and revising textbooks and instructional materials. They conduct action research to address local educational challenges and evaluate programs to enhance effectiveness. Additionally, DIETs support school management by training principals and administrators and assist in planning and implementing educational programs aligned with broader policies. Community engagement is another key function, as DIETs work to raise awareness and foster local participation in education. By promoting innovative practices and providing guidance and counseling, DIETs help drive improvements in teaching and learning, making them crucial to the decentralization and enhancement of education in India. 17.6      GLOSSARY District Institutes of Education and Training (DIETs): Institutions established to enhance the quality of education at the district level by providing teacher training, curriculum development, and educational planning. Pre-Service Training: Training provided to prospective teachers before they start their teaching careers, including coursework and practical experience. In-Service Training: Ongoing professional development provided to current teachers to update their skills and knowledge. 17.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Early 1990s Answer2: A) National Policy on Education (1986) Answer3: C) Providing pre-service and in-service teacher training Answer4: B) Programme of Action (1992) Answer5: B) National educational policy formulation Answer6: C) Infrastructure and faculty issues Answer7: A) National Education Policy (2020) Answer8: B) Pre-service and in-service training Answer9: B) Implementing educational policies and programs Exercise-2 Answer1: B) Conducting pre-service and in-service teacher training Answer2: B) Adapting national and state curricula to local needs Answer3: D) Guidance and Counseling Answer4: C) By aligning local educational programs with state and national policies Answer5: C) Developing national assessment frameworks Answer6: C) In-service training Answer7: B) Raising awareness about educational issues and involving the community in school management Answer8: C) Support for School Management Answer9: B) Action research to address local educational issues Answer10: A) By implementing pilot programs for new educational initiatives 17.8    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. 17.9    TERMINAL QUESTIONS Q.1 Discuss the establishment of District Institutes of Education and Training (DIETs) in India, including the historical context and the primary objectives behind their creation. How have DIETs evolved since their inception, and what challenges have they faced? UNIT- 18 ROLE OF BRC’s & CRC’s IN IN-SERVICE TEACHER TRAINING Structure 18.1    Introduction 18.2  Learning objectives 18.3  BRC’s & CRC’s Self-check Exercise-1 18.4    BRC’s & CRC’s during DPEP Self-check Exercise-2 18.5    BRC’s & CRC’s during SSA Self-check Exercise-3 18.6    Summary 18.7    Glossary 18.8    Answers to Self Check Exercises 18.9    References/ Suggested readings 18.10    Terminal Questions 18.1    INTRODUCTION Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) play pivotal roles in the in-service teacher training process within India's decentralized educational framework. BRCs, established at the block level, coordinate and organize comprehensive in-service training programs for teachers. They provide essential resources, such as educational materials and training modules, and facilitate workshops and seminars to update teachers on new methodologies and curriculum changes. Additionally, BRCs monitor and evaluate the effectiveness of these training programs, ensuring continuous professional development tailored to the specific needs of their blocks. On the other hand, CRCs operate at the cluster level, encompassing several schools within a geographical area. They focus on delivering localized training sessions that address the unique challenges faced by teachers in their clusters. CRCs promote peer learning by organizing events where teachers can share best practices and experiences. They also offer ongoing support and guidance, serve as resource hubs, and facilitate communication between BRCs and schools. By acting as a bridge, CRCs ensure that teachers receive targeted professional development and access to necessary resources. Together, BRCs and CRCs work in a coordinated manner to enhance the quality of education through effective in-service training, ensuring that teachers are well-equipped to meet the evolving demands of their profession. 18.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Know about the functions of BRC’s & CRC’s 18.3    BRC’S AND CRC’S BRC BRC is a Block level institution to carry out the academic activities related mainly to primary education. BRC carries out its academic programmes under the guidance and supervision of DIET. Every BRC should have a vision shared with the vision of the DIET at the District level.To ensure realization of vision BRC plans, Implements, trains. It implements teacher training programs at the block level using the staff meant for it. CRC The programmes designed at the block level are implemented at cluster levels thorough Cluster Resource Centres. The Cluster Resource Person at the cluster level has to ensure quality of the education at the school levels. Monthly experience sharing meetings are to be arranged at the cluster levels. The CRP has to maintain the data base of all the teachers in his cluster. He should also conduct community mobilisation trainings at the cluster levels. CRC is linked directly to BRC, which inturn is linked with the DIET at the District level. The creation of the Block and Cluster Resource Centres on a large scale throughout the country represents an ambitious effort to provide academic structures that support and improve the quality of education in schools. They were initially set up under the District Primary Education Programme (DPEP) which was implemented in a phased manner in selected districts of the country, and later expanded through Sarva Shiksha Abhiyan (SSA). They were seen as providing an alternative to the inspection system by shifting emphasis from inspection to resource support, in-service training of teachers, mentoring, onsite support and training follow up. In the context of the Right to Education (RTE) these institutions assume more importance as the Right to Education is a commitment to the provision of quality education for all. RTE requires the State to ensure, oversee and regulate the provisioning to quality infrastructure and teaching learning processes, to ensure that all children achieve their potential through education. In the context of the wide disparities in the current educational system, this commitment requires the Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) to actively promote and support a process of school quality improvement. Role of Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) in InService Teacher Training Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) are integral components of India's decentralized education system, designed to support and enhance the quality of education at the block and cluster levels. They play a crucial role in the in-service teacher training process. Here’s a detailed look at their roles and functions: 1.    Block Resource Centres (BRCs) Overview: BRCs are established at the block level, which is a sub-district administrative unit. Their primary role is to support and improve the educational processes within the block. Roles in In-Service Teacher Training: •     Training Coordination: BRCs coordinate and organize in-service training programs for teachers within the block. They ensure that training sessions are conducted effectively and cover relevant topics. •     Resource Provision: They provide necessary resources, including educational materials, training modules, and equipment required for effective teacher training. •     Facilitator of Workshops and Seminars: BRCs organize workshops, seminars, and refresher courses to update teachers on new teaching methodologies, curriculum changes, and educational technologies. •     Monitoring and Evaluation: They monitor the implementation of training programs and evaluate their effectiveness. This includes gathering feedback from participants and making necessary adjustments to training content and delivery. •     Professional Development:   BRCs support continuous professional development by offering specialized training based on the needs identified in the block. They may focus on areas such as subject-specific skills, pedagogical techniques, or educational assessment. 2.    Cluster Resource Centres (CRCs) Overview: CRCs operate at the cluster level, which typically includes several schools within a geographical area. They function as support hubs for schools within the cluster. Roles in In-Service Teacher Training: •     Local Training Sessions: CRCs organize and conduct localized training sessions for teachers in their respective clusters. These sessions are tailored to address specific needs and challenges faced by teachers in the area. •      Peer Learning: They facilitate peer learning opportunities by bringing together teachers from different schools within the cluster to share best practices, experiences, and teaching strategies. •     Support and Guidance: CRCs provide ongoing support and guidance to teachers by offering advice on implementing new teaching methods and integrating innovative practices into their classrooms. •     Resource Sharing: They serve as a resource hub, sharing educational materials, teaching aids, and other resources that teachers can use in their professional development and day-to-day teaching. •     Facilitating Communication: CRCs act as a communication bridge between BRCs and individual schools, ensuring that teachers are informed about upcoming training opportunities and receive necessary support. Integration and Coordination Between BRCs and CRCs •     Collaborative Efforts: BRCs and CRCs work collaboratively to ensure that in service teacher training is effectively delivered. BRCs often oversee and coordinate training activities at the block level, while CRCs focus on localized training and support within clusters. •     Feedback Mechanism: Both BRCs and CRCs gather feedback from teachers to continuously improve the quality of training programs. They use this feedback to adjust training content and methods, ensuring that they meet the evolving needs of teachers. •     Implementation of Policies: They help in the implementation of educational policies and training programs as outlined by higher educational authorities, ensuring that training aligns with national and state-level objectives. BRCs and CRCs play complementary roles in the in-service teacher training process, with BRCs focusing on block-level coordination and resource provision, while CRCs handle localized training and support. Together, they ensure that teachers receive relevant and effective professional development, which is essential for improving educational outcomes and enhancing the overall quality of education in their respective areas. SELF CHECK EXERCISE-1 Q.1 What is the primary role of Block Resource Centres (BRCs) in the in-service teacher training process? A)    Designing national educational policies B)    Coordinating and organizing in-service training programs for teachers within the block C)    Setting up private schools D)    Conducting international educational research Q.2 How do Cluster Resource Centres (CRCs) support teachers in their respective clusters? A)    By developing national curricula B)    By conducting localized training sessions and facilitating peer learning C)    By providing financial aid to schools D)    By evaluating school infrastructure Q.3 Which of the following is NOT typically a function of a Block Resource Centre (BRC)? A)    Organizing workshops and seminars B)    Providing resources such as educational materials and training modules C)    Monitoring and evaluating the effectiveness of training programs D)    Creating textbooks for national use Q.4 What role do Cluster Resource Centres (CRCs) play in facilitating communication between BRCs and schools? A)    They provide financial support for school infrastructure B)    They act as a communication bridge to ensure teachers are informed about training opportunities C)    They develop national educational policies D)    They conduct national-level educational assessments Q.5 In what way do BRCs and CRCs collaborate to enhance in-service teacher training? A)    BRCs develop training content while CRCs administer national assessments B)    BRCs oversee training at the block level, and CRCs handle localized support and training within clusters C)    CRCs design national curricula, and BRCs implement these curricula at the school level D)    BRCs provide funding for CRCs, and CRCs conduct international research Q.6 Which of the following is a key responsibility of Cluster Resource Centres (CRCs) in supporting in-service teacher training? A)    Developing new educational technologies B)    Facilitating peer learning opportunities among teachers C)    Creating national educational policies D)    Conducting international teacher exchange programs Q.7 What type of training activities are typically organized by BRCs? A)    International educational conferences B)    Localized training sessions for students C) Workshops, seminars, and refresher courses for teachers D) National curriculum design workshops Q.8 What is one of the main benefits of localized training sessions conducted by CRCs? A)    They address specific needs and challenges faced by teachers in their clusters B)    They develop international education standards C)    They fund school infrastructure projects D)    They create national examination patterns Q.9 How do BRCs ensure the effectiveness of in-service training programs? A)    By designing new national curricula B)    By conducting evaluations and gathering feedback from participants C)    By providing financial support to schools D)    By creating educational content for online platforms Q.10 Which of the following best describes the support provided by CRCs to teachers? A)    CRCs offer guidance on implementing new teaching methods and integrating innovative practices B)    CRCs develop textbooks for national use C)    CRCs conduct international teacher training programs D)    CRCs set national educational standards 18.4 CRCs and BRCs during DPEP During the DPEP period, the BRCs and CRCs functioned mainly to deliver training to reorient pedagogic practices of primary school teachers, to make them more sensitive to children from excluded groups and to make learning more enjoyable and interesting. Blocks served to provide trainings, drawing on a pool of Block Resource Persons (BRPs) and additional Master Resource Persons (MRPs). Cluster Resource Persons (CRPs) primarily conducted school visits and monthly meetings of teachers. Both CRPs and BRPs also met another important requirement of the DPEP which was to collect field data to monitor fund utilization as well as to provide statistics on various aspects of the school system and the system of in-service training. Most of this data requirement arose out of the needs of the centrally sponsored and externally funded character of the programmes, requiring huge amounts of data to be collated on a quarterly and annual basis. In-service training and management of various data requirements of the system have been two main tasks being carried out by BRPs and CRPs in all states. The DPEP pedagogic focus was largely on the early primary grades of school. It was also driven into the larger system in a project mode. Roles of Cluster Resource Centres (CRCs) and Block Resource Centres (BRCs) During the District Primary Education Programme (DPEP) The District Primary Education Programme (DPEP), launched in 1994, aimed to improve primary education in India, particularly in districts with high educational deficiencies. During the implementation of DPEP, Cluster Resource Centres (CRCs) and Block Resource Centres (BRCs) played crucial roles in ensuring the success of the program. Here’s a detailed look at their roles: 1.    Block Resource Centres (BRCs) During DPEP Overview: BRCs were established at the block level to serve as focal points for implementing DPEP initiatives and improving educational outcomes at the block level. Roles: •     Training and Capacity Building: BRCs were responsible for organizing in service training programs for teachers, school administrators, and educational personnel. They facilitated workshops and training sessions to upgrade teaching methodologies, administrative skills, and understanding of the DPEP framework. •     Resource Allocation: They ensured that schools within the block received necessary resources, such as teaching aids, textbooks, and educational materials provided under DPEP. •     Monitoring and Evaluation: BRCs played a significant role in monitoring the implementation of DPEP activities. They assessed the progress of educational interventions, collected data on school performance, and provided feedback to improve program delivery. •     Coordination and Support: They coordinated between different stakeholders, including the state and district education offices, schools, and community members. BRCs helped in the effective execution of DPEP strategies and addressed any implementation issues. •     Community Involvement: BRCs engaged with local communities to garner support for the program, raising awareness about educational initiatives and involving community members in school management and decision-making processes. 2.    Cluster Resource Centres (CRCs) During DPEP Overview: CRCs were established at the cluster level, which included several schools within a specific geographical area. Their primary role was to provide localized support and coordination for DPEP initiatives. Roles: •     Localized Training: CRCs organized training sessions and workshops for teachers and school staff at the cluster level. They focused on implementing DPEP strategies and practices, addressing specific needs of schools within their clusters. •     Support and Supervision: CRCs provided on-the-ground support and supervision to schools, helping them implement new teaching methods and educational innovations introduced by DPEP. •     Resource Distribution: They ensured that educational materials and resources from DPEP were distributed effectively across schools within their clusters. CRCs facilitated the use of these resources to enhance teaching and learning. •     Peer Learning and Collaboration: CRCs facilitated opportunities for peer learning and collaboration among teachers from different schools within the cluster. This helped in sharing best practices and addressing common challenges. •     Feedback Collection: CRCs gathered feedback from teachers, students, and communities regarding the implementation of DPEP activities. They used this feedback to inform BRCs and higher authorities about the effectiveness of interventions and areas needing improvement. SELF CHECK EXERCISE-2 Q.1 What was a primary responsibility of Block Resource Centres (BRCs) during the District Primary Education Programme (DPEP)? A)    Developing national educational policies B)    Organizing in-service training programs for teachers and administrators C)    Conducting international educational research D)    Setting up new schools at the national level Q.2 How did Cluster Resource Centres (CRCs) support schools during the DPEP? A)    By creating national curricula B)    By providing localized training and distributing educational materials C)    By funding school infrastructure projects D)    By designing international teacher exchange programs Q.3 Which function was NOT typically performed by BRCs during DPEP? A)    Monitoring and evaluating educational interventions B)    Coordinating with state and district education offices C)    Developing new educational technologies D)    Engaging local communities in educational activities Q.4 What role did CRCs play in the implementation of DPEP at the cluster level? A)    They were responsible for setting national educational standards B)    They offered support and supervision to schools and organized peer learning opportunities C)    They designed textbooks for national use D)    They conducted international assessments of educational quality Q.5 During the DPEP, how did BRCs contribute to community involvement in education? A)    By developing national policies for community engagement B)    By raising awareness and involving community members in school management and decision-making C)    By conducting international community education programs D)    By providing financial support for community projects Q.6 What was a key role of CRCs in terms of feedback during the DPEP? A)    They collected feedback from schools and communities about the effectiveness of DPEP interventions B)    They designed new educational policies based on international standards C)    They conducted national-level research on educational outcomes D)    They provided funding for educational research projects Q.7 Which of the following was a major focus of training organized by CRCs during DPEP? A)    Developing new national curricula B)    Implementing DPEP strategies and practices specific to the cluster's needs C)    Conducting international educational assessments D)    Creating new educational technologies for global use Q.8 How did BRCs ensure the effective distribution of resources provided under DPEP? A)    By managing the creation of national educational materials B)    By overseeing the allocation of resources to schools within the block C)    By organizing international conferences on educational resources D)    By developing new educational technologies Q.9 What was a significant challenge faced by CRCs in supporting schools during DPEP? A)    Creating new national educational policies B)    Addressing specific needs and challenges within schools in the cluster C)    Designing international educational standards D)    Funding national-level educational research Q.10 Which activity was NOT typically performed by CRCs during the District Primary Education Programme (DPEP)? A)    Facilitating peer learning among teachers B)    Providing ongoing support and guidance to schools C)    Setting up international educational research programs D)    Distributing educational materials and resources 18.5 CRCs and BRCs during SSA SSA has widened the scope of school reform efforts. The scale is now country wide, and the range of activities is all encompassing. The systems are now aligned with existing institutions and structures of the states. The BRC and CRC are now more a part of the large SSA system and state institutions. Their purposes, focus and activities are now expected to flow out of state education department considerations. The contexts and the situations of state intervention, monitoring and vigilance now exhibit unprecedented diversity. The efforts for annual planning and review that need to take place block wise and district wise, consolidated at the state and approved at the national level is a huge task. It includes both infrastructural requirements, educational quality – curriculum and pedagogy, and equity concerns with an emphasis on enrolling and retaining children in school. The concerns foreducational quality have widened. The need for data has also grown with the addition of DISE and qualitymonitoring efforts. In this scenario, many states are confronted with the need to revisit their vision for the CRPs and BRPs. The Central government has also taken on board the need to streamline these institutions from the point of view of actions and data flows. Exercises such as the NCERT Quality Monitoring Tools (NCERT, 2009) and Advancement of Educational Performance through Teacher Support (ADEPTS) (MHRD, n.d) attempt to bring in a focus and logic for the academic functions of these institutions. Documents such as ‘Reflective Teacher’ (NCERT, 2006) present ideas pertaining to how in service work with teachers can be reconceptualised and conducted so that it is more effective. Many states have also worked on various formats as well as activity flows and cycles to bring a focus and cumulative effect to their work. There have also been a few non government interventions which have worked to strengthen and focus the academic work of these institutions. During the Sarva Shiksha Abhiyan (SSA), which was launched in 2001 as a flagship program to achieve universal elementary education in India, Cluster Resource Centres (CRCs) and Block Resource Centres (BRCs) played vital roles in implementing and managing various aspects of the program. Here’s a detailed look at their roles during SSA: Roles of CRCs and BRCs During SSA 1.    Block Resource Centres (BRCs) Overview: BRCs are established at the block level, which is a sub-district administrative unit. Their primary role during SSA was to oversee and coordinate educational activities and improvements within their respective blocks. Roles: •    Training and Capacity Building: BRCs were responsible for organizing inservice training for teachers, headmasters, and other educational staff. They conducted workshops and seminars to enhance teaching skills, familiarize educators with SSA guidelines, and update them on new pedagogical methods. •    Resource Management: They ensured the distribution and utilization of educational materials and resources provided under SSA, such as textbooks, teaching aids, and infrastructure support. •    Monitoring and Evaluation: BRCs played a crucial role in monitoring the implementation of SSA initiatives. They evaluated the progress of schools, assessed the impact of educational interventions, and reported on achievements and challenges. •    Support and Coordination: They coordinated with higher educational authorities, such as district and state education departments, and facilitated communication between schools, CRCs, and other stakeholders. •    Community Engagement: BRCs worked to involve local communities in educational activities. They facilitated community participation in school management committees and organized awareness programs to promote education. 2.    Cluster Resource Centres (CRCs) Overview: CRCs operate at the cluster level, which consists of a group of schools within a specific geographical area. Their role was to provide localized support and supervision to schools within the cluster. Roles: •    Localized Training: CRCs conducted localized training sessions for teachers and school staff on SSA guidelines, teaching methods, and educational innovations. These sessions were tailored to address the specific needs of schools within the cluster. •    Support and Supervision: CRCs offered ongoing support to schools, including guidance on implementing SSA initiatives and addressing challenges in the classroom. They provided direct assistance to teachers and school leaders to improve educational practices. •    Resource Distribution: They ensured that SSA resources, such as teaching materials and infrastructure support, were effectively distributed and utilized within their clusters. •     Peer Learning and Collaboration: CRCs facilitated opportunities for teachers to collaborate and share best practices. They organized meetings and workshops that promoted peer learning and collective problem-solving. •     Feedback Collection: CRCs collected feedback from schools and communities about the implementation of SSA activities. They used this feedback to make recommendations to BRCs and higher authorities for improving program effectiveness. SELF CHECK EXERCISE-3 Q.1 What was a primary responsibility of Block Resource Centres (BRCs) during the Sarva Shiksha Abhiyan (SSA)? A)    Designing national education policies B)    Organizing in-service training programs for teachers and educational staff C)    Conducting international educational research D)    Creating new educational technologies Q.2 How did Cluster Resource Centres (CRCs) support schools under SSA? A)    By developing national curricula B)    By providing localized training, support, and supervision to schools C)    By setting up new schools at the national level D)    By funding international educational conferences Q.3 Which of the following was NOT a function of BRCs during SSA? A)    Monitoring the implementation of SSA initiatives B)    Organizing workshops and training sessions for teachers C)    Conducting international assessments of educational quality D)    Coordinating with state and district education departments Q.4 What role did CRCs play in the distribution of resources during SSA? A)    They developed new educational materials for national use B)    They ensured effective distribution and utilization of SSA resources within the cluster C)    They set up international educational exchange programs D)    They created national policies on resource allocation Q.5 Which of the following best describes a major focus of training organized by CRCs during SSA? A)    Developing new national educational policies B)    Implementing SSA guidelines and enhancing teaching methods specific to the cluster’s needs C)    Conducting international educational research D)    Designing new educational technologies for global use Q.6 How did BRCs contribute to community engagement during the SSA? A)    By developing new community education policies B)    By facilitating community participation in school management and raising awareness about education C)    By organizing international community education programs D)    By funding community-based educational research Q.7 What was a key role of CRCs in terms of feedback during the SSA? A)    Collecting feedback from schools and communities to improve SSA implementation B)    Designing new international educational standards C)    Conducting global assessments of educational quality D)    Developing financial support programs for schools Q.8 Which activity was NOT typically performed by BRCs during the SSA? A)    Overseeing the allocation of SSA resources to schools B)    Conducting localized training sessions for teachers C)    Organizing international educational conferences D)    Monitoring and evaluating the progress of SSA initiatives Q.9 What challenge did CRCs primarily address in supporting schools during SSA? A)    Designing new national curricula B)    Addressing specific needs and challenges within schools in their clusters C)    Setting national educational standards D)    Conducting international educational research Q.10 How did BRCs and CRCs collaborate to ensure effective implementation of SSA? A)  BRCs managed  block-level  resources while CRCs handled  international assessments B)    BRCs coordinated block-level training and resource distribution, while CRCs provided localized support and supervision C)    CRCs designed national policies while BRCs conducted international research D)    BRCs provided funding for CRCs and CRCs organized international conferences 18.6    SUMMARY During the District Primary Education Programme (DPEP), BRCs and CRCs played complementary roles in the successful implementation of the program. BRCs focused on block-level coordination, training, and resource management, while CRCs provided localized support, training, and supervision within clusters. Their combined efforts were essential in improving primary education by ensuring that DPEP interventions were effectively implemented, monitored, and adjusted according to local needs and challenges. During the implementation of the Sarva Shiksha Abhiyan (SSA), both BRCs and CRCs played crucial roles in ensuring the successful delivery of the program’s objectives. BRCs focused on block-level coordination, training, and resource management, while CRCs provided localized support, supervision, and feedback. Together, they worked to enhance the quality of education, facilitate community involvement, and ensure that SSA initiatives were effectively implemented at the ground level. Their efforts were instrumental in advancing the goal of universal elementary education in India. 18.7    GLOSSARY Block Resource Centre (BRC) A facility established at the block level to coordinate and support educational activities, including teacher training and resource management, under programs like SSA. Cluster Resource Centre (CRC) A support center at the cluster level, which encompasses several schools within a geographical area, providing localized training, supervision, and resource distribution. Sarva Shiksha Abhiyan (SSA) A flagship program launched by the Government of India in 2001 aimed at achieving universal elementary education by improving the quality and accessibility of primary education. 18.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) Coordinating and organizing in-service training programs for teachers within the block Answer2: B) By conducting localized training sessions and facilitating peer learning Answer3: D) Creating textbooks for national use Answer4: B) They act as a communication bridge to ensure teachers are informed about training opportunities Answer5: B) BRCs oversee training at the block level, and CRCs handle localized support and training within clusters Answer6: B) Facilitating peer learning opportunities among teachers Answer7: C) Workshops, seminars, and refresher courses for teachers Answer8: A) They address specific needs and challenges faced by teachers in their clusters Answer9: B) By conducting evaluations and gathering feedback from participants Answer10: A) CRCs offer guidance on implementing new teaching methods and integrating innovative practices Exercise-2 Answer1: B) Organizing in-service training programs for teachers and administrators Answer2: B) By providing localized training and distributing educational materials Answer3: C) Developing new educational technologies Answer4: B) They offered support and supervision to schools and organized peer learning opportunities Answer5: B) By raising awareness and involving community members in school management and decision-making Answer6: A) They collected feedback from schools and communities about the effectiveness of DPEP interventions Answer7: B) Implementing DPEP strategies and practices specific to the cluster's needs Answer8: B) By overseeing the allocation of resources to schools within the block Answer9: B) Addressing specific needs and challenges within schools in the cluster Answer10: C) Setting up international educational research programs Exercise-3 Answer1: B) Organizing in-service training programs for teachers and educational staff Answer2: B) By providing localized training, support, and supervision to schools Answer3: C) Conducting international assessments of educational quality Answer4: B) They ensured effective distribution and utilization of SSA resources within the cluster Answer5: B) Implementing SSA guidelines and enhancing teaching methods specific to the cluster’s needs Answer6: B) By facilitating community participation in school management and raising awareness about education Answer7: A) Collecting feedback from schools and communities to improve SSA implementation Answer8: C) Organizing international educational conferences Answer9: B) Addressing specific needs and challenges within schools in their clusters Answer10: B) BRCs coordinated block-level training and resource distribution, while CRCs provided localized support and supervision 18.9    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. 18.10    TERMINAL QUESTIONS Q.1 Discuss the roles and responsibilities of Block Resource Centres (BRCs) during the implementation of Sarva Shiksha Abhiyan (SSA). How did BRCs contribute to the overall success of the program? Q.2 Explain the role of Cluster Resource Centres (CRCs) in supporting the implementation of Sarva Shiksha Abhiyan (SSA). What were the key challenges faced by CRCs, and how did they address these challenges? UNIT-19   TEACHER TRAINING & TEACHER Structure 19.1    Introduction 19.2    Learning Objectives 19.3    Professional Development Self-check exercise-1 19.4    Training quality and access to expertise Self-check exercise-1 19.5    Summary 19.6    Glossary 19.7    Answers to Self Check Exercises 19.8    References/ Suggested readings 19.9    Terminal Questions 19.1    INTRODUCTION Professional development of teachers is a crucial component in enhancing the quality of education and improving student outcomes. This process involves a range of activities designed to update and refine educators' skills, knowledge, and pedagogical strategies. Effective professional development programs are tailored to meet the specific needs of teachers and are often delivered through workshops, seminars, and training sessions that focus on contemporary teaching methods, subject knowledge, and classroom management. These programs help educators stay abreast of the latest educational research and innovations, fostering a culture of continuous learning and improvement. Moreover, professional development encourages reflective practice, allowing teachers to assess and adapt their teaching strategies to better address the diverse needs of their students. It also provides opportunities for teachers to collaborate with peers, share best practices, and engage in professional learning communities. By investing in teachers' growth and development, schools can create a more dynamic and effective learning environment, ultimately leading to improved educational outcomes for students. Continuous professional development is essential for equipping teachers with the tools and knowledge necessary to navigate the evolving landscape of education and to inspire and motivate their students effectively. 19.2    LEARNING OBJECTIVES After completing the unit, the learners will be able to; Explain the importance of Professional Development. Understand the Training quality and access to expertise. 19.3    PROFESSIONAL DEVELOPMENT BRCs conduct trainings and keep track of the total number of days of training achieved. It is usually expected that CRPs will do follow up of the trainings to ensure that they are implemented. Monthly meetings of teachers for the purpose of discussions are also required to nurture peer group based interactions and finding solutions. However it is now widely acknowledged that there is ‘training fatigue’ among teachers who find trainings are often of poor quality, lack relevance to their work, and are conducted without adequate scheduling. Access to resources is also a limitation. Maintaining data relating to training has been evolved by individual blocks. Professional Development of Teachers: Need and Objectives Professional development of teachers is essential for maintaining and enhancing the quality of education. It encompasses a variety of activities aimed at improving educators' skills, knowledge, and practices to better serve their students and adapt to evolving educational standards. Need for Professional Development 1.    Evolving Educational Standards: Education is constantly evolving with new teaching methodologies, technologies, and curricula. Professional development ensures that teachers stay updated with these changes and can implement the latest practices effectively. 2.     Improving Teaching Quality: Effective teaching is critical to student success. Professional development helps teachers refine their instructional techniques, enhance classroom management, and adopt innovative approaches to engage students. 3.    Addressing Diverse Student Needs: Classrooms are diverse, with students having varied learning needs and styles. Ongoing professional development equips teachers with strategies to address these differences and provide personalized instruction. 4.    Enhancing Teacher Motivation and Job Satisfaction: Professional growth opportunities can lead to increased job satisfaction and motivation. Teachers who feel supported and valued are more likely to remain committed to their profession. 5.    Facilitating Career Growth: Professional development helps teachers advance their careers by providing pathways to leadership roles, specialized positions, and higher levels of expertise. 6.    Implementing Educational Reforms: Educational reforms and new policies often require changes in teaching practices. Professional development supports teachers in understanding and implementing these reforms effectively. Objectives of Professional Development 1.    Enhancing Pedagogical Skills: One of the primary objectives is to improve teachers' instructional methods. This includes developing effective teaching strategies, incorporating active learning techniques, and using technology to enhance the learning experience. 2.    Updating Subject Knowledge: Professional development aims to keep teachers' subject knowledge current. This is crucial for delivering accurate and relevant content and for addressing emerging trends in their field of expertise. 3.    Improving Classroom Management: Training helps teachers develop skills to manage classrooms effectively, create a positive learning environment, and address behavioral issues constructively. 4.    Promoting Reflective Practice: Professional development encourages teachers to reflect on their teaching practices, assess their effectiveness, and make necessary adjustments to improve student outcomes. 5.    Fostering Collaboration and Networking: Professional development provides opportunities for teachers to collaborate with colleagues, share best practices, and build professional networks. This collaborative approach can lead to shared learning and support. 6.    Supporting Educational Innovation: Teachers are introduced to new teaching tools, resources, and technologies that can enhance their instructional practices. This objective focuses on integrating innovative solutions into the classroom to improve student engagement and learning. 7.    Enhancing Student Achievement: Ultimately, the goal of professional development is to improve student learning and achievement. By equipping teachers with better skills and knowledge, it aims to positively impact student outcomes. 8.    Promoting Equity in Education: Professional development helps teachers understand and address the diverse needs of students, including those from different cultural, socio-economic, and learning backgrounds. This promotes a more equitable educational environment. 9.    Preparing for Leadership Roles: Professional development often includes training for teachers to take on leadership roles within schools or districts. This includes skills in mentoring, curriculum development, and educational administration. SELF-CHECK EXERCISE-1 Q.1 What is one primary objective of professional development for teachers? A)    To reduce classroom size B)    To enhance pedagogical skills and teaching methods C)    To increase the number of students in a class D)    To decrease teacher workload Q.2 Why is professional development important for addressing diverse student needs? A)    It reduces the number of subjects taught B)    It equips teachers with strategies to cater to various learning styles and needs C)    It limits the range of educational tools used D)    It focuses solely on administrative tasks Q.3 How does professional development contribute to teacher motivation and job satisfaction? A)    By offering higher salaries directly B)    By providing opportunities for personal growth and recognition C)    By reducing the number of teaching hours D)    By minimizing the need for lesson planning Q.4 What is a common method used in professional development to enhance teaching practices? A)    Reducing class sizes B)    Conducting workshops and seminars C)    Increasing administrative paperwork D)    Standardizing all teaching materials Q.5 Which of the following best describes the objective of integrating technology in professional development? A)    To create more paperwork B)    To enhance teaching methods and student engagement through digital tools C)    To replace traditional teaching methods completely D)    To increase the number of assessments Q.6 Professional development aims to keep teachers' subject knowledge current to: A)    Increase the number of students in the classroom B)    Ensure that the content delivered is accurate and relevant C)    Reduce the need for classroom resources D)    Decrease the time spent on lesson planning Q.7 What role does collaborative learning play in professional development? A)    It allows teachers to work in isolation B)    It promotes sharing of best practices and support among educators C)    It focuses on administrative tasks D) It limits teachers' exposure to new ideas Q.8 Which objective of professional development focuses on helping teachers take on leadership roles? A)    Enhancing classroom management B)    Preparing teachers for leadership and mentoring roles C)    Updating subject knowledge D)    Implementing educational reforms Q.9 Professional development programs often include training for which of the following? A)    New administrative policies only B)    Effective instructional techniques and classroom management strategies C)    Increased standardized testing D) Larger class sizes Q.10 What is a measurable outcome of effective professional development? A)    Reduced student-teacher ratios B)    Increased teacher satisfaction and improved student learning outcomes C)    Decreased use of educational technology D)    More administrative tasks 19.4 TRAINING QUALITY AND ACCESS TO EXPERTISE Training quality This is often compromised for a number of reasons: (1)    Good Master Resource Persons (MRPs) are not adequate. MRPs also do not get time before and after training to invest in discussions of design and conduct. Cascade trainings thus become routine events with no connection between sessions. Expertise for school subjects of class IV upwards is also not easily available. (2)    Advanced planning of trainings: is not achieved adequately in many states as fund flow is irregular. (3)    Selection of teachers: is not based on any assessment of who requires what training. Either the selection of teachers is completely arbitrary, or the approach of same for everyone is followed. (4)    Training content is limited and repetitive. (5)    Other forms of teacher professional development such as exposure visits, attending seminars, participating as trainers are not considered as professional development. Training quality refers to the effectiveness and excellence of professional development programs designed for educators. It encompasses the relevance of the content, the expertise of the trainers, the methodologies used, and the overall impact on teachers’ skills and knowledge. High-quality training ensures that educators receive valuable, practical, and actionable insights that can be directly applied in their teaching practices. It enhances teachers’ instructional strategies, keeps them updated with current educational trends, and ultimately contributes to improved student outcomes. Key Components of Quality Training Relevance: The training content must be aligned with teachers' needs and the current educational standards. It should address specific challenges faced by educators and offer practical solutions. Expert Trainers: Trainers should be experienced professionals with subject matter expertise and a proven track record in educational practices. Their knowledge and skills greatly influence the effectiveness of the training. Interactive Methods: Quality training employs interactive and engaging methods such as workshops, simulations, and peer collaboration. This approach facilitates active learning and better retention of information. Feedback and Evaluation: Effective training programs include mechanisms for feedback and evaluation, allowing for continuous improvement and adjustment based on participants' experiences and outcomes. Follow-up Support: High-quality training provides ongoing support through follow-up sessions, coaching, or mentoring, ensuring that teachers can implement new strategies and seek assistance as needed. Access to expertise This is a genuine requirement of teachers. However in practice this is not addressed adequately as CRPs do not have expertise, and their visits to school are sporadic and unplanned. There is a genuine issue of how to develop and nurture adequate academic expertise at the block level. It is necessary to invest in developing key resource persons and subject resource groups for this purpose. It is unrealistic to expect an adequate pool of expertise within each cluster. It is more likely within a block. However for English and for subject of higher grades, the expert pool would need to be at the district level. Access to expertise refers to the availability of knowledgeable and skilled individuals who can provide guidance, support, and insights to educators. This includes experts in various fields of education, such as subject specialists, instructional coaches, and educational researchers. Access to expertise ensures that teachers can benefit from advanced knowledge, innovative practices, and evidence-based strategies. It helps educators enhance their teaching methods, address specific challenges, and stay updated with the latest developments in their fields. Ways to Access Expertise Professional Development Workshops: Regularly organized workshops and seminars led by experts provide teachers with direct access to advanced knowledge and best practices. Mentoring and Coaching: Pairing teachers with experienced mentors or instructional coaches offers personalized guidance and support. This one-on-one interaction helps address individual needs and challenges. Online Platforms and Communities: Digital platforms, webinars, and online professional learning communities offer teachers access to a wide range of experts and resources, regardless of geographical location. Collaborations with Educational Institutions: Partnerships with universities, research organizations, and educational think tanks can provide teachers with access to cuttingedge research and expert knowledge. Professional Networks: Participation in professional organizations and networks allows teachers to connect with experts, attend conferences, and engage in collaborative learning opportunities. Monthly meetings: These need to be supported with availability of relevant expertise and/or organization around topics such as planning or review of workshop. General ‘hard spots’ or ‘model lesson’based monthly meetings are not effective. State mandated discussions at monthly meetings also do not support the development of a learning group. Monthly meetings that depend on a peer group alone may soon become routinised and ineffective. Experts with effective and discriminating facilitation are needed to enable a meaningful discussion to take place among a group of teachers. Teachers who have merely come together may not have or may soon run out of important, significant, and interesting things to say to each other. Meeting could work if they were planned with a focus say on reviews and planning a subject teaching for coming week/month, i.e., planning for content and review of content, review of activities – suggested with try out – revision – selection of new content. Resource availability is limited: trainers depend on module design and their limited resources for ideas. BRCs are not developed to support trainers and trainings through resource provision. Training Management and Record Keeping: There are a multiplicity of institutions offering training to teachers and no coordination among them. A Block Resource Centre, supported through a Training management system and linked to the district would be an important way of converging information regarding various trainings and also ensuring that teachers do not get either over trained or over stressed. Records of trainings received by individual teachers also need to be maintained in a cumulative manner by teachers and made available to supervisory authorities during visits. Trainings are not linked to overall school improvement in any direct manner, and hence ‘outcomes of training’ are not visible; trainings do not seem to have an impact on the quality of education. In this regard 'the Reflective Teacher' by NCERT (2006) provides greater insight and detailed discussion regarding in-service training Selection, Tenure, Profile, Capacity Building and Resource Support There is wide variation in the profile of Resource Persons in different state, on account of differences in processes of selection and different work expectations. This along with the nature of capacity building investments, resource support provided and organisational location results in wide variation in terms of the capabilities on the ground to carry out various tasks. SELF-CHECK EXERCISE-2 Q.1 What is a key characteristic of high-quality professional development training? A)    Lack of practical application B)    Irrelevant content C)    Relevance to teachers' needs D)    Limited interaction Q.2 Why is access to expert trainers important in professional development? A)    To increase administrative tasks B)    To ensure teachers receive up-to-date and accurate knowledge C)    To reduce the number of training sessions D)    To minimize classroom observations Q.3 Which method is commonly used to ensure high-quality training is interactive and engaging? A)    Lecture-based presentations B)    Passive observation C)    Workshops and simulations D)    Written reports only Q.4 What role does feedback and evaluation play in professional development training? A)    It extends the duration of training sessions B)    It helps in assessing the effectiveness and making necessary adjustments C)    It limits the involvement of participants D)    It replaces the need for expert trainers Q.5   How can teachers access expertise through online platforms? A)    By attending in-person meetings only B)    Through webinars and online professional learning communities C)    By limiting interactions with peers D)    By avoiding digital resources Q.6 What is the benefit of mentoring and coaching in professional development? A)    It provides generic advice without personalization B)    It offers personalized guidance and support tailored to individual needs C)    It increases the number of administrative tasks D)    It focuses solely on theoretical knowledge Q.7 Which of the following is NOT typically a feature of high-quality professional development? A)    Follow-up support and coaching B)    Irrelevant content unrelated to teachers' classroom needs C)    Interactive and engaging learning methods D)    Evaluation and feedback mechanisms Q.8 What is one way to enhance access to expertise for teachers in remote areas? A)    Limiting professional development opportunities B)    Using online platforms and virtual networks C)    Reducing the number of expert trainers D)    Focusing only on local experts Q.9 Why is ongoing support crucial after a professional development training session? A)    It reduces the need for additional training B)    It helps teachers implement new strategies and seek further assistance as needed C)    It replaces the need for interactive training methods D)    It minimizes feedback collection Q.10 What is a common challenge associated with ensuring high-quality training? A)    Availability of resources for all participants B)    Ensuring content is updated and relevant C)    Increased administrative workload D)    Limiting feedback from participants 19.5    SUMMARY Professional development is integral to the growth and effectiveness of teachers. By addressing the need for continuous learning and skill enhancement, it ensures that educators are well-equipped to meet the challenges of modern education. The objectives of professional development align closely with improving teaching quality, supporting student success, and fostering a dynamic educational environment. The quality of training and access to expertise are critical elements of effective professional development for teachers. High-quality training programs ensure that educators receive relevant and impactful learning experiences, while access to expertise provides them with the advanced knowledge and support necessary to enhance their teaching practices. Together, these factors contribute to a more effective educational environment and better outcomes for students. 19.6      GLOSSARY Professional Development (PD): Ongoing training and education provided to teachers to enhance their skills, knowledge, and effectiveness in the classroom. This includes workshops, seminars, courses, and other forms of learning. Training Quality: The measure of how effective, relevant, and impactful professional development programs are. This includes factors such as content relevance, expert trainers, and interactive methods. Access to Expertise: The availability of knowledgeable and experienced individuals who can provide guidance, support, and insights to educators. This includes subject matter experts, instructional coaches, and educational researchers. 19.7    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) To enhance pedagogical skills and teaching methods Answer2: B) It equips teachers with strategies to cater to various learning styles and needs Answer3: B) By providing opportunities for personal growth and recognition Answer4: B) Conducting workshops and seminars Answer5: B) To enhance teaching methods and student engagement through digital tools Answer6: B) Ensure that the content delivered is accurate and relevant Answer7: B) It promotes sharing of best practices and support among educators Answer8: B) Preparing teachers for leadership and mentoring roles Answer9: B) Effective instructional techniques and classroom management strategies Answer10: B) Increased teacher satisfaction and improved student learning outcomes Exercise-2 Answer1: C) Relevance to teachers' needs Answer2: B) To ensure teachers receive up-to-date and accurate knowledge Answer3: C) Workshops and simulations Answer4: B) It helps in assessing the effectiveness and making necessary adjustments Answer5: B) Through webinars and online professional learning communities Answer6: B) It offers personalized guidance and support tailored to individual needs Answer7: B) Irrelevant content unrelated to teachers' classroom needs Answer8: B) Using online platforms and virtual networks Answer9: B) It helps teachers implement new strategies and seek further assistance as needed Answer10: B) Ensuring content is updated and relevant 19.8    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. 19.9    TERMINAL QUESTIONS Q.1 Discuss the key components that contribute to the quality of professional development training for teachers. How do these components impact the effectiveness of the training and the subsequent improvement in teaching practices? UNIT-20   ROLE OF UGC-HRD CENTRES IN IN- SERVICE TEACHER EDUCATION Structure 20.1    Introduction 20.2    Learning Objectives 20.3    Human Resource Development (HRD) Self-check exercise-1 20.4    Functions of HRDC Self-check exercise-2 20.5    Professional development of Teachers at Higher Education Level Self-check exercise-3 20.6    Summary 20.7    Glossary 20.8    Answers to Self Check Exercises 20.9    References/ Suggested readings 20.10    Terminal Questions 20.1    INTRODUCTION The University Grants Commission is a statutory organization established by an Act of Parliament in 1956 for the coordination, determination and maintenance of standards of university education. Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education. It functions from New Delhi as well as its six Regional offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and Pune. Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions & Colleges since Independence. The number of Universities has increased 34 times from 20 in 1950 to 677 in 2014. The sector boasts of 45 Central Universities of which 40 are under the purview of Ministry of Human Resource Development, 318 State Universities, 185 State Private universities, 129 Deemed to be Universities, 51 Institutions of National Importance (established under Acts of Parliament) under MHRD (IITs - 16, NITs – 30 and IISERs – 5) and four Institutions (established under various State legislations). The number of colleges has also registered manifold increase of 74 times with just 500 in 1950 growing to 37,204, as on 31st March, 2013. The quantum growth in the Higher Education sector is spear-headed by Universities, which are the highest seats of learning. In India, "University" means a University established or incorporated by or under a Central Act, a Provincial Act or a State Act and includes any such institution as may, in consultation with the University concerned, be recognised by the University Grants Commission (UGC) in accordance with the regulations made in this regard under the UGC Act, 1956. Every year, millions of students from within the country and abroad, enter these portals mainly for their graduate, post graduate studies while millions leave these portals for the world outside. Higher Education is the shared responsibility of both the Centre and the States. The coordination and determination of standards in Universities & Colleges is entrusted to the UGC and other statutory regulatory bodies. The Central Government provides grants to the UGC and establishes Central Universities/Institutions of National Importance in the country. The Central Government is also responsible for declaring an educational institution as "Deemed-to-be University" on the recommendations of the UGC. 20.2    LEARNING OBJECTIVES After completing this unit, the learners will be able to; Understand the concept of Human Resource Development (HRD) Analyze the different functions of HRDC Know the importance of Professional development of Teachers at Higher Education Level 20.3    HUMAN RESOURCE DEVELOPMENT (HRD) The Department of Higher Education, MHRD, is responsible for the overall development of the basic infrastructure of Higher Education sector, both in terms of policy and planning. Under a planned development process, the Department looks after expansion of access and qualitative improvement in the Higher Education, through world class Universities, Colleges and other Institutions. The Vision, Mission, Objectives and Functions of the Department are as under:- Vision To realize India's human resource potential to its fullest in the Higher Education sector, with equity and inclusion. Mission •      Provide greater opportunities of access to Higher Education with equity to all the eligible persons and in particular to the vulnerable sections. •      Expand access by supporting existing institutions, establishing new institutions, supporting State Governments and Non-Government Organizations/civil society to supplement public efforts aimed at removing regional or other imbalances that exist at present. •     Initiate policies and programmes for strengthening research and innovations and encourage institutions - public or private to engage in stretching the frontiers of knowledge. •    Promote the quality of Higher Education by investing in infrastructure and faculty, promoting academic reforms, improving governance and institutional restructuring toward the inclusion of the hitherto deprived communities. Objective •    To expand the Higher Education sector in all is modes of delivery to increase the Gross Enrolment Ratio (GER) in Higher Education to 15% by 2011-12 to 21% by 201617 and 30% by the year 2020. •    To expand institutional base of Higher Education (including technical, professional and vocational education) by creating additional capacity in existing institutions, establishing new institutions and incentivizing State Governments and NonGovernmental Organizations/civil society. •    To expand institutional base of Higher Education (including technical, professional and vocational education) by creating additional capacity in existing institutions, establishing new institutions and incentivizing State Governments and NonGovernmental Organizations/civil society. •    To provide opportunities of Higher Education to socially-deprived communities and remove disparities by promoting the inclusion of women, minorities and differently-abled persons. •    To remove regional imbalances in access to Higher Education by setting up of institutions in unnerved and underserved areas. •    To enhance plan support for infrastructure and faculty development in the institutions of higher learning and to attract talent towards careers in teaching and research. •     To create conditions for knowledge generation through improved research facilities in universities and colleges. •     To promote collaboration with International community, foreign governments, universities/institutions and regional and international institutions, for the advancement of universal knowledge and intellectual property rights. •     To promote development of Indian languages. •     To promote autonomy, innovations, academic reforms in institutions of higher learning •      To undertake institutional restructuring for improving efficiency, relevance and creativity in Higher Education. Key Components of HRD: 1.    Training and Development: Structured programs designed to enhance employees' current skills and knowledge or to develop new skills. This includes both on-the-job training and formal educational programs. Examples: Workshops, seminars, e-learning courses, and on-the-job training. 2.    Career Development: Activities aimed at helping employees plan and achieve their career goals within the organization. This includes career counseling, succession planning, and opportunities for advancement. Examples: Career pathing, mentorship programs, and career coaching. 3.    Performance Management: A continuous process of assessing and improving employee performance to meet organizational goals. This includes setting performance goals, providing feedback, and conducting performance appraisals. Examples: Performance reviews, goal-setting meetings, and feedback sessions. 4.    Organizational Development: Initiatives aimed at improving the overall effectiveness and health of the organization. This includes change management, team building, and fostering a positive organizational culture. Examples: Team-building exercises, organizational restructuring, and culture change programs. 5.    Employee Engagement: Strategies to enhance employees' commitment, motivation, and satisfaction with their work and the organization. This involves creating a supportive work environment and recognizing employees' contributions. Examples: Employee recognition programs, surveys, and team-building activities. Importance of HRD: 1.    Enhancing Skills and Competencies: HRD helps employees develop the skills and competencies needed to perform their current roles more effectively and prepare them for future roles within the organization. 2.    Boosting Employee Performance: Through targeted training and development programs, HRD improves employee performance, leading to higher productivity and better achievement of organizational goals. 3.    Facilitating Career Growth: HRD provides employees with opportunities for career advancement, helping them achieve their professional goals and increasing job satisfaction. 4.    Improving Organizational Effectiveness: Effective HRD practices contribute to a more competent and motivated workforce, enhancing overall organizational performance and adaptability. 5.    Supporting Change Management: HRD plays a crucial role in managing organizational change by equipping employees with the skills and knowledge needed to adapt to new processes, technologies, and organizational structures. 6.    Fostering a Positive Work Environment: By focusing on employee development and engagement, HRD contributes to creating a positive work culture where employees feel valued and supported. 7.    Reducing Turnover: Investment in employee development and career growth can lead to increased job satisfaction and loyalty, reducing turnover rates and retaining top talent. SELF CHECK EXERCISE-1 Q.1 What is the primary goal of Human Resource Development (HRD)? A)    To handle payroll and administrative tasks B)    To enhance the skills, knowledge, and abilities of employees C)    To manage employee relations and conflicts D)    To develop marketing strategies for the company Q.2 Which component of HRD focuses on improving employee performance through structured programs? A)    Career Development B)    Training and Development C)    Performance Management D)    Organizational Development Q.3 What is the purpose of career development in HRD? A)    To handle day-to-day administrative tasks B)    To help employees plan and achieve their career goals C)    To implement company-wide policies D)    To conduct market research and analysis Q.4 Which HRD activity involves setting performance goals and providing feedback to employees? A)    Training and Development B)    Career Development C)    Performance Management D)    Employee Engagement Q.5 What is meant by organizational development in HRD? A)    Improving employees’ technical skills B)    Enhancing overall organizational effectiveness and health C)    Managing payroll and benefits D)    Recruiting new employees Q.6 Which of the following is an example of an employee engagement strategy? A)    Employee performance appraisal B)    Team-building activities C)    Career pathing D)    On-the-job training Q.7 What is a key benefit of HRD for employees? A)    Increased workload and responsibilities B)    Reduced opportunities for career growth C)    Enhanced skills and career advancement opportunities D)    Limited feedback and support Q.8 How does HRD contribute to managing organizational change? A)    By focusing solely on administrative tasks B)    By equipping employees with skills to adapt to new processes and structures C)    By decreasing employee engagement D)    By limiting training and development activities Q.9 What role does feedback play in performance management within HRD? A)    It extends the duration of training sessions B)    It helps in assessing performance and guiding improvements C)    It limits the need for career development D)    It reduces the need for expert trainers Q.10 Which HRD component involves creating a positive work environment and supporting employees? A)    Training and Development B)    Performance Management C)    Employee Engagement D)    Organizational Development 20.4 FUNCTIONS OF HRDC (HUMAN RESOURCE DEVELOPMENT CENTRE) Human Resource Development Centers (HRDCs) play a vital role in advancing the capabilities of employees and improving organizational performance. Their functions are designed to support the development of human capital through various strategic activities and programs. Here is an overview of the primary functions of HRDCs: Functions of HRDCs 1.    Training and Development: HRDCs design, implement, and manage training programs that aim to enhance employees' skills and knowledge. This includes both general and specialized training tailored to meet organizational needs. Example: Conducting workshops on new software applications or leadership training programs. 2.    Career Development: HRDCs provide resources and guidance to help employees plan and advance their careers within the organization. This includes career counseling, development planning, and succession planning. Example: Offering career development workshops and creating personalized career paths for employees. 3.    Performance Management:  HRDCs support performance management systems that involve setting performance goals, conducting appraisals, and providing feedback to improve employee performance. Example: Developing performance evaluation tools and facilitating performance review meetings. 4.    Organizational Development: HRDCs work on initiatives that enhance the overall effectiveness and health of the organization. This includes change management, team-building activities, and organizational restructuring. Example: Leading change management programs and conducting team-building exercises to improve collaboration. 5.    Employee Engagement and Motivation: HRDCs create strategies to boost employee engagement and motivation, ensuring that employees are committed and satisfied with their work environment. Example: Implementing employee recognition programs and conducting engagement surveys. 6.    Talent Management: HRDCs focus on attracting, developing, and retaining top talent within the organization. This includes recruitment support, talent assessment, and retention strategies. Example: Developing talent acquisition strategies and conducting talent assessments to identify high-potential employees. 7.    Learning and Development Evaluation: HRDCs evaluate the effectiveness of training and development programs to ensure they meet organizational goals and employee needs. This involves assessing program outcomes and making improvements based on feedback. Example: Conducting post-training surveys and analyzing data to measure the impact of training programs. 8.    Knowledge Management: HRDCs manage and disseminate organizational knowledge and best practices. This includes creating knowledge repositories and facilitating knowledge-sharing initiatives. Example: Developing an internal knowledge base and organizing knowledge-sharing sessions. 9.    Support for Employee Well-being: HRDCs promote employee well-being through programs and initiatives that support work-life balance, health, and overall job satisfaction. Example: Implementing wellness programs and providing resources for mental health support. 10.    Innovation in Learning Methods: HRDCs explore and integrate innovative learning methods and technologies to enhance the effectiveness of training and development programs. Example: Introducing e-learning platforms and virtual reality training simulations. 11.    Compliance and Legal Training: HRDCs ensure that employees are trained on compliance with legal and regulatory requirements, including workplace safety, antidiscrimination laws, and ethical standards. Example: Providing mandatory training on workplace safety regulations and legal compliance. 12.    Strategic HR Planning: HRDCs contribute to strategic HR planning by aligning development programs with organizational goals and workforce needs. Example: Collaborating with senior management to design development initiatives that support the organization’s strategic objectives. In nut shell the functions of HRDC may be enumerated as follows- •     Enhancement of Gross Enrolment Ratio by expanding access through all modes. •     Promoting the participation of these sections of the society whose GER is lower than the national average. •     To improve quality and to promote academic reforms •     Setting up of new educational institutions and also capacity expansion and improvement of the existing institutions. •     Use of Technology in Higher Education. •     Development of Vocational Education and Skill Development. •     Development of Indian Languages. •      International Collaboration in the field of education. SELF CHECK EXERCISE-2 Q.1 Which function of an HRDC involves designing and managing training programs to enhance employee skills? A)    Career Development B)    Performance Management C)    Training and Development D)    Employee Engagement Q.2 What is the primary purpose of career development activities conducted by HRDCs? A)    To handle payroll issues B)    To help employees plan and achieve their career goals C)    To implement company-wide policies D)    To manage employee benefits Q.3 Which HRDC function involves setting performance goals, conducting appraisals, and providing feedback to improve employee performance? A)    Training and Development B)    Performance Management C)    Talent Management D)    Organizational Development Q.4 What does organizational development in HRDCs aim to improve? A)    Employee recruitment and selection B)    Overall organizational effectiveness and health C)    Daily administrative tasks D)    Payroll processing Q.5 Which function of HRDCs involves creating strategies to enhance employee commitment and job satisfaction? A)    Career Development B)    Employee Engagement and Motivation C)    Training and Development D)    Performance Management Q.6 How do HRDCs contribute to talent management within an organization? A)    By managing employee payroll and benefits B)    By attracting, developing, and retaining top talent C)    By conducting market research D)    By handling day-to-day operational tasks Q.7 What is the role of HRDCs in learning and development evaluation? A)    To design employee benefit packages B)    To evaluate the effectiveness of training programs and make improvements C)    To manage employee relations D)    To oversee organizational restructuring Q.8 Which function involves managing and disseminating organizational knowledge and best practices? A)    Knowledge Management B)    Employee Engagement C)    Career Development D)    Organizational Development Q.9 How do HRDCs support employee well-being? A)    By developing marketing strategies B)    By promoting work-life balance and health initiatives C)    By managing company finances D)    By handling legal compliance Q.10 Which HRDC function explores and integrates innovative learning methods and technologies? A)    Performance Management B)    Training and Development C)    Strategic HR Planning D)    Innovation in Learning Methods Q.11 What does compliance and legal training provided by HRDCs aim to address? A)    Employee performance issues B)    Regulatory and legal requirements C)    Career advancement opportunities D)    Daily operational tasks Q.12 How do HRDCs contribute to strategic HR planning? A)    By managing employee benefits B)    By aligning development programs with organizational goals and workforce needs C)    By conducting market analysis D)    By handling administrative tasks 20.5 PROFESSIONAL DEVELOPMENT OF TEACHERS AT HIGHER EDUCATION LEVEL Professional development for teachers in higher education is essential for maintaining and improving the quality of teaching, research, and academic leadership. It involves a range of activities designed to enhance the knowledge, skills, and abilities of faculty members, ensuring they remain effective educators and contributors to their academic fields. Here’s a comprehensive overview: Importance of Professional Development in Higher Education Enhancing Teaching Effectiveness: To improve instructional strategies, incorporate new technologies, and develop innovative teaching methods. Example: Workshops on active learning techniques or integrating digital tools into the classroom. Advancing Research Skills: To support faculty in conducting high-quality research, including grant writing, data analysis, and publishing. Example: Seminars on research methodologies or training on statistical software. Promoting Academic Leadership: To prepare faculty for leadership roles within their institutions or professional organizations. Example: Leadership development programs or mentoring for department chairs and program coordinators. Keeping Up with Discipline Advances: To ensure faculty stay current with developments and trends in their academic fields. Example: Conferences and specialized workshops related to emerging topics or recent discoveries. Enhancing Professional Skills: To develop skills beyond the academic, such as communication, negotiation, and time management. Example: Training sessions on effective presentation skills or conflict resolution. Supporting Career Growth: To provide pathways for career advancement and professional growth, including tenure and promotion. Example: Career planning workshops and portfolio development sessions. Types of Professional Development Activities Workshops and Seminars: Description: Short-term, focused sessions on specific topics relevant to teaching and research. Example: A workshop on digital pedagogy or a seminar on the latest research techniques in a specific field. Conferences and Symposiums: Description: Larger events where faculty can learn from experts, network with peers, and present their own research. Example:  Annual conferences in specific academic disciplines or educational technology symposiums. Peer Observation and Feedback: Description: Faculty members observe each other’s teaching and provide constructive feedback. Example: A peer review program where faculty members visit each other’s classes and discuss teaching practices. Online Courses and Webinars: Description: Flexible, online learning opportunities that can be accessed from anywhere. Example: An online course on advanced statistical methods or a webinar on student engagement strategies. Mentoring and Coaching: Description: One-on-one or small group interactions with more experienced colleagues or external experts. Example: A mentorship program for junior faculty or coaching sessions on leadership skills. Collaborative Projects and Research: Description: Joint research projects or teaching collaborations that foster professional growth through teamwork. Example: Collaborative research grants or team-based curriculum development projects. Educational Leave and Sabbaticals: Description: Periods away from regular duties to focus on research, advanced study, or professional growth. Example: A sabbatical to conduct a research project or to gain new expertise through study abroad programs. CHALLENGES IN PROFESSIONAL DEVELOPMENT Time Constraints: Faculty members often have heavy teaching and research responsibilities, making it difficult to find time for professional development. Funding Limitations: Limited budgets for professional development can restrict opportunities for faculty to participate in training and conferences. Relevance and Quality: Ensuring that professional development activities are relevant to faculty needs and of high quality is crucial for their effectiveness. Institutional Support: Institutions must provide support and incentives for faculty to engage in professional development, including recognizing and rewarding participation. SELF CHECK EXERCISE-3 Q.1 What is the primary goal of professional development for faculty in higher education? A)    To increase administrative tasks B)    To enhance teaching effectiveness and research skills C)    To reduce the number of teaching hours D)    To handle student disciplinary issues Q.2 Which type of professional development activity involves learning from experts and networking with peers? A)    Workshops and Seminars B)    Peer Observation C)    Conferences and Symposiums D)    Online Courses Q.3 What is the purpose of peer observation in professional development? A)    To conduct administrative reviews B)    To provide feedback and improve teaching practices C)    To manage research funding D)    To develop institutional policies Q.4 Which of the following is an example of a flexible, online learning opportunity for faculty? A)    Sabbaticals B)    Peer Observation C)    Webinars D)    Collaborative Projects Q.5 What does mentoring and coaching in professional development typically involve? A)    Administrative responsibilities B)    One-on-one or small group interactions for guidance and support C)    Conducting classroom lectures D)    Handling student complaints Q.6 Which challenge in professional development is related to finding time due to existing responsibilities? A)    Funding Limitations B)    Relevance and Quality C)    Time Constraints D)    Institutional Support Q.7 What is the main benefit of educational leave or sabbaticals for faculty? A)    Reducing classroom teaching hours B)    Focusing on research, advanced study, or professional growth C)    Managing administrative tasks D)    Improving student engagement in classrooms Q.8 Which of the following activities is designed to help faculty stay current with advancements in their academic fields? A)    Administrative Training B)    Career Counseling C)    Research Seminars D)    Conflict Resolution Training Q.9 Which type of professional development is aimed at developing skills beyond academic knowledge, such as communication and leadership? A)    Training Workshops B)    Collaborative Projects C)    Leadership Development Programs D)    Online Courses Q.10 What role does institutional support play in faculty professional development? A)    It provides funding for new research projects. B)    It recognizes and rewards participation in development activities. C)    It manages classroom schedules. D)    It handles student enrollment processes. 20.6    SUMMARY Human Resource Development (HRD) is essential for the growth and success of both employees and organizations. By investing in training, career development, performance management, and organizational improvement, HRD ensures that employees are equipped to meet current and future challenges, contributing to the overall effectiveness and competitiveness of the organization. Human Resource Development Centers (HRDCs) play a crucial role in fostering employee growth, enhancing organizational effectiveness, and ensuring a positive work environment. Through a range of functions such as training and development, career planning, performance management, and employee engagement, HRDCs contribute to the overall success and sustainability of the organization. Professional development for teachers at the higher education level is vital for maintaining academic excellence and advancing both teaching and research. By engaging in a variety of development activities, faculty members can enhance their skills, stay current with disciplinary advances, and contribute effectively to their institutions and academic communities. Addressing challenges such as time constraints and funding limitations, while ensuring the relevance and quality of development opportunities, is essential for maximizing the impact of these programs. 20.8    ANSWERS TO SELF CHECK EXERCISES Exercise-1 Answer1: B) To enhance the skills, knowledge, and abilities of employees Answer2: B) Training and Development Answer3: B) To help employees plan and achieve their career goals Answer4: C) Performance Management Answer5: B) Enhancing overall organizational effectiveness and health Answer6: B) Team-building activities Answer7: C) Enhanced skills and career advancement opportunities Answer8: B) By equipping employees with skills to adapt to new processes and structures Answer9: B) It helps in assessing performance and guiding improvements Answer10: C) Employee Engagement Exercise-2 Answer1: C) Training and Development Answer2: B) To help employees plan and achieve their career goals Answer3: B) Performance Management Answer4: B) Overall organizational effectiveness and health Answer5: B) Employee Engagement and Motivation Answer6: B) By attracting, developing, and retaining top talent Answer7:  B) To evaluate the effectiveness of training programs and make improvements Answer8: A) Knowledge Management Answer9: B) By promoting work-life balance and health initiatives Answer10: D) Innovation in Learning Methods Answer11: B) Regulatory and legal requirements Answer12: B) By aligning development programs with organizational goals and workforce needs Exercise-3 Answer1: B) To enhance teaching effectiveness and research skills Answer2: C) Conferences and Symposiums Answer3: B) To provide feedback and improve teaching practices Answer4: C) Webinars Answer5: B) One-on-one or small group interactions for guidance and support Answer6: C) Time Constraints Answer7: B) Focusing on research, advanced study, or professional growth Answer8: C) Research Seminars Answer9: C) Leadership Development Programs Answer10: B) It recognizes and rewards participation in development activities 20.9    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. 20.10    TERMINAL QUESTIONS Q.1 What is the role of UGC-HRD Centres in in- service teacher education SAMPLE QUESTION PAPER M .A. (EDUCATION) Ist SEMESTER Course Type /Nature: Elective Course Code: EDUC402 Course Title: TEACHER EDUCATION Credits= 4 Time Duration: 3 hrs                                            MM=70 Note: Section A is compulsory. Answer to short questions should be completed in around 100 words each. Attempt one question each from section B, C, D, and E. Section – A Q 1 -[A] (a)    The oldest system of teacher education is _________________ system. (b)    Our teacher education is influenced by the (i)    Ancient period (ii) Monitoring system (iii)    British period (iv) Buddha period (c)    Teaching professional ethics is theoretical as well as operative in teaching situations. (True/False) (d)    The main pillar of teaching is______ (i)    Teaching is to know.           (ii) Teaching is to do and to be (ii)    Teaching is to live together (iv) All the above. (e)    The summer courses are organized for _____________________ teacher education. (f)    The latest area of teacher education is – (i)    Training technology           (ii) Teaching technology (iii)    Pedagogy                    (iv) Behavioral technology. (6x1=6) [B] (a)    Differentiate between teacher training and teacher education . (b)    Indicate the code of ethics of teaching profession. (c)    Write short note on work experience in Pre-service teacher education . (d)    Discuss the organization of training material and modules.      (4x2=8) Section – B Q2 (a) Indicate the period of teacher education development in our country. (8) (b) Enumerate the characteristics of British period teacher education.      (6) (or) (a)    Indicate the recommendations of Kothari Commission for teacher education.(8) (b)    Enumerate the role and responsibility of NCTE as recommended by NPE. (6) Section – C Q3 Explain the term professional ethics. Indicate the components of professional ethics or values. Describe the role of ethics which are related to entire teaching profession. (14) (or) i)    Indicate the role of teacher for inculcating values among students.(7) ii)    Define and explain the term accountability and enumerate its characteristics. Indicate its need in school education.(7) Section - D Q4 (a) Explain the term pre-service education. What are its components?(7) (b)Describe the problems faced during Pre-service teacher-education. (7) (or) Write short notes on : (a)     Concept of practicum internship in Pre-service education.(7) (b)     Role of CTEs in Pre-service Teacher education .(7) Section-E Q5    (a) Explain the importance of Continuing Professional Development of In service Teacher.(8) (b)Describe Cascade model followed in In-service Training of teachers under SSA and RMSA.(6) (or) i)    Explain the role of DIETs in In-service Teacher Training.(7) ii)    Role of UGC in Professional Development of Teacher at Higher Education Level. (7) 276