QUALITY OF TEACHER
EDUCATION
The demand for qualified and quality
teachers has been continuously on the increase the world over. There has been
an unprecedented expansion of school education especially in the developing
countries, which has accentuated such a demand. Quite naturally, the teacher
education programmes have acquired renewed significance. It has become
imperative that the effort and resources mobilized towards teacher education
are effective and field relevant in particular country contexts. It is a
pertinent expectation that the teacher education programmes reveal/exhibit
vibrancy adequate for responding to the emerging paradigms of school education
and the teacher roles thereof. It is thus necessary that quality concern is
explicit in every aspect of teacher education programmes. This quality concern
goes beyond technical accuracy and consistent effort to carry out tasks. It
pertains to the concern reflected by those involved about ascertaining the true
spirit and purpose of each task on the one hand, and on
the other, try to
enhance its meaningfulness. If such concern is an integral part of the
processes and practices within an institution, students will gain meaningful,
holistic experience.
Meaning of Teacher Education
The National Council for Teacher Education has defined teacher
education as – A programme of education, research and training of persons to
teach from pre-primary to higher education level. Teacher education is a
programme that is related to the development of teacher proficiency and
competence that would enable and empower the teacher to meet the requirements
of the profession and face the challenges therein.
Teacher Education = Teaching Skills + Pedagogical theory + Professional
skills.
Teaching skills would include providing training and practice in the different
techniques, approaches and strategies that would help the teachers to plan and
impart instruction, provide appropriate reinforcement and conduct effective
assessment. It includes effective classroom management skills, preparation and
use of instructional materials and communication skills.
Theory Pedagogical includes
the philosophical, sociological and psychological considerations that would
enable the teachers to have a sound basis for practicing the teaching skills in
the classroom. The theory is stage specific and is based on the needs and
requirements that are characteristic of that stage.
Professional skills include the techniques, strategies
and approaches that would help teachers to grow in the profession and also work
towards the growth of the profession. It includes soft skills, counseling
skills, interpersonal skills, computer skills, information retrieving and
management skills and above all life long learning skills. An amalgamation of
teaching skills, pedagogical theory and professional skills would serve to
create the right knowledge, attitude and skills in teachers, thus promoting
holistic development.
The six broad areas of a TEI’s functioning, i.e. the Key Areas are stated
below:
• Curriculum Design and Planning • Curriculum Transaction and Evaluation
• Research, Development and Extension • Infrastructure and Learning
Resources
• Student Support and Progression • Organisation and Management
The need for teacher education
is felt due to the following reasons;
1)
It is common knowledge that the academic and professional standards of teachers
constitute a critical component of the essential learning conditions for
achieving the educational goals of a nation. The focus of teacher preparation
had to shift from training to education if it had to make a positive influence
on the quality of curriculum transaction in classrooms and thereby pupil
learning and the larger social transformation. The aspects that need greater
emphasis are; the length of academic
preparation,
the
level and quality of subject matter knowledge,
the repertoire of pedagogical skills that teachers possess to meet the
needs of diverse learning situations,
the degree of commitment to the profession, sensitivity to contemporary issues and
problems and the level of motivation.
Quality can not improve by
itself. It requires multi-pronged and strategic reforms in teacher training;
improvements in the facilities and infrastructure in schools; teachers’
motivation; and a change in the style of teaching to make it attractive to the
students.
