QUALITY OF TEACHER EDUCATION

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.