Structure of teacher education system in India- its merits & limitations

 Structure of teacher education system in India- its merits & limitations

“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.

By- G. Husain

Introduction

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 is a continuous process and its pre-service and in-service components are complimentary to each other. Teacher education is based on the theory that “Teachers are made, not born” in contrary to the assumption, “Teachers are born, not made.” Since teaching is considered an art and a science, the teacher has to acquire not only knowledge, but also skills that are called “tricks of the trade”.

Meaning & Definition

Ø  Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the classroom, school and wider community.

Ø  Teacher Education = Teaching Skills + Pedagogical theory + Professional skills.

Ø  “A programme of education, research and training of persons to teach from pre-primary to higher education level.” - National Council for Teacher Education

Ø  “Teacher education encompasses teaching skills, sound pedagogical theory and professional skills.” - W.H. Kilpatrick

Structure of teacher Education in India

Structure of teacher education is multilayer and multi-dimensional. The structure of teacher education in India has been revised many times. At present there are two types of teacher education programme in India.

1.      Pre-service teacher education

2.      In-service teacher education

Diagram showing Structure of teacher Education in India

Pre-service teacher education

Pre-service teacher education is the programme of preparing teachers to teach pre-primary to higher education level before entering in the teaching service. Pre-service teacher education is the first phase of teacher education. It is imparted in both mode formal as well as non-formal mode. There are two types of pre-service teacher education programme: 1. General teacher education & 2. Physical teacher education

There are five types of teacher education programme on the basis of level

      Pre-primary teacher education

      Elementary teacher education

      Secondary teacher education

      Higher education programmes

      Vocational Teachers Training

The following are the general in-service teacher education programme in India.

1.      Preschool Education (DPSE)

Ø  Aims at preparing teachers for preschool programmes such as nursery, kindergarten and preparatory schools

Ø  It is also known as pre-primary teacher education, Montessori, Kindergarten, Nursery, Pre-basic teacher education.

Ø  Minimum qualification for admission to this course is higher secondary and the duration of the course is one year. Many institutes impart training for two years.

Ø   This training is a certificate or diploma course conducted normally by state government.

2.      Diploma in Elementary Education (D.EI.ED)

Ø  It is elementary or primary level teacher education programme.

Ø  It aims to prepare teachers for elementary stage of education from class 1^st to 8^th.

Ø  Qualification: 50% marks in higher secondary or in equivalent examination.

Ø  Duration: Two academic Year

Ø  It is also known as diploma in education (D.Ed.), diploma in teaching (D.T) etc.

3.      Bachelor of Education (B.Ed.)

Ø  This is the secondary & senior secondary level teacher education programme.

Ø  It aims to prepare teachers for upper primary or middle level (VI-VIII), secondary level (IX-X), senior secondary, level (XI-XII).

Ø   Duration : Two academic Year

Ø  Qualification: 50% marks in graduation in any discipline or in equivalent examination.

Ø  Reservation and relaxation to SC/ST//OBC/PWD according to norms of state. Central govt.

Ø   Admission Process: Marks based on qualifying examination/ Entrance test.

4.      Master of Education (M.Ed.)

Ø  It is higher level teacher education programme

Ø  It aims to prepare teacher educators and other educational professionals including curriculum developer, educational policy analyst, planner, administrators, supervisors, school principals, researchers.

Ø  It has a specialization either in elementary education or in secondary education.

Ø  Duration: two academic Years

Ø  Working Days: 200 days excluding admission and examination. Institution should work minimum 36 hours per week for 5 to 6 days.

Ø  Qualification: 50% marks in B.Ed. or in equivalent examination. Reservation and relaxation to SC/ST//OBC/PWD according to norms of state. Central govt.

Ø   Admission Process: Marks based on qualifying examination / Entrance test.

5.      Integrated Teacher Education Programme (B.A/B.Sc+B.Ed.)

Ø  It aims to prepare teachers for upper primary and secondary stage of education.

Ø  It aims at integrating general studies comprising sciences B.Sc + B.Ed. and social sciences or humanities (B.A. + B.Ed.) and professional studies comprising of foundation of education, pedagogy of school subjects, practicum related to tasks or functions of school teacher

Ø  Duration: Four academic Years

Ø  Qualification: 50% marks in intermediate or in equivalent examination.

Ø  Reservation and relaxation to SC/ST//OBC/PWD according to norms of state. Central govt.

Ø  Admission Process: Marks based on qualifying examination/ Entrance test

6.      Master in Education (M.A. in Education)

Ø  It is higher level teacher education programme

Ø  It aims to prepare teacher educators and other educational professionals including curriculum developer, educational policy analyst, planner, administrators, supervisors, school principals, researchers.

Ø  It has a specialization either in elementary education or in secondary education.

Ø  Duration: two academic Years

Ø  Working Days: 200 days excluding admission and examination. Institution should work minimum 36 hours per week for 5 to 6 days.

Ø  Qualification: 50% marks in graduation / B.Ed. or in equivalent examination. Reservation and relaxation to SC/ST//OBC/PWD according to norms of state. Central govt.

Ø   Admission Process: Marks based on qualifying examination / Entrance test.

In-service teacher education

In-service teacher education programme is the programme for the professional development of teachers who are already in the teaching service. It is a short term courses. In-service programme are provided in formal as well as non-formal mode. The following programmes/courses come under in-service teacher education.

      Induction programme

      Refresher course

      Workshop

      Seminar

      Conference

Merits of structure of teacher education

The following are the advantages or merits of structure of teacher education in India.

·         Structure of teacher education prevailing in India is flexible

·         A variety of teacher education programme according to level and needs

·         It helps in imparting an adequate knowledge of the subject- matter.

·         It equipping the prospective teachers with necessary pedagogic skills:

·         It provide a platform to teacher education is to develop a skill to stimulate experience in the taught, under an artificially created environment, less with material resources and more by the creation of an emotional atmosphere.

·         The teacher should develop a capacity to do, observe, infer and to generalize. 

·         It Enabling the teacher to acquire understanding of child psychology

·         Developing proper attitudes towards teaching

·         It develop some special ability in Teaches in terms of  Adjustment with the physical conditions,  Healthy adjustment with the social environment, Adjustment with himself to derive emotional satisfaction with his life

·         Enabling teachers to make proper use of instructional facilities

·         It make teachers to better understand the significance of individual differences of child and to take appropriate steps for their optimum development

Limitations of structure of teacher education

Teacher education prevailing India has not uniformity at all in the context of curriculum, course structure, evaluation quality of teaching etc. the following are the limitations of teacher education structure in India.

·         Lack of uniformity in teacher education programme

·         Lack of uniformity in the curriculum of teacher education programme at same level

·         Lack of facilities for professional development

·         Lack of regulations in demand and supply

·         Lack of proper facilities

·         Poor academic background of student-teachers

·         Lack of subject knowledge

·         Faulty methods of teaching

·         Insufficient financial grants

·         Problem of supervision of teaching

·         Inadequate empirical research

Conclusion

Structure of teacher education is multilayer and multi-dimensional. The structure of teacher education in India has been revised many times. It is similar to prevailing in other countries. There are two types of programme; in-service and pre-service teacher education. India faces lack of uniformity & quality in programme at different level.  Less focuses given on in-service programme. Now at present, there is need to revised the pre-service education & minimise the no. of programmes it will increase the quality & productivity.