UNIT – III.pptx

Content
• Profession:
• Meaning Profession
• Definition of Profession
• Characteristics of Profession
• Teaching as Profession: Characteristics of Teaching Profession
• Professional traits and ethics of Teachers
• TeacherAppraisal
• Accountability of Teacher
• Effective teacher Qualifications
• Qualities of Teacher
• Duties and Responsibilities of Teacher
• Training of teachers:
• Pre-service and In-service Teacher Education

Profession
• A profession is a calling and it implies acquisition of
a fund of knowledge, range of skills and their
application for the service of humanity.
• The service rendered by a professional may be
direct as in the case of teachers and doctors or
indirect as it is in the case of teacher educators.
• Further, this service may be rendered to a limited
segment of the population, for a limited period of
time.
• This service is not rendered to the entire learner
population undergoing graduation or post-
graduation courses, but, it is rendered to those who
have aptitude for the profession.

Definition
• Profession is defined as "a vocation requiring
advanced training and usually involving
mental rather than manual work, as teaching,
engineering, especially medicine, law“
-Webster1989.

History
• Classically, there were only three professions :
Divinity, Medicine, and Law. The main milestones
which mark an occupation being identified as a
profession are :
1. It became a full-time occupation;
2. The first training school was established;
3. The first university school was established;
The first local association was established;
5. The first national association was established;
6. The codes of professional ethics were introduced;
7. State licensing laws were established

Examples of Professions
• Lawyers
• Engineers
• Professors
• Military Officers
• Non-Commissioned
Officers
• Qualified Teachers
• Architects
• Accountants
• Notaries
• Dentists
• Midwives
• Pharmacists
• Medical
Technologists
• Nurses and
Physicians.

Profession and Professionalism
• One who has skills,knowledge and
attitude and uses them is called a
professional.
• The attitudewhicha professional shows is
called a professionalism.
• Professionalism is the expertness
characteristic of a Professional person

Characteristics of a Profession
• A profession demands possession of a body of
specialized knowledge and extended practical
training.
• A profession renders an essential social
service.
• A profession demands continuous in-service
training of its members.

Profession
specialized
knowledge
and practical
training
social service
in-service
training
membership
of a
particular
group
code of
ethics
members a
professional
career

Cont.,
• A profession has a clearly defined
membership of a particular group, with a
view to safe-guarding the interests of the
profession.
• A profession involves a code of ethics.
• A profession assures its members a
professional career

Characteristics of Teaching Profession

It essentially involves an intellectual
operation
• Teacher has to constantly analyze and
evaluate classroom climate and evolve a
suitable plan of action to achieve the pre-
specified desirable change in the behaviour of
a group of learners who are constantly varying
with respect to their interest and pace of
learning. All such operations, which are to be
carried out by a teacher, are intellectual
operations.

It draws material from science
• Teaching is not only an art but also a science.
On the basis of this assumption, a teacher can
be trained. The moment it is accepted as a
science, it has definite steps which are
followed in training a teacher.

It transforms raw material into a
practical and definite end
• In teaching profession, the learners constitute
the raw material. These learners are prepared
to teach in a continuously evolving society
which has varied expectations. Learners are
trained into a practical and definite end by
means of providing practical training in
teaching and other pedagogical activities.

It possesses an educationally
communicable technique
• As teaching is a science, teaching techniques
are systematic and have definite steps to be
followed. It is easily communicable.

It tends towards self-organization
• It is self-organized in the sense that the
personnels who are engaged in teaching
profession are sensitive towards growth and
development
.
mechanism to
They
sustain
evolve a definite
and promote the
standards of teaching profession

It essentially performs a social service
• Teaching is a social service. It has generally
been accepted that education is potent tool to
bring about changes in any nation. The
obvious evidences of such a statement are the
developed nations like U.S.A., Russia etc.
These and other nations have been able to
constantly develop because of high rates of
literacy. It is through teaching that a society
develops.

It has a lengthy period of study and
training
• Teaching cannot be learnt in a year or so. A
person willing to take up this profession has to
study for a number of years and acquire a
mastery over the contents of the subject
matter. After this he/she has to undergo
training in teaching.

It has a high degree of autonomy
• It has high degree of autonomy in teaching profession
right from curriculum development, planning activities
of a year, identifying instructional objectives, deciding
upon the method of teaching, deciding upon the use
of media, identifying evaluation criteria, using
appropriate evaluation techniques to deciding upon
the admission and promotion rules, and autonomy in
planning and execution of co-curricular activities.
Ultimately, all these activities are planned keeping in
mind the goals of education which are to be achieved
in a limited period of time

It is based upon a systematic body of
knowledge
• Teaching profession is based upon a systematic
body of knowledge which has been derived
from social, psychological, historical, political
and economic spheres of life. It is also
influenced by the religious and spiritual
beliefs of a society

It has a common code of ethics
• All over the globe, teaching profession has a
common code of ethics.

It generates in-service growth
• In teaching profession, the teacher is learning
at all the stages of teaching. This leads to
growth of a teacher while in-service.

Professional Traits and Ethics of
Teacher

Regarding Students
Professional
Ethics
Regarding Parents
Regarding community
Regarding colleagues and
profession
Regarding Higher
Authorities

Regarding Students
• Always be punctual in attending to his duties
in the school.
• Always teach the curriculum after making
thorough preparation for the lessons to be
taught.
• Treat all students with love and affection and
be just and impartial to all irrespective of
caste, creed, sex, status, religion, language
and place of birth.

Cont.,
students in
emotional,
their
moral
physical,
and
social,
spiritual
• Guide the
intellectual,
development.
• Teacher never harm a student and not even misguide
him.
• Teacher encourage the students to become self reliant
and acquire habits of independent thinking and
action. Teacher shall never discourage a student.
• Teacher vigilant about the latest researches about
human behaviour in general and student behaviour in
particular.

Cont.,
• Teacher deal with them with sympathy, patience and
optimism. Teacher shall never lose temper with
them.
• Refrain from accepting remuneration for
coaching or tutoring his / her own
students expect for remedial teaching
under an approved scheme.
• Set a standard of dress, speech and
behaviour worthy of example to the student.

Regarding Parents
• For a student’s lapses, teacher shall avoid
shifting the blame on parents.
• Teacher shall not make a student a target of my
revenge against his parents.
• Teacher shall respect the basic responsibility of
parents for their children.
• Teacher shall help increase the student’s
confidence in his own home and avoid making
disparaging remarks which might undermine
that confidence.

Cont.,
• Teacher shall establish cordial relationship with
the parents.
• Teacher shall provide parents with information
that will serve best interests of their children.
• If teacher find a student going wrong, teacher
shall at once take the parents into confidence.
• Teacher shall send to the parent’s honest reports
about the student’s progress. There will be no
attempt on my part to keep them in the dark.

Regarding community
• Teacher shall share responsibility for
equalizing educational opportunities for all
sections of the community.
• Teacher shall try to make the best use of
resources provided by the community
without allowing their wastage.
• Teacher shall use educational facilities strictly
in accordance with the given policies, legal
provisions and rules and regulations.

Cont.,
• Teacher shall take pride in selfless social
service.
• Respect Indian culture and develop positive
attitudes towards it among students.
• Work actively to strengthen national
integration and spirit of togetherness and
oneness.
• Respect and be loyal to the school,
community, state and nation.

Regarding colleagues and profession
• Treat other members of the profession in the
same manner.
• Teacher shall ensure their professional growth.
• Participate in programmes of professional growth
like in-service education and training, seminars,
symposia, workshops, conferences, self study etc.
• Avoid making derogatory statements about
colleagues especially in the presence of pupils,
other teachers, officials or parents.

Cont.,
• Cooperate with the head of the institution and
colleagues in and outside the institution in
both curricular and co-curricular activities.
• Teacher shall keep private and confidential
information secret.
• Teacher shall maintain active member of
professional organizations.

Regarding Higher Authorities
• Reasonably obedient, sincere and loyal to the
higher authorities.
• Create good impression among the authorities by
virtue of my merit an dedicated service.
• Teacher shall not seek undeserved favours from
the authorities by back door methods.
• Teacher shall report to the authorities all the
matters harmful to the welfare of the school.
• Teacher shall avoid discussing confidential and
official information with unauthorized persons.

Cont.,
• Teacher shall not misuse my own authority, if
any.
• Teacher shall not use present service as a
stepping stone for another.
• Teacher shall to uphold the dignity and
prestige of the authority.
• Teacher shall not enjoy shifting all the blame
on higher authorities.

Teacher appraisal
• Teacher appraisal is a mechanisms for improving
teaching and learning. We all agree that
teachers professional competencies and
performances are the keys to the delivery of
quality education.
• In a well designed staff appraisal system, the
instruments and procedures can constitute
valuable professional development for teachers
and enable the management to assess a
teachers performance.

Teachers performance appraisal
• The performance of teachers in terms of
teaching skills, behaviour and competency is
evaluated in teachers appraisal.
is done in the
• This method of evaluation
following ways.
• Formative
• Summative

Formative
• In this type of evaluation, the teachers are
evaluated periodically during the period of
service. This gives a clear idea about the
nature of the performance of teachers over a
period of time.

Summative
• In this type of evaluation, teachers are
evaluated annually. The periodical evaluation
that is being made is also accounted.
• Both these types of evaluation strategies are
used to find out the performance of teachers
in their duties and to classify them and to
provide orientation accordingly.

Types of Appraisal
• There are different types of appraisals viz
appraisal by the students, appraisal by self,
appraisal by colleagues, appraisal by the
parents, appraisal by the management and
appraisal by the educational authorities.
• In advanced schools all the five types of
appraisal are being employed to get proper
feedback.

Appraisal by Students
• In this process the students appraise the
teachers
teacher
performance as they
intimately. Students
know the
appraisal is
some kind of feedback we receive. Students
feedback is not concerned just with class-
room performance but with all the
organizational relationship a teacher has with
his students.

Self appraisal
• It is the most difficult form of appraisal to
undertake. It requires considerable self-
discipline and careful review of ones own
work. The purpose of self appraisal is not to
glorify oneself but lead to some sort of action.

Line appraisal
• Line appraisal is the most common form of
appraisal by his class-mates, management and
officials of the education department. It
requires a level of trust between the two. This
kind of appraisal will give us various shades of
opinion about the teachers by different
people.

Cont.,
• Self appraisal is one of the best forms of
teachers performance
appraisal
related
to judge
to the job unbiased.
use a
However
the above
institutions can
strategies according to
mix of
their needs, their
development stage and individual duties of
teachers.

Model Self appraisal Tool
(Questionnarie)
• A sample of Five Point Scale appraisal
questionnaire is presented below for the
benefit of students-teachers to understand
the test items that go into the self-appraisal
tool. Each item is to be assessed on a 5 point
scale with 5,4,3,2,1 which qualify excellent,
v.good, good, v.fair and fair respectively or
“Always, Frequently, Occasionally, Once in a
week and Never.”

Work habits of a teacher - questionnaire
Item Scale
5 4 3 2 1
I will go to the classroom
with written teaching
notes
I will use teaching aids for
effective teaching
I will take all periods
allotted in the timetable

Concept of Effective Teaching
and Accountability of Teacher

Effective Teaching
• Good teachers are not made rather born.
• Effective teaching is a complex outcome of
teacher behaviour and it requires four basic
aspects namely teacher knowledge, Teaching
skills, Physical wellness and Psychological
soundness.
• All these factors play vital role in the process
of effective teaching. These factors are further
discussed in the following paragraphs.

Effective
teaching
Knowledge
Teaching
skills
Physical
wellness
Psychologic
al
soundness

Knowledge
• A good teacher must be a repository of
knowledge. Knowledge includes facts, current
happenings in the subject, general awareness,
current happenings in general etc.. If a teacher
is sound in his or her subject, the main
purpose of education i.e imparting knowledge
could be easily facilitated by the teacher.

Psychological soundness
• Teaching is effective when it reaches the
student. For effective teaching, teacher must
understand the students nature. For that, the
teacher must be psychological sound knowing
his or her strength and weakness.

Accountability of Teacher
• The accountability of the teachers plays a vital role
in ensuring quality in education. The
accountability of teachers play a direct role in the
academic achievement of the students.
• Accountability is defined as a mechanism of
holding one’s responsibility for his / her action,
more particularly in terms of the non
accomplishment of the assigned responsibilities
or non fulfillment of the expectations or
obligation of the one or the other nature.
Therefore teacher should attain success in their
actions and accept failures without hesitation.

Cont.,
• Majority of the students lack fundamental knowledge
in different areas of education. Such teachers do not
feel it to be their responsibility.
• They are involved in private tuition, coaching centre
and some other business to get monetary benefits
apart from their remuneration.
• Most of the parents are not in a position to educate
their children in costly public schools.
• Commitment to the teaching profession on the part of
the teachers has been reduced to a great extent. They
are more conscious about their rights and benefits
than their duties, responsibilities and obligations.

Cont.,
• According to National Policy on Education (1986),
“The teacher being the educational or human
engineers” are accountable for the progress of
the children they teach.
• Indeed each and every teacher’s accountability is
inevitable in modern teaching-learning process;
the accountability of teachers should be
evaluated at frequent intervals by the superiors
and Educational Officers.

Cont.,
• There must be proper supervision at each and
every state of their work. The supervisor
should see how far the teachers are
accountable in respect of teaching, research,
co-curricular activities, use of aids and
equipments in the classroom, utilization of
local resources for the benefit of the students
and development of student’s moral and
ethical values.

Accountability
Accountability
towards learners
Accountability
towards parents
and community
Accountability
towards
management

Accountability of teacher regarding
students
• Teacher should behave love and affection among
students
• Teacher should accept the student mistake, crime
and patiently make it correct.
• Teacher should work hard for growth and
development of students.
• Develop good human characteristic among
students
• Teacher should help to change the life style
of students

parents and community
• Teacher should take special care, love among
students, especially those who are depressed
and backward peoples in society.
• Impart quality education to students ( to
involve good social activity)
• Encouraging adults to join adult education
and non formal education.
• Enrolment of students in formalschools

Cont.,
• Teacher should take special care those who
are poor, illiterate children of parents.
• Use the community resources an
appropriate way for development of school.
• Teacher should involve the social development
• Every now and then, the teacher has to send
progress report of children to parents.

Accountability of teachers regarding
school management
• Teachers should have accountability,
obligation to management
• Teacher should have faith, values and show
good respect on management
• Follow rules and regulations
• Obedience and strict observance of
education Acts, programmes and policies.
• Participation in departmental
programmes wholeheartedly.

All the teachers ensure the following
accountable aspects
• Students attain minimum levels of learning at the
primary and upper primary level. Headmasters
and teachers who fail to respond to the norm
should be awarded punishment.
• Teacher adopting cheap methods of getting
results in the examination should be punished.
• Teacher should participate in in-service training
programmes regularly. Failure should be viewed
seriously.

Cont.,
• Teacher should write lesson plan, unit plans and
complete syllabus as per annual plan. No
slackness should be tolerated.
• Teacher should avoid rude behaviours, negligence
of duty.
• Bad habits and bad manners such as smoking
unauthorized collections
before students, using abusive language,
from students,
accepting gifts, forcible collection of donations
should be viewed seriously.

Qualification of an effective teacher

Introduction
• Pre-service education is aimed to cater the
professional qualification of teachers.
Different courses are offered according to the
level of the teachers. They are
• Certificate courses
• Diplomacourses
• Degreecourses

Certificate courses
• Certificate courses of one year duration are
available for teachers of preliminary /
childhood education with emphasis on play
way methods, training in Montessori and
Kindergarten methods and child
development.

Diploma courses
• A two years diploma course in primary school
teaching is offered in the district institutes of
education and training and teacher training
institutes. Examination are conducted by the
director of Government Examinations and
Diplomas are awarded.

Degree courses
• Bachelor of Education (B.Ed) is a must for
teachers working in secondary schools. It is two
year duration. After completing this course,
teachers can handle up to high school level
• Teachers with post graduation in school subjects
with B.Ed are eligible to handle higher secondary.
• Master degree is offered in education. After
completing this course, teacher becomes teacher
educators.

Teacher Education Courses
• ECCE
• D.T.Ed
• B.A.,B.Ed., /B.Sc.,B.Ed.,
• B.Ed
• M.Ed
• M.PhilEducation
• Ph.DEducation

Qualities of Good Teacher
• A good teacher is a true friend to the students.
• A good teacher has true compassion for students.
• A good teacher has the ability to look at life in a
different way and to explain a topic in a different
way.
• A good teacher is dedicated to excellence (Good
teachers want the best from their students and
themselves.)

Cont.,
• A good teacher has a great sense of humour.
• A good teacher is honest.
• A good teacher is a subject expert with
good presentation skills.
• A good teacher is aware of what the
students do and do not know.
• A good teacher is a life long learner
and committed to the profession.

Cont.,
• A good teacher strives to develop the
students into self learners.
• A good teacher is impartial and free of bias.
• A good teacher strives to develop
scientific attitude in the students.
• A good teacher is a good team player (The
best teacher works with other to accomplish
goals, other teachers and student, parents
etc.)

NKC 2008
Qualities
of
Teacher
Empathy
Positive
mental
attitude
Open to
change
Creative
Senseof
humour
Presentatio
n skill
Calmness
Respectful
Inspiration
al

Duties and Responsibilities of a
Teacher
• Knowledge of the Subject
• Tohave expert knowledge of the subject area
• To pursue relevant opportunities to grow
professionally and keep up-to-date about the
current knowledge and research in the subject
area

Teaching
• Toplan and prepare appropriately the assigned courses
and lectures
• Toconduct assigned classes at the scheduled times
• Todemonstrate competence in classroom instruction
• To implement the designated curriculum completely
and in due time
• To plan and implement effective classroom
management practices
• To design and implement effective strategies to
develop self-responsible/independent learners

Cont.,
• To promote students’ intrinsic motivation by providing
meaningful and progressively challenging learning
experiences which include, but are not limited to: self-
exploration, questioning, making choices, setting goals,
planning and organizing, implementing, self-evaluating and
demonstrating initiative in tasks and projects
• To engage students in active, hands-on, creative problem-
based learning
• To provide opportunities for students to access and use
current technology, resources and information to solve
problems
• To provides opportunities for students to apply and practice
what is learned

Cont.,
• To engage students in creative thinking and integrated
or interdisciplinary learning experiences
• To build students’ ability to work collaboratively with
others
• To maintain a safe, orderly environment conducive to
learning
• To comply with requirements for the safety and
supervision of students inside and outside the
classroom

Assessment
and communicate learning expectations to
• To define
students
• To apply appropriate multiple assessment
strategies
tools and
to evaluate and promote the continuous
intellectual development of the students
• To assign reasonable assignments and homework to
students as per university rules
• Toevaluate students’ performances in an objective, fair and
timely manner
• To record and report timely the results of quizzes,
assignments, mid- and final semester exams
• To use student assessment data to guide changes in
instruction and practice, and to improve student learning

Professionalism
• Tobe punctual and be available in the university during
official working hours
• To comply with policies, standards, rules, regulations
and procedures of the university
• Toprepare and maintain course files
• To take precautions to protect university records,
equipment, materials, and facilities
• To participate responsibly in university improvement
initiatives
• To attend and participate in faculty meetings and other
assigned meetings and activities according to university
policy

Cont.,
• To demonstrate timeliness and attendance for assigned
responsibilities
• To work collaboratively with other professionals and
staff
• To participate in partnerships with other members of
the university’s community to support student learning
and university-related activities
• To demonstrate the ability to perform teaching or other
responsibilities, including good work habits, reliability,
punctuality and follow-through on commitments

Cont.,
• Toprovide and accept evaluative feedback in a
professional manner
• To create and maintain a positive and safe
learning environment
• Tocarry out any other related duties assigned
by the department chairman

Good Behaviour
• Tomodel honesty, fairness and ethical conduct
• To model a caring attitude and promote positive inter-
personal relationships
• Tomodel correct use of language, oral and written
• To foster student self-control, self-discipline and
responsibility to others
• To model and promote empathy, compassion and respect for
the gender, ethnic, religious, cultural and learning diversity
of students
• To demonstrate skill when managing student behaviour,
intervening and resolving discipline problems
• Tomodel good social skills, leadership and civic responsibility

Effective Teaching
• Effective teaching is a complex outcome of
teacher behaviour and it requires four basic
aspects namely teacher knowledge, Teaching
skills, Physical wellness and Psychological
soundness.
• All these factors play vital role in the process
of effective teaching. These factors are further
discussed in the following paragraphs.

Teaching skills
• An effective teacher utilizes all the teaching
skills according to the content matter. Effective
teaching is greatly dependent upon the use of
the teaching skills.

Physical wellness
• A teacher has to be physically sound. The
physical wellness of the teacher directs the
teacher’s competency and efficiency.

Cont.,
• Majority of the students lack fundamental knowledge in
different areas of education. Such teachers do not feel
it to be their responsibility.
• They are involved in private tuition, coaching centre and
some other business to get monetary benefits apart
from their remuneration.
• Most of the parents are not in a position to educate
their children in costly public schools.
• Commitment to the teaching profession on the part of
the teachers has been reduced to a great extent. They
are more conscious about their rights and benefits
than their duties, responsibilities and obligations.

students
• Teacher should behave love and affection among
students
• Teacher should accept the student mistake, crime
and patiently make it correct.
• Teacher should work hard for growth and
development of students.
• Develop good human characteristic among
students
• Teacher should help to change the life style of
students

parents and community
• Teacher should take special care, love among
students, especially those who are depressed
and backward peoples in society.
• Impart quality education to students ( to
involve good social activity)
• Encouraging adults to join adult education and
non formal education.
• Enrolment of students in formalschools

Cont.,
• Teacher should take special care those who
are poor, illiterate children of parents.
• Use the community resources an appropriate
way for development of school.
• Teacher should involve the social development
• Every now and there, the teacher has to send
progress report of children to parents.

Accountability of teachers regarding
school management
• Teachers should have accountability,
obligation to management
• Teacher should faith, values, good respect on
management
• Follow rules and regulations
• Obedience and strict observance of education
Acts, programmes and policies.
• Participation in departmental programmes
wholeheartedly.

Training of teachers: Pre-service and
In-service.

Objectives
• To upgrade the qualification of teachers
through programs and course enabling the
teachers to obtain graduation degree.
• To upgrade the professional competence of
teachers.
• Toprepare for new role.
• To provide knowledge and skills relating to
curriculum / changes i.e content, process and
evaluation of curriculum.

Cont.,
• To train for contemporary thematic issues, like
minimum levels of learning, operation blackboard
scheme, teaching students of
meeting the educational needs
deprived groups,
of children with
learning problems, use of mass media in
education, community participation of
educational development etc.
• To develop a training culture in respect of how to
impart training professionally and how to receive
and react to training.

Need and Significance
• Kothari commission observes
• The need of in-service education is most urgent in
the teaching profession because of the rapid
advance in all fields of knowledge and continuing
evolution of pedagogical theory and practice.
• The National Commission on Teacher
recommended that promotion (upward mobility)
of teachers would also depend upon the
completion of certain number of in-service
programs.

Cont.,
• Update knowledge
• Since knowledge is ever changing and new and new
content are added each and every day, teacher has
to update the knowledge periodically. Hence INSET
acts as a source to update knowledge.
• Recent trends
• Teacher must get to know the recent trends
occurring in the field of education. For this INSET
provides various training in current trends like
teaching through technology, new pedagogical
techniques, new educational perspectives etc.

Cont.,
• Recapitulate
• The content and methodology studied by the
teacher long ago can be faded over years.
Hence, when the teachers attend INSET there
is scope of recapitulation of subject matter.
• Career advancement
• The exposure given by the INSET acts as a
platform for the career advancement of
teachers.

Cont.,
• Skill enhancement
• INSET periodically provide training in skills
development by conducting periodical
workshop on varied aspects of pedagogy and
education.

PROGRAMMES OF IN-SERVICE
TEACHER EDUCATION

Conferences
• Conference has a broad discussion of subjects
of practical interest. Generally there is a
central theme around which several sub topics
are given. It is composed of various
presentations that tend to be short and
concise, with a time span of about 10 to 30
minutes; presentations are usually followed by
a discussion.

Workshop
• It is an interactive training where participants
carry out a number of training activities rather
than passively listening to a lecture or
presentation. In a workshop incentive
consideration is given to practical problems
that have arisen from the daily functioning of
the teaching job. Solutions to problems are
worked out in groups by the pooling of
information and resources.

Refresher Course
• It is a short educational course for teachers to
review their subject and development in it.
Refresher courses are generally organized to
given an opportunity to teachers to refresh
and improve their knowledge in classroom
subjects and widen their experience in the
methodology of teaching. It enables the
teachers to keep abreast of the progress in
educational theory and practices.

Orientation Programmes
• The concept of an orientation programme
emphasizes teachers as agents of socio-economic
change and national development and underlines
the need to make them skill-oriented teachers.
• The curriculum of orientation courses include
awareness of between society,
environment,
philosophy of
linkages
development
education,
and
Indian
education,
education
system and pedagogy, resource awareness and
knowledge generation and management &
personality development.

Study group
• A group of teachers of the same subject and a
subject expert in the college of education
combine together and start working. They
choose some topics of common interest or
some problem related to their teaching
subject. Discussion is starting under guidance
and they continue thinking, studying and
discussing that subject.
concerned experts may
If need arises,
be invited for
extension lecture. The study group may meet
once in a week or even once in a month.

Agencies of In-Service Teacher Education
• The following institutes are involved in providing
in-service teacher education in the country.
• UGC
• NCERT
• SCERTs
• DIETs
• IASEs
• CTEs
• NGOs

Evaluation of In-Service Programme
• Attitude
• Knowledge
• Pre-test and Post test
• Written test
• Object test
• Check list
• Rating scale
• Practical test

Pre-service Education
• Pre-service education of teacher means,
education of teachers before they enter into
service as teacher. During this period of
teacher education programmes, teaching
practice goes side by side, while they are
getting knowledge about theory papers.

Components of Pre-service Teacher
Education
• Core course / foundation course
• Specialisation / Pedagogy courses
• School Internship

Core course / foundation course
• They are intended to provide a conceptual
understanding of relevant concepts and
processes in teacher education and also situate
them in the broader perspective of education
and development.
• Example course: Philosophy of Education,
Psychology of Education, Sociology of
Education

Specialisation / Pedagogy courses
• Area of subjectspecialisation
• Example: Teaching of Tamil, Teaching of English,
Teaching of physical science, Teaching of
Biological Science etc.

School Internship
• It is a school based experiential learning for
the student teachers in not only aspects
related to teaching, learning of their subjects
areas in the classroom, but also to gain insight
and sensitivity into the holistic part played by
teacher in sustaining and evolving school
ethos.

Teacher Education for Early Childhood
Care and Education
• Teachers who take care of early childhood
group are trained in childhood care and the
way to impart elementary education to those
kids. Preferably women are selected for
training and training is given.

Objectives
• To prepare teachers for helping physical, mental,
social, emotional, aesthetic and linguistic
development of children by means of individual
and group activities.
• To impart them knowledge of child psychology,
basics of cultural anthropology, sociology, Indian
heritage and child’s environment.
• To empower them to organize educational games
and supplementary activities for children.
• To enable them to develop environmental
awareness among children.

Teacher Education at Elementary level
• Teachers who are to teach for lower classes are
given this type of training. The training is aimed
to give basic knowledge of growth and
development in children and the way to handle
them and to impart education for them.

Objectives
• To make the teacher aware of the nature,
purpose, problems and issues of elementary
education.
• To enable them to understand the nature and
maturity of children for imparting education
and to ensure their many sided development.
them to manage and mobilize
resources for the school and
• To enable
community
teaching.

Cont.,
• To make them understand / appreciate the
advantages of ICT and empower them to use
the same in the class.
them to
pedagogy
use the latest
and evaluation
• To prepare
constructivist
techniques and
• To enable them to impart value education, life
skill education, work education and feel their
responsibility towards the education of
neglected sections of society.

Teacher Education for secondary level
• Teacher trainees at
handle adolescents
this stage are instructed
and their characteristics
features are given. Topics for prime importance in
the country like HIV education, Environmental
Education etc. are given to the teacher trainees
in order to make them aware of the existing
issues in the country.

Objectives
• To maintain the continuity of elementary
education and to prepare students for the
study of diversified courses and appropriate
selection of subjects at the senior secondary
stage.
• To develop among the prospective teachers
love for Indian culture, and its contribution to
the world and to inculcate a sense of national
pride and identity.

Cont.,
• To enable them to develop the teaching
competencies and performance skills for the
subjects they have to teach, using appropriate
aids including ICT, organize supplementary
educational activities and elicit community
cooperation.

Cont.,
• To enable the prospective teachers to orient
and sensitize the students with care and
caution about life skill education, HIV /AIDS
preventive education, reproductive health etc.
• To develop among them the capacity for
understanding action research for improving
the quality of education, for the solution of its
problems and to evolve the culture specific
and community oriented pedagogy.

Teacher Education for Higher
Secondary Level
• The academic stream of Higher secondary
teacher like the academic stream and
vocational stream and accordingly the type of
teacher education also differs.

Academic stream
• To make them aware of the philosophy,
purpose and teaching learning strategies of
the subjects they have to teach.
• To empower them to make in-depth
pedagogical analysis of the subjects they have
to teach and understand their relevance to
tertiary education.
• To make them understand the objectives,
transactional strategies, evaluation techniques
and curriculum designing in different areas of
study at this stage.

Cont.,
• To make them aware of national problems,
environmental crisis and Indian cultural ethos
and
• Toenable them to orient and sensitize the
students
education
about HIV /
and to bring
AIDS,
about
preventive
attitudinal
change in understanding numerous problems
relating to healthy life, life skill development,
stigma and discrimination etc.

Vocational stream
• To empower them to develop higher and
vocational skills and competencies among the
prospective teachers and the ability to foster
them among their students.

Agencies of Pre-service Teacher
Education
• The following institutes are involved in
providing Pre-service teacher education in the
country:
• Teacher educationcolleges
• National and state levelagencies.

Pre-service programmes
• Diploma in Early Childhood Care Education
• Nursery school teachers
• It deals with the children 2-5 year old.
• Duration of the course 2 years.

Diploma in Elementary Education
• The programme aims at preparing teachers for
elementary stage of education that is classes I
programme
to VII / VIII.
shall
The elementary teacher
be of duration of two
academic years. Candidates with at least 50%
marks in the Higher secondary (+2) or its
equivalent examination are eligible for
admission.

Bachelor of Education
• The Bachelor of Education (B.Ed) Programme,
generally known as B.Ed., is a Professional course
that prepares teachers for upper primary or
middle level (VI-VIII), Secondary (IX-X) and Higher
Secondary (Classes XI- XII) level.
• Duration is of 2 years. Candidates with at least
fifty percent marks either in the Bachelor’s
degree and/or in the Master degree or any other
qualification equivalent thereto, are eligible for
admission to the programme.

Master of Education
• The Master of Education (M.Ed) programme is meant
for candidates desirous of pursuing post graduate
programme in education. Besides preparing teacher
administrators, supervisors
educators, it also aims at preparing
and
educational
researchers.
Candidates who have obtained at least 55% Marks in
the B.Ed degree are eligible for admission.
• There are other courses like Bachelor of Physical
Education, Master of Physical Education, Bachelor of
Education in Special Education and Master of
Education in Special Education.

M.A IN EDUCATION
• B.A Education
• M.A it is a two year course for graduates. It is
generally run by different universities. M.A in
education is considered equal to M.Ed.

UNIT – III.pptx

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