Teacher Education Lecture 1

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1. Understanding teacher education

2. “The quality of a nation depends upon the quality of its citizens. The quality of its citizens depends not exclusively, but in critical measure upon the quality of their education, the quality of their education depends more than upon any single factor, upon the quality of their teacher .” ( The American Commission on Teacher Education)

3. Concept of teacher education A programme of education, research and training of persons to teach from pre-primary to higher education level. (NCTE) “All the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively .”(Goods Dictionary of Education)

4. In 1906-1956, the program of teacher preparation was called teacher training. Training is given to animals and circus performers, while education is to human beings.‖ (W.H. Kilpatric ) Teacher education encompasses teaching skills, sound pedagogical theory and professional skills Teacher Education = Teaching Skills + Pedagogical theory + Professional skills.

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

6. According to the International Encyclopedia of Teaching and Teacher education (1987), Teacher education can be considered in three phases Initial teacher training / education (a pre-service course before entering the classroom as a fully responsible teacher); Induction (the process of providing training and support during the first few years of teaching or the first year in a particular school); Teacher development or continuing professional development (CPD) (an in-service process for practicing teachers).

7. need of teacher education Shift from training to educati on with greater emphasis on; the length of academic preparation, the level and quality of subject matter knowledge, The pedagogical skills that teachers possess to meet the needs of diverse learning situations,

8. the degree of commitment to the profession, sensitivity to contemporary issues and problems and the level of motivation. Critical examine of beliefs and values, commitments, personalities and moral codes ( Fieman-Nemser , 2001)

9. Decision making in context of development, learning differences, language and cultural influences, and individual temperaments, interests and approaches to learning (The National Academy of Education Committee‘s Report (Hammond and Bransford , 2005) ) Developing professionals For inculcating modern skills

10. Aspects of teacher education Who (Teacher Educator), Whom (Student teacher), What (Content) and How (Teaching Strategy).

11. History of education in India can be broadly divided into two periods mainly Pre independence period (1947 A.D.) Post Independence Period (1947onwards) Pre independence period can be divided into four parts. Ancient period: (2500 B.C. to 500 B.C) Buddhist Period: (500 B.C. to 1200 A.D.) Muslim Period: (1200A.D. to 1700 A.D.) British Period: (1700 A.D. to 1947 A.D.)

12. Ancient period(2500 B.C. to 500 B.C.) Main Features: In the beginning of Hindu civilization teaching was concerned with teaching of VEDAS. Out of four classes of Hindu society ( Brahims , Kshatriya, Vaisya, Shudra) and Brahmins served as a teachers of the community. Only learned section of Hindu community undertook the task of teaching. ‘Manu’ lays down that only Brahmins shall teach Vedas and none else. Gurukul system of education was in existence.

13. Vedic or Snatana Dharma = Hindu religion Classification of society in 4 classes known as Verna Vayvastha (System)

14. Ancient period(2500 B.C. to 500 B.C.) Main Features: No evidence of teacher training existed in the formal sense. There were certain Brahmin families where teaching was a hereditary profession. There was no formal system of teacher’s training. There was a close contact between teacher and a pupil. Complete faith in teacher.

15. Buddhist Period (5oo B.C. to 1200 A.D.) Main Features: The profession of teaching was no longer the privilege of only Brahmins. As the expansion of teacher education was recognised till this period. Any enlightened person from any class of the community may get the status of a teacher after a vigorous training.

16. Buddhist Period (5oo B.C. to 1200 A.D.) Thus, the formal system of teacher’s training emerged during this period. Teachers were trained for the purpose of spreading the spirit of Buddhists religion. To get the status of a teacher one was kept under the supervision of the teacher. Teacher trainee learned the elements of morality, proper conduct and training in Dharma from trainers. When the supervisors were satisfied, they gave a certificate to be fit for teaching. A system later on named as monitorial system.

17. Muslim Period(1200.A.D. to 1700 A.D) Main Features: During this period there was no formal system of teacher training. Educational institutions were called Maktabs ( schools), and Madrassahs (Colleges). The teachers teaching in the maktabs were mostly moulvis, but in the madrassahs scholarly persons were employed. Education was mainly teaching of Quran. There were also some Arabic schools with more advanced and comprehensive course of study.

18. The method of teacher preparation was mostly imitation of what the old teachers practiced. Good and experienced teachers with a discerning eye identified able students and appointed them tutors to look after and teach the junior students in their absence. Thus the Monitorial system was in vogue. Although a specialized teacher training programme did not exist, the teachers had a clear idea of their role and functions and the methods to be pursued in teaching

19. British Period (1700 A.D. to 1947 A.D.) Monitorial System (1800-1880) Wood's Despatch (1854 ( popularly known as Magna Charta of English Education in India ), 19 July, 1854 Lord Stanley's Despatch (1859) Teacher’s Training (1882-1935) Government of India Resolution on Education Policy (1904)

20. British Period (1700 A.D. to 1947 A.D.) 6. The Government of India Resolution on Education Policy (1913) 7. Calcutta University Commission (1917-19) 8. The Hartog Committee (1929) 9. The Abbott - Wood Report (1937) 10. The Sargent Report (1944)

21. COMPETENCE BASED TEACHER EDUCATION The rationale of the model is to develop the various teaching competencies of the student teachers. Development of the prescribed competencies up to a mastery level in all student teachers. This model includes 10 competencies given by NCTE.

22. 10 competencies model of NCTE Contextual Competency Conceptual Competency Content competencies Transactional competencies Competencies related to other educational activity Competencies to develop teaching learning material Evaluation competencies Management competencies Competencies related to working with parents Competencies related to working with community and other agencies