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Teacher Education Programmes

The document discusses the 5 main types of teacher education programs in India - pre-primary, primary, secondary, higher education, and vocational - and provides details on the qualifications, duration, and content of typical programs in each category. It also analyzes issues with the current teacher education system such as a lack of uniformity and reduced focus on practical classroom experience.

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Amanda Scarlet
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470 views6 pages

Teacher Education Programmes

The document discusses the 5 main types of teacher education programs in India - pre-primary, primary, secondary, higher education, and vocational - and provides details on the qualifications, duration, and content of typical programs in each category. It also analyzes issues with the current teacher education system such as a lack of uniformity and reduced focus on practical classroom experience.

Uploaded by

Amanda Scarlet
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Teacher Education Programmes (5

Types)
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Teacher education is level-specific. It means programmes on teacher


education varies according to the needs of pre-primary, primary secondary,
higher education and vocational education. There are specific methods and
strategies for classroom transaction at different levels. There is no
uniformity in the country in the teacher education programmes. The
programmes widely vary in content and process from one state to another
state.

However, there are mainly five types of teacher-education


programmes or institutions:
1. Pre-primary teacher education

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2. Primary teacher education

3. Secondary teacher education

4. Higher education programmes

5. Vocational Teachers Training

1. Pre-primary Teacher Education:


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Pre-primary teacher training courses are of various types i.e, Montessori,
Kindergarten, Nursery, Pre-basic etc. 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.

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


government. A couple of years back Punjab and Haryana conducted one
year course titled as “Certificate course in Pre-primary and Nursery
Education” to produce teachers for-primary schools. Later on it was
discontinued. In 1987, Haryana Govt. evolved a two-year course leading to
“Diploma in Pre-school Education.” A number of institutions are being
recognized by the Govt. To run this two year course. This course has been
designed in the context of NPE 1986.

2. Primary Teacher Education:


There has been a large scale expansion of such training schools during Five-
Year Plans, hi general, the course lasts for two years and the minimum
qualification for entrance is matriculation. The present trend is to prescribe
higher secondary as the minimum qualification for entrance.

Previously for training primary school teachers:


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Elementary Training (E.T) schools were providing pre-service training.


Secondary Training (S.T.) schools are meant for imparting pre-service
training to prospective or in-service teachers of primary /M.E. schools. The
basic qualification required for admission into the course is HSC
Examination pass and duration is of two years.

3. Secondary Teacher Education:


Training Colleges prepare graduate teachers for secondary or Higher
Secondary classes. It is normally one year course with an emphasis on
principles and Methodology of Teacher leading to B.Ed, degree. The
minimum qualification for entrance is graduation.

4. Higher Education:
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Higher education courses in education are of four types:


(i) One-year M.Ed. Course.

(ii) Two-year M. A in Education

(iii) Two-year Ph.D. course after M.Ed./M.A. (Education)

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(iv) Post-graduate Diploma in some aspects of Education after B.Ed.

(i) One-Year M.Ed. Course:


This course is open to those who have passed B.Ed, examination creditably.
Candidates having Master’s degree in Arts or Science with M.Ed.
Qualification are considered eligible for the appointment of lecturers in
training schools and colleges as well as for various administrative posts in
SCERT’s, NIE’s and NCERT.

(ii) Two-year M.A in-Education:


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This course is open to graduates and is considered equivalent to M.Ed, in


many respects. It is recognition of the fact that now’ Education’ has been
developed as a discipline of knowledge like Economics or History. M.Ed. is
considered to be applied side of Education, while M.A (Education) is being
taken as basic or pure side of the education.

(iii) Two-Year Ph-D course after M.Ed./M.A. Education:


A number of Universities in India have arrangements for Ph. D in education
which is open to those who have passed M.Ed., or M.A. in Education in
second division. The M.S. University, Boroda is pioneer maximum number
of Ph.D’s in Education through their Centre of Advanced Studies in
Education. Besides this two-year ph.D. course, one year research course
leading to M.Phil, have been provided in the general colleges or
Universities.

5. Vocational Teachers/Training:
Specific Training Courses are organised for training teacher in technical
subjects. There are various courses and institutions to prepare specialized
teachers.

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These are as follows:


(a) One-year Diploma in Physical Education (DPE).

(b) Training courses to prepare teachers of Music, Dancing, Painting and


Fine Arts.

(c) One-year training course to prepare teachers for Home Science.

(d) Certificate courses in Arts & Crafts.

(e) Courses for preparing specialists in the teaching of English, Hindi, and
Geography etc.
CRITICAL ANALYSIS OF TEACHER EDUCATION
FEBRUARY 06, 2019  NURSING PATH  NO COMMENTS

Preservice Education

 Lack of uniformity due to variety of programmes with diverse curriculum leading to variations in entry level
qualifications required for different levels of education.
 Reduced focus on faculty development.
 In comparison with the theoretical aspects, less weightage is given to practical aspects of education.
 Less orientation towards classroom realities.

In-Service Education

 Requires more coordinated efforts.


 Training must be based on the findings of needs analysis.
 Designing of in-service education must show difference in meeting the expectations of various levels of
teachers.
 Privileging based on in-service education can be introduced.

Need for Schemes for development of Teacher Education

 Current teacher education programmes need revision and evaluation.


 New teacher education programmes need to be developed based on educational technology.
 Development of standards and quality indicators of teacher education is needed.
 Improve administration through capacity building of trainers.
 Monitor the outcomes of teacher education.
 Synchronize the work to reach the desired goals.
Approaches for Improving the Quality of Teacher Education
Some approaches for improving the quality teacher education are as follows:

 Creation of ideal institute for teacher education in every state by the central government.
 Development of centres of resource for teacher education for learning materials.
 Promoting need-based continuing education and strengthening of teaching capacities of educators.
 Updating of preservice education programmes.
 Encouragement of follow-up studies and follow-up activities.
 Conversion of all the teacher education programmes to the university level.
 Making available of online distance education for continuous education.
 Institution of all-inclusive colleges of education.
 Formation of state boards or teacher education.
 Continuous updation of teacher education curriculum.
 Increasing importance on direct teaching experience.
 Recuperating the quality of support system for teacher education.
 Strengthening of databases to support policies and decision-making.
 Introducing licensing and grading system for teachers to professionalize teaching.
 Continuous appraisal of teacher education institutions and their programmes. 

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