1. TEACHERPREPRATION Presented to: Dr.

Pallavi Pathania Assistant Professor Medical Surgical

Nursing Shimla Nursing College Presented by: Shubhra Sharma M.sc.(Nursing) 1st year Shimla
Nursing College Annandale, Shimla

2. STUDENTS WILL FORGET MOST OF WHAT YOU TEACH THEM, BUT WILL REMEMBER HOW YOU
MADE THEM FEEL IN YOUR CLASS!

3. INDEX 3 Sr.No. Content 1 Introduction 2 Definition 3 Purposes /Guidelines of teacher preparation 4

Teaching Method used for teacher preparation 5 Component of teaching skills 6 Professional
attributes 7 Role of teacher in education 8 Activity 9 Professional association and unions 10 Summary
and Conclusion 11 Reffrences

4. 4

5. INTRODUCTION Teacher education TE (TE) or teacher training refers to the policies, procedures,
and provision designed to equip teachers with the knowledge, attitudes, behaviours, and skills they
require to perform their tasks effectively in the classroom, school, and wider community.

6. CONTD…. The professionals who engage in training the prospective teachers are called teacher
educators or teacher trainers. Teacher educators are usually involved in the initial or ongoing
education of each teacher about all aspect of teaching

8. TEACHER A teacher (also called an educator) is a person who helps students to acquire knowledge,
competence or virtue

10. TEACHER EDUCATION A programme of education, research and training of persons to teach from
pre-primary to higher education level. -(National Council for Teacher Education)

11. CONTD…. Teacher education encompasses teaching skills, sound pedagogical theory and
professional skills. (W.H. Kilpatrick) Teacher Education = Teaching Skills + Pedagogical skills +
Professional skills.

13. NATURE OF TEACHER EDUCATION 1) Teacher education is a continuous process 2) Teacher

education is broad and comprehensive 3) It is evolving and dynamic 4) The crux of the entire process
of teacher education lies in its curriculum, design, structure, organization and transaction modes

14. 14

15. OBJECTIVES OF TEACHER PREPRATION Imparting an adequate knowledge of subject- matter

Developing pedagogic skills  Acquire understanding of child psychology

16. CONTD… Developing proper attitudes towards teaching Developing self-confidence in the
teachers Enabling teachers to make proper use of instructional facilities

18. IMPORTANCE OF TEACHER TRAINING "If you educate a boy, you educate one individual. If you
educate a girl, you educate the whole family and if you educate a teacher, you educate the whole
community."

19. (i) Better Understanding of the Student (ii) Building Confidence (iii) Using Methodology of
Teaching (iv) Building favourable Attitude IMPORTANCE OF TEACHER TRAINING

20. (v) Familiarizing with the Latest in Education (vi) Making familiar with School organization (vii)
Creating social Insight (viii) Improving Standards CONTD…

22. COMPONENTS OF TEACHER EDUCATION

23. 1 • CATEGORY-A 2 • CATEGORY-B 3 • CATEGORY-C CATEGORIES ACCORDING TO NEED FOR
TEACHER PREPRATION

25. TYPES OF TEACHER EDUCATION PROGRAMMES Pre-primary teacher education Primary teacher
education Secondary teacher education Higher education programmes Vocational Teachers Training

26. 1. PRE-PRIMARY TEACHER EDUCATION Qalification: Higher Secondary, One Year

27. 2. PRIMARY TEACHER EDUCATION Qalification: higher secondary, two years

28. 3. SECONDARY TEACHER EDUCATION Qalification: graduation, one year

29. 4. Higher education programmes Qalification: One-year M.Ed. Course, Two-year M. A in

Education, Two-year Ph.D. course after M.Ed./M.A.

30. 5. VOCATIONAL TEACHERS TRAINING Qalification: One-year Diploma in Physical Education (DPE),
Training courses to prepare teachers of Music, Dancing, Painting and Fine Arts, One-year training
course to prepare teachers for Home Science, Certificate courses in Arts & Crafts

32. GUIDELINES FOR TEACHER PREPRATION Building additional capacity for preparing teachers
Training of untrained teachers Financial support by the Central Government Recruitment policy
for teachers

34. CHALLENGES IN TEACHER EDUCATION 1. Several types of teacher education institutions thereby
lacking in uniformity. 2. Poor standards with respect to resources for colleges of education. 3.
Unhealthy financial condition of the colleges of education 4. Incompetent teacher educators
resulting in deficiency of scholars. 5. Improper selection of the candidates (student teachers) to be
admitted.

35. CONTD…. 6. Traditional curriculum and teaching methods of teaching in the teacher education
programme. 7. Haphazard and improper organization of teacher education. 8. Unplanned and
insufficient co-curricular activities. 9. Inadequate duration of the teacher programme. 10. Feedback
mechanisms lacking.

37. TEACHER EDUCATION IN INDIA • Teacher education is provided by several Universities, affiliated
colleges, private and open Universities in India.

38. CONTD…. • The Teacher Education Policy in India is based on recommendations contained in
various Reports of Committees/Commissions on Education: – the Kothari Commission (1966) – the
Chattopadyay Committee (1985) – the National Policy on Education (NPE 1986/92) – and the
National Curriculum Framework (NCF, 2005)

40. AIMS OF TEACHER EDUCATION IN INDIA • To enhance the institutional capacity available at
present for ensuring the adequate supply of trained teachers for all levels of school education. • To
utilize all possible kinds of institutions for inservice training of the existing cadre at all levels.

41. •To bring about synergy between institutional structures operating at different levels •To
facilitate co-operation and collaboration between institutes of teacher training and colleges • To
envision a comprehensive model of teacher education • To prepare a curriculum policy and
framework for teacher education CONTD….

42. LEGAL AND INSTITUTIONAL FRAMEWORK

43. LEGAL AND INSTITUTIONAL FRAMEWORK • Broad policy and legal framework on teacher
education is provided by the Central Government • Implementation of various programmes and
schemes are undertaken largely by state governments.

45. OBJECTIVES • Within the broad objective of improving the learning achievements of school
children, the twin strategy is to: – Prepare teachers for the school system (pre-service training). –
Improve capacity of existing school teachers (in-service training).

46. FOR PRE-SERVICE TRAINING • The national council of teacher education (NCTE), body of the
central government , work plan under NCTE are: •Plan and coordinate development of teacher
education in the country. • Set norms and standards for various teacher education courses • Grants
recognition to institutions

47. FOR IN-SERVICE TRAINING •Teacher training institutions (TTIs), provide in-service training to the
school teachers. • At the national level: The national council of educational research and training
(NCERT) National university on educational planning and administration (NUEPA).

48. CONTD…. •At the state level: State Councils of Educational Research and Training (SCERTs)
Colleges of Teacher Education (CTEs) Institutes for Advanced Learning in Education (IASEs) • At the
district level: District Institutes of Education and Training (DIETs)

49. Something Old Something New

50. TEACHER’S EDUCATION IN 1947-1990s • National council of educational research and training
(NCERT) was formed, and this body regulated the education of teachers. • In 1974, national council
for teacher education was Established, this was a part of NCERT. • By 1990’s this profession had
become popular with opening of several private schools and colleges and improved salary structure
in both government and private schools.

51. TEACHER EDUCATION IN 21ST CENTURY • A lot of planning and resource has been spent on
education in India and at the same time for improving the quality of education. • A lot of stress is
given on teacher training course in India; due to loopholes in the system incompetent teachers get
recruited.

52. NEWLY VISUALIZED TEACHER EDUCATION PROGRAM – Emphasizes learning as a self-learning

participatory process –Evolving proper educative programme – Views the learner as an active
participative person in learning.

53. CONTD… – Views the teacher as a facilitator, supporting, encouraging Learner‘s learning. – Does
not treat knowledge as fixed, static or confined in books – Emphasizes that appraisal in such an
educative process

54. TEACHING METHODS USED FOR TEACHER PREPRATION

56. TEACHING METHOD  A teaching method stands for the effective presentation of the specific
contents of a subject in such a way as may be properly grasped and understood by the students.

57. LESSON PLAN

58. GUIDELINES FOR LESSON PLAN Introduction to the topic and activities Directions for task
Sequencing, pacing, timing Oral testing techniques( student talk and teacher talk) Gauging
difficulty

59. POWER POINT PRESENTATION

60. GUIDELINES FOR PPT Templates can be used For headlines font size can be 32 or larger For
text font size can be 18 or larger Ideal font size -28-34 Colour combinations should be legible

61. Contd…. Simple fonts should be used that are easy to read Logos and banners should be
minimal Maximum of 33 words Per slide four bullet points of five words each

62. DEMONSTRATIONS

63. •It should be planned •Purposes should be defined •Equipments should be placed in order
•Demonstration should be quick •Demonstration should be intrusting •Student participation to be
enhanced GUIDELINES FOR DEMONSTRATION

64. DISCUSSION

65. Number of participants should be 8-15 participants Speaker should be visible to all the
participants Proper Listening Disagree in polite way Respond to each other nicely GUIDELINES
FOR DISCUSSION

66. STAGES OF TEACHER PREPRATION

67. STAGES OF TEACHER PREPRATION Early idealism Personal survival Dealing with difficulties Hitting
a plateau Moving on

68. EARLY IDEALISM

69. PERSONAL SURVIVAL

70. DEALING WITH DIFFICULTIES

71. HITTING A PLATEAU

72. MOVING ON

73. TEACHER’S EDUCATION: EXPANSION

74.  In the last few years, facilities for training teachers have grown manifold. The number of trained
teachers has risen from 5% 1951 to 38% in1971 The number of trained teachers has risen because of
expansion in facilities and compulsory training pre requisite for teaching profession. 1.TRAINING
ACTIVITIES

75. • An in-service program is a professional training or staff development effort, where professionals
are trained and discuss their work with others in their peer group. 2. IN-SERVICE TRAINING

76. 3.EDUCATIONAL QUALIFILICATION • In order to make school education effective, it is essential to

keep in view the educational qualification of teachers.

77. 4.AFFILIATION OF INSTITUTIONS • The standard of training must also be improved affiliation
should be offered to them when fulfil all the necessary conditions and requirements of the
institutions.

78. 5.CURRICULUM REFORMS Reform of the curriculum is an important step in this direction. The
teachers should have knowledge of teaching method, including content knowledge.  the teachers
should have the cooperation and assistance of institutions and schools
79. 6. CRITERIA FOR ADMISSION •Clearly specified criteria for admission to training institutions
should be designed and laid down, the basis for which should be general mental ability as well as
educational achievements.

80. 7.TRAINING OF UNTREATED TEACHERS A training course of 1 or 2 years for teachers with less
than 8 years experience and > 35 years of age Correspondence courses along with the necessary
practical training for the teachers with more than 8 years of experience and above 35 years of age.

81. 8. ORGANIZATION OF TEACHERS EDUCATION •The teachers training programme should be

organized in the best possible way. •For this autonomous state teachers training council should be
brought into existence

82. PROFESSIONALATTRIBUTES

83. PROFFESIONAL TEACHER “Professional teacher is the licensed professional who possess dignity
and reputation with high moral values as well as technical and professional competence. She/he
adheres to observes, and practices a set of ethical and moral principles, standards and values.”

84. PROFESSIONALATTRIBUTES Professional attribute means the qualities or characteristics of a

professional individual including teaches that has to be maintained by a professional.

85. 1. • Gain an insight on the attributes 2. • To put ownself in the field of teaching 3. • Applying the
attributes OBJECTIVES

86. ATTRIBUTES OF PROFESSIONAL TEACHERS Control knowledge base of teaching and learning
Repertoire of best teaching practice Skills to approach all aspects in problem-solving manner. View
learning as a lifelong process and using skills for improving teaching schools.

87. Positive Communicative Dependable Personable Organised Committed Motivational

Compassionate Flexible Individual perspective Valuebased Knowledgeable Creative Patient Sense of
humour PROFESSIONALATTRIBUTES

88. POSITIVE Thinks positively and enthusiastically about people and what they are capable of
becoming.

89. COMMUNICATIVE Shares with others in a manner that encourages effective two way
communication

90. DEPENDABLE Honest and authentic in working withothers.

91. PERSONABLE Establishes and maintains positive mutual working relationships.

92. ORGANIZED •Makes efficient use of time and moves in a planned and systematic direction.

93. COMMITTED Demonstrates commitment for students and the profession and is self-confident,
poised and personally in control of situations.

94. MOTIVATIONAL Enthusiastic with standards and expectations for students and self.

95. COMPASSIONATE Caring, empathetic and able to respond to people at a feeling level.

96. FLEXIBLE  Willing to alter plans and directions in a manner which assists people in moving
toward theirgoals.

97. INDIVIDIUAL PERCEPTIVE Sees each student as a unique and valuable individual.
98. VALUE BASED Focuses upon the worth and dignity of human beings.

99. KNOWLEDGEABLE Is in a constant quest for knowledge.

100. CREATIVE Versatile Innovative open to newideas.

101. PATIENT Deliberate in comingto conclusions.

102. SENSE OF HUMOUR Knows how to take the tension out of tight situations.

103. ROLE OF TEACHER IN EDUCATION

106. SKILL TRAINING TO TEAHERS

107. STRATEGIES FOR CLASSROOM MANAGEMENT • To achieve desired goal Planning • Align rules
and procedures with teaching strategies Organization • Communication should be effective
Communication • Create learning environment that encourage social interaction Motivation •
Monitoring the activities Monitoring

108. PROFESSIONAL ASSOCIATION AND UNIONS

109. INTRODUCTION Regulatory agencies are usually part of executive branch of government, or they
have statutory authority to perform their functions with oversight from legislative branch. They are
set up to enforce standards and safety, their actions are generally open to legal review 109

110. CONTD…. A professional association is usually a non profit organization seeking to further a
particular profession, the interests of individuals engaged in that profession and the public interest.
110

111. 111

112. ASSOCIATION "A group of people in a learned occupation who are entrusted with maintaining
control or oversight of the legitimate practice of the occupation;" 112

113. An association is regarded as the organization that brings members of the same profession
together for the exchange of information & experience & for the advancement of their profession.
PROFESSIONALASSOCIATION 113

114. 114

115. OBJECTIVES •To understand the role of professional organisations in empowering nurses in their
emerging professionalism. • To discuss the functions of each professional organisations. 115

116. CONTD….. •Discuss importance of self-assertiveness in safeguarding profession. •Study the vast
scope of collective bargaining in nursing profession. 116

117. 117

118. Associations have the members of the same profession. They form associations to meet
periodically & discuss their problems & share experiences. They remain in touch with administrative
officials, political leaders, etc FEATURES OF ASSOSSIATIONS 118

119. REGULATORY BODIES A regulatory body is a public authority or government agency

responsible for exercising autonomous authority over some area of human activity in a regulatory or
supervisory capacity. 119

120. INTERNATIONAL AGENCIES 120

121. International Council Of Nurses (ICN) American Nurses Association (ANA) Canadian Nurses
Association (CNA) Australian Nurses And Midwives Association British Nurses Association 121

122. INDIAN REGULATORYAGENCIES 122

123. Indian Nursing Council Trained Nursing Association Of India (TNAI) State Nursing Council
State Medical Health Universities 123

124. INTERNATIONAL COUNCIL OF NURSES 124

125. INTERNATIONAL COUNCIL OF NURSES Founded in 1899, headquartered in Geneva, Switzerland

World’s first largest international organization for health Represents 16 million international nurses
130 national nurses organization

126. 126

127. GOALS To bring nursing together worldwide To advance nurses and nursing worldwide To
influence health policy.

128. 128

129. OBJECTIVES Sound health policies Quality nursing care for all Advancement of nursing
knowledge Competent & satisfied workforce

130. CORE VALUES •Visionary Leadership •Inclusiveness •Flexibility •Partnership •Achievement 130

131. BOARD OF DIRECTORS •ICN governed by 16 member board of directors •Board meets every
year 131

132. PUBLICATIONS •International Nursing Review •Health and Well being of Women •Incentive for
health professionals 132

133. 133

134. AMERICAN NURSES ASSOCIATION •Founded in 1896, based in Silver Spring, Maryland, USA
•Represents RNs of USA •Professional organization to advance and protect nursing profession 134

135. FUNCTIONS Policy development Organizations partnership Publications and Newsletters

The American Nurse American Nurse Today 135

137. INDIAN NURSING COUNCIL(INC) AIM •To establish a uniform standard of training for nurses
midwives and health visitors •INC is a regulatory body for nurses and nursing education in India •It is
an autonomous body under the Government of India, Ministry of Health and Family Affairs

138. PURPOSES Uniform Standards Of Education Nurses Registration Registration Of Foreign Nurses
Indian Nursing Register

139. FUNCTIONS OF INC Prescribe Syllabi Implement Syllabi Inspection Of School And Colleges Of
Nursing Inspection Of Exam Centres Maintain Indian Nurses Register Withdrawl Of Recognition

141. TRAINED NURSING ASSOCIATION 0F INDIA(TNAI) Formed in 1908 at Delhi, India It is a
National body of practitioners of nursing at various levels It is a professional association of nurses
Affiliated to Commonwealth Nurses Federation

142. AIMS OF TNAI 1. Upgrading, development and standardization of nursing education 2.

Registration for qualified nurses 3. Improvement of living and working conditions of nurses in India
143. ACTIVITIES Conferences CNE Publications Nursing regulations scholarship

144. Maintains register of names of professional nurses of their state These names are also
maintained in the Indian Nurses Register by INC STATE NURSING COUNCIL

145. FUNCTIONS OF STATE NURSING COUNCIL Recognition of school and colleges Conduct
examination Prescribe rules Maintain registers

146. UNION Union is a continuing, long term association of employees, formed & maintained for
the specific purpose advancing & protecting the interests of members in their working relationships
with the employers. 146

147. CONTD…. It is continuous association of wage earners for the purpose maintaining & improving
the condition of their working lives. 147

148. Solving economic, social, political & psychological problems of the employees. Secure the
better wages, better working conditions. Enhance self respect & dignity. Fulfill social needs,
stability of employment & other problems during service. PURPOSES OF UNIONS 148

149. UNIONS IN INDIA 149

150. CENTRAL LEVEL UNIONS •All India Government Nurses Federation (AIGNF) •Trained Nurses’
Union (TNU) and •Trained Nurses Association of India (TNAI) 150

151. STATE LEVEL UNIONS  Orissa Nursing Employee’s Association (ONEA),  Trained Nurses
Association of India, Orissa branch United nurse association (UNA) 151

153. SUMMARY Introduction Definition Purposes of teacher preparation Guidelines for teacher
preparation Teaching Method used for teacher preparation Component of teaching skills
Professional attributes Role of teacher in education International regulatory bodies Indian
regulatory bodies

155. CONCLUSION Teaching is an art for which its important to provide effective teacher education,
addressing concrete issues such as how to attract and retain the best candidates, how to ensure the
relevance of teacher education programmes and how to better exploit the potential of new
technologies and resources .

157. REFFRENCES •https://study.com/teacher_preparation_programs.html

•https://www.edweek.org/topics/teacherpreparation/index.html
•https://en.wikipedia.org/wiki/Teacher_education •https://www.nap.edu/read/12882/chapter/5
•“Raj Bhaskara Elakkuvana D”, “Nursing Education”, “Jaypee publications” ,“ 4th edition” “Page no
86-89”

158. 158

159. 159

160. RECAPTULIZATION •Enlist international agencies • Roles of educator in teacher preparation

•What are the reforms in teacher preparation

161. 161

162. ASSIGNMENT •Enlist professional teachers attributes •What are the challenges in teacher
education •Enlist the state nursing regulatory bodies 162
163. “Let us think of education as the means of developing our greatest abilities, because in each of
us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and
greater strength for our nation.” John F. Kennedy