NURSING EDUCATION

SEMINAR ON
TEACHER EDUCATION

SUBMITTED TO SUBMITTED BY
Mrs. Shakila K Ms. Sumy Saji
Vice principal First year MSc nursing
Vijaya college of nursing vijaya college of nursing
Kottarakkara Kottarakkara

SUBMITTED ON: 18-6- 2018

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 TEACHER EDUCATION

I. INTRODUCTION

A teacher is a person who provides education to pupils and students. The role of teacher
is often formal and ongoing, carried out at a school or other place of formal education. It
is a holistic teaching method designed to integrate critical thought, examination of
emotion and moral values and factual data to broaden the learning experience and make it
more relevant to everyday life situations. If the role of a teacher is to teach, the role of a
student is to learn. However, it has been agreed that learning is not only an exercise in
reading and reciting facts, but in gaining a deeper insight of events and situations. We
adopt different roles in everyday situations, these roles change with the situation; we all
have numerous roles in life. These roles are implied social behavior which we can use in
different situations to create a deeper understanding. The role of a teacher in society is
both significant and valuable .Students are deeply affected by the teacher’s love and
affection, his character, his competence, and his moral commitment. A popular teacher
becomes a model for his students. The students try to follow their teacher in his manners,
costumes, etiquette, style of conversation and his get- up. He is their ideal.

It is universally accepted that a teacher’s personality and professional competence has a

direct bearing on the growing mind of the pupils. The quality of a particular kind of
education is largely depended on the quality of the teachers. In a nutshell, it can be stated
that professional competence of a teacher is an important pre- requisite without which
even the best curriculum, syllabi and teaching learning materials cannot ensure desired
learning outcome. Therefore, to be a good teacher and also to ensure the desired learning
outcome to the target group professional training is a must for aspiring teacher.
Unfortunately, the teacher education system is yet to be turned to adjust with the
changing educational need of time.

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 II. MEANING

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. 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. According to Goods Dictionary of Education Teacher
education means, 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. Teacher education encompasses
teaching skills, sound pedagogical theory and professional skills.

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

Teaching skills would include providing training and practice in the different techniques,
approaches and strategies that would help the teachers to plan and impart instruction,
provide appropriate reinforcement and conduct effective assessment. Itincludes effective
classroom management skills, preparation and use of instructional materials and
communication skills.

Pedagogical theory includes the philosophical, sociological and psychological

considerations that would enable the teachers to have a sound basis for practicing the
teaching skills in the classroom. The theory is stage specific and is based on the needs
and requirements that are characteristic of that stage.

Professional skills include the techniques, strategies and approaches that would help
teachers to grow in the profession and also work towards the growth of the profession. It
includes soft skills, counseling skills, interpersonal s kills, computer skills, information
retrieving and management skills and above all lifelong learning skills.

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III. DEFINITIONS OF TEACHER EDUCATION

The National Council for Teacher Education (NCTE) defined teacher education as-A
programme of education, research and training persons to teach from pre-primary to
higher education level.

The Educational Commission (1964-4966) said, ‘a sound program of professional

education of teachers is essential for the qualitative improvement of education.
Investment in teacher education can yield very rich dividends because the financial
resources required are small when measured against the resulting improvement in the
education of millions.’

According to Passi (1997), Teacher Education is the study of teaching and learning and
its application to the education of people.

IV. NATURE OF TEACHER EDUCATION

1) Teacher education is a continuous process and its pre service and in service
components are complimentary to each other. According to the International
Encyclopedia of Teaching and Teacher education (1987), Teacher education can be
considered in three phases Preservice, Induction and Inservice. The three phases are
considered as parts of a continuous process.

2) 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.

3) Teacher education is broad and comprehensive. Besides pre service and in- service
programmes for teachers, it is meant to be involved in various community programmes
and extension activities, adult education and non formal education programmes, literacy
and development activities of the society.

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4) It is ever evolving and dynamic. In order to prepare teachers who are competent to
face the challenges of the dynamic society, Teacher education has to keep abreast of
recent developments and trends.

5) Teacher education has become differentiated into stage specific programmes. This
suggests that the knowledge base is adequately specialized and diversified across stages,
which should be utilized for developing effective processes of preparing entrant teachers
for the functions which a teacher is expected to perform at each stage.

V. OBJECTIVES OF TEACHER EDUCATION

1. To better understanding of the student

Teacher training/education is a must as it enables the potential teacher to understand the

student better. The knowledge of educational psychology helps a lot in dealing with
students scientifically.

2. To build confidence

Teacher training/education builds confidence in the potential of teachers. A trained

teacher can essentially face the class with confidence. He/she is not timid or shy. He/she
can tackle many odd situations and he/she does not run away from problematic situations.

3. To use the methodology of teaching

Through training/education, the future teacher becomes familiar with the methodology of
teaching. He/she also gets essential knowledge of methods required for a particular
subject. He/she teaches with flair and not in a routine way.

4. To building favourable attitude

A sort of brain wash is also done through training. It helps in building a favorable attitude
towards the teaching profession. During the course of training, many doubts of the
teacher trainees are removed. It results in creation of love and respect for the teaching
profession.

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5. To familiarize with the latest in education

Teacher training programs familiarize the future teachers with all that is latest in
education. An attitude of research and experimentation is attempted to be created in them.

6. To make familiar with school organization

During the course of teacher training, the teacher trainees are familiarized with
organization and administration of the schools. It is of immense use to them in later life.

7. To create social insight

Teacher training is must as it is required to teach the teachers to live a community life.
Training is essential to create social insight in them.

8. To improve standards

Teacher training/education helps in raising the standards or the quality of education. A

trained teacher can be a great help in improving the quality of education and also in
checking wastage.

9. To Train for democracy

Lastly, training is a must to produce teachers who can teach with zeal and zest and can
strengthen the democratic set-up in the country. Training is required not only with the
sole aim of making one a good teacher but also making him/her a good citizen.

10. To impart latest knowledge of the relevant disciplines.

11. To develop prospective teacher educators with the necessary skills and competencies.

VI. SCOPE OF TEACHER EDUCATION:

The scope of teacher education can be understood in the following ways;

 Teacher education at different levels of education

 Triangular basis of teacher education

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 Aspects of teacher education

1. Teacher Education at different levels of Education:

Teacher education reaches teachers at all levels of education, namely Pre-primary,

Primary, Elementary, Secondary, Higher Secondary and the Tertiary. The needs and
requirements of students and education vary at each level. Hence level and stage- specific
teacher preparation is essential. Teacher education also helps in the development of
teaching skills in teachers of professional institutions. The teachers in professional
institutions have only the theoretical and practical knowledge of their respective subject.
They require specialized teacher training inputs to deal with students entering their
professions. Teacher education also reaches special education and physical education.
Thus where there are teachers, there would be teacher education The knowledge base is
adequately specialized and diversified across stages, in order to develop effective
processes of preparing entrant teachers for the functions which a teacher is expected to
perform at each stage.

2. Triangular Basis of Teacher education:

Construction of the relevant knowledge base for each stage of education requires a high
degree of academic and intellectual understanding of matter related to teacher education
at each stage. This involves selection of theoretical knowledge from disciplines cognate
to education, namely, psychology, sociology and philosophy, and converting it into forms
suitable for teacher education. Teacher education derives its content from the disciplines
of Philosophy, Sociology and Psychology. These disciplines provide the base for better
understanding and application of Teacher education. The Philosophical basis provides
insights to the student teachers about the implications of the various school of
philosophy. The Sociological basis helps the student teachers to understand the role of
society and its dynamics in the educational system of a nation and the world at large. The
Psychological basis helps the student teachers develop insights into student’s
psychological makeup.

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3. Aspects of Teacher Education:

Teacher education is concerned with the aspects such as, who (Teacher Educator), whom
(Student teacher), what (Content) and how (Teaching Strategy). Teacher education is
dependent upon the quality of teacher educators. The quality of pedagogical inputs in
teacher education programmes and their effective utilization for the purpose of preparing
prospective teachers depend largely on the professional competence of teacher educators
and the ways in which it is utilized for strengthening the teacher education programme.
Teacher education, thus, first deals with the preparation of effective teacher educators.
Teacher education reaches out to the student teachers by providing the relevant
knowledge, attitude and skills to function effectively in their teaching profession. It aims
at creating the necessary attitude in student teachers towards the Stakeholder’s of the
profession, so that they approach the challenges posed by the environment in a very
positive manner. It empowers the student teachers with the skills (teaching and soft skills)
that would enable them to carry on the functions in the most efficient and effective
manner. Teacher education therefore pays attention to its content matter.

VII. MODELS OF TEACHER EDUCATION

a. Craft Model
b. The Applied Science Model
c. The Reflective Model

Craft Model
The craft model is the oldest form of professional education. Its conceptual basis,
however, is widely utilized in practicum courses in which students work with classroom
teachers. In its most basic form, Craft Model consists of the trainee or beginner working
closely with the expert teacher. The practitioner is supposed to learn by imitating all the

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teaching techniques used by the experienced teacher. Knowledge is acquired as a result of
observation, instruction and practice.

The Applied Science Model

The Applied Science Model is the traditional and perhaps the most prevalent model
underlying most educational programs. Teaching is a science and as such can be
examined rationally and objectively. Teachers learn to be teachers by being taught
research based theories. These theories are being conveyed to the students only by those
who are considered to be the experts in the particular field. Teachers are said to be
educated when they become proficient enough to apply these theories in practice .

Scientific Application of Results conveyed

Knowledge To trainees
Scientific Knowledge

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 Professional Practices
Competence

The Reflection Model

The reflective practice has become a dominant paradigm in teacher education research
and programs worldwide. The reflective model is based on the assumption that teachers
develop professional competence through reflecting their own practice. In other words, a
teaching experience is recalled and considered to reach an evaluation and to provide input
into future planning and action.

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VIII. STAGES OF TEACHER EDUCATION/ TEACHER PREPARATION
PROGRAM
Although ideally, the teacher education should be conceived of, and organized as, a
seamless continuum but still it is often divided into the following stages:

A. Initial teacher training/education (a pre-service course before entering the

classroom as a fully responsible teacher).

B. Induction (the process of providing training and support during the first few years of
teaching or the first year in a particular school).

C. Teacher development or continuing professional development (CPD) (an in-

service process for practicing teachers).

1) INITIAL TEACHER TRAINING/EDUCATION

Initial teacher education in many countries takes place largely or exclusively in

institutions of higher education. It may be organized according to two basic models. In
the ‘consecutive’ model, a teacher first obtains a qualification in one or more subjects
(often an undergraduate Bachelor’s degree), and then studies for a further period to gain
an additional qualification in teaching (this may take the form of a post-baccalaureate
credential or Master’s degree).

I. Criteria for Admission to the Baccalaureate Degree Nursing Program

A candidate seeking admission should have:

 Passed the two year Pre-university examination or equivalent as recognized by the

university with science subjects, Viz. Physics, Chemistry and Biology.
 Obtained at least 45% of the total marks in science subjects of the qualifying
examination.

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 Completed 17 years of age at the time of admission or will complete this age on or
before 31st December of the year of admission.
 Working days in the academic year not less than 260 working days including
university examination.
 Attendance required for admission to examinations: 80% of attendance in both theory
and practical separately in each subject before admission to the examination.
II. Criteria for Admission to Masters of Nursing Program

A candidate seeking admissions shall have:

 Passed B.Sc. Nursing (Basic) or Post Basic B.Sc. Nursing.

 Minimum of 1 year of experience after obtaining BSC Nursing (basic), in a hospital
or in nursing educational institution or in a community health setting.
 Registered in State Nursing Council as a registered Nurse and Registered Midwife.
 In the alternative ’concurrent’ model, a student simultaneously studies, both one or
more academic subjects, and the ways of teaching that subject leading to a combined
Bachelor’s degree and teaching credential to qualify as a teacher of that subject.
2) INDUCTION PHASE

This phase of training is designed to make newly appointed teachers familiar with the
practices and activities of the institution where they are appointed. Induction training is
usually identified with the period of probation. It is meant to help a teacher to gain better
understanding of classroom realities and become familiar with various teaching learning
techniques. Induction is the preparation required to equip a new member of the staff for
the duties and responsibilities of his/her specific initial assignment. If done
systematically, it can serve several purposes. The purposes of induction phase are:

 To acquaint a new teacher with school organization and its policy;

 To acquaint her with general and specific duties and responsibilities;
 To orient about equipment, materials and facilities available in the institution; and
 To provide her help in the conduct of various recreational and social activities.
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 It can provide a new teacher with the required knowledge, understanding and skill
necessary to begin and help teachers to develop the right values towards the school
and his new job.
 The new teacher’ S realization that school is concerned about his success and welfare
can boost his morale.
 Proper induction also benefits a school as it paves the way for proper and full
utilization of the teacher’s abilities. A new teacher who begins his job with necessary
knowledge, understanding and skills and with a high moral will be able to devote her
full energy to her duties in hand as she does not have to waste her time hunting for
information or resorting to trial and error.
 Planning and Organizing Induction Education Program
 The Principal or the Nursing administrator will organize faculty development
programs, staff development programs, leadership training programs to enhance the
knowledge in relevant fields for specific groups of teaching faculty.
 For newly appointed staff, orientation training programs will be conducted to orient
them to policies, objectives, and responsibilities in the organization and to update the
faculty in relevant fields with technological advancements, in-service training
programs through Workshops, seminars, conferences, demonstrations, discussions
will be organized.
 The report will be written and maintained in a register, the title of the program, the
number of participants, duration, discussions in brief, the resource persons,
organizational committee, representatives and their experiences will be recorded.
 Conceptual Orientations:

An orientation refers to a set of ideas about the goals of teacher preparation and the
means for achieving them. Ideally, a conceptual orientation includes a view of teaching
and learning and a theory about learning to teach. Such ideas should give direction to the
practical activities of teacher preparation such as program planning, course development,

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instruction, supervision, evaluation. There are five conceptual orientations in teacher
preparation:

1. Academic orientation: The academic orientation in teacher preparation highlights the

fact that teaching is primarily concerned with the transmission of knowledge and the
development of understanding.

2. Practical orientation: In a practicum situation, students engage in activities that

simulate or simplify practice or they take on real world projects under the guidance of
senior teachers. To support the goals associated with the practical orientation, the focus
would have to be on helping prospective teachers think through situations where there are
no ’right’ answers. By trying out multiple interpretations and considering alternative
courses of action, prospective teachers would be helped to recognize and even accept the
endemic uncertainties of teaching.

3. Technological Orientation: The technological orientation focuses attention on the

knowledge and Skills of teaching. The primary goal is to prepare teachers who can carry
out the tasks of teaching with proficiency. Learning to teach involves the acquisition of
principles and practices derived from the scientific study of teaching. Competence is
defined in terms of performance. The technological orientation goes hand in hand with a
search for a scientific basis for teaching. Proponents believe that the future of teaching as
a profession rests on improvements that will come from the accumulation and application
of scientific knowledge.

4. Personal Orientation: The personal orientation places the teacher-learner at the center
of the educational process. Learning to teach is construed as a process of learning to
understand, develop and use oneself effectively. The teacher’s own personal development
is a central part of teacher preparation.

5. Critical/Social Orientation: The critical orientation in teacher preparation combines a

progressive social vision with a radical critique of schooling. On the one hand, there is an
optimistic faith in the power of education to help shape a new social order; on the other, a

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sobering realization that schools have been instrumental in preserving social inequities.
Just as the teacher plays an important role in social reform in this orientation, so teacher
education is part of a larger strategy to create a more just and democratic society.

3) IN SERVICE TRAINING

The third phase of teacher education is continuous in-service training. In -service training
is a lifelong process in which a teacher is constantly learning and adapting to new
challenges of her job. The initial training is only meant to supply a teacher with a
‘license’ for teaching and provides him access to the career of a teacher. However, it
provides only the basic minimum knowledge and teaching skills required for the
profession. A teacher requires continuous personal and professional renewal in
knowledge and teaching skills and redirection of tasks and expertise as the changing
society necessitates. Hence, every teacher needs to pursue training beyond her initial
certification. In-service education or training of teachers while in jobs is essential for
helping them to teach pupils more effectively for continuing professional growth of
teachers and for helping teachers absorb and adjust to change and innovative approaches.

A teacher requires in-service training to move forward in expertise and specialization. It

is also required to equip a teacher with competencies required for taking up new
responsibilities. The major purposes may be thought of as under:

 To provide adequate professional training for effective teaching.

 To keep teachers abreast of new developments in the profession.
 To upgrade academic qualifications of teachers.
 To develop skills and attitudes responsive to emerging national development goals
and programs.
 To develop necessary skills and attitudes to enable them to be effective change agents
in the community.
 To disseminate specific information and undertake educational innovations, such as
curriculum change, technological advances.

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 To find solutions for the problems encountered while functioning in a school.

IX. INTERNATIONAL LEVEL AGENCIES OF TEACHER EDUCATION

PROGRAMME:

1) UNESCO:

UNESCO fosters innovation to meet education and workforce needs and examines ways
of increasing higher education opportunities for young people from vulnerable and
disadvantaged groups. UNESCO promotes policy dialogue and contributes to enhancing
quality education, strengthening research capacities in higher education institutions, and
knowledge sharing across borders. The functions of UNESCO are as follow:

 Emphasizing the essential role teacher training and education policy play in national
development goals.
 Producing and disseminating policy guidelines on open and distance learning, e-
learning, and use of ICTs in teacher education.
 Advocacy to improve the training and status of teachers worldwide.
 Integrating international standards regarding HIV/ AIDS and life skills into national
teacher education policies.
 Promoting exchange of good national practices and lessons learnt within groups of
countries with common teacher-related agendas through networking and exchange.
 UNESCO promotes the development of a professionally-trained corps of teachers
who provided the human contact, understanding and judgment

X. NATIONAL LEVEL AGENCIES OF TEACHER EDUCATION

a. University Grants Commission (UGC):

UGC was established on 28th December, 1953, in New Delhi. UGC was given
autonomy by govt. of India in 1956. To upgrade the standard of education Teacher

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education committees were formed consisting seven members for two years duration. The
functions of UGC in teacher education are as follows:

 It encourages higher kiwi research work and teaching activities by providing financial
assistance.
 It provides the grants for higher education and new programmes in the Universities
and colleges.
 It provides the fellowship for teachers and project work for University and college
teachers.
 It provides an awareness of new innovations and research in teacher-education.
 The national fellowship and teacher fellowship are granted for encouraging research
and teaching work.
 Visiting professors are appointed from among the University professors for
interchange programmes and delivering lectures.
 Residential facilities for university and college teachers are also provided.
 Research associates are appointed for postdoctoral work.
 UGC provides travel grants to the university lecturers for attending international
conferences and seminars.
b. National Institute of Educational Planning and Administration:
(NUEPA/NIEPA):

NIEPA is the highest organization of educational planning and Administration. It has the
following functions to perform:

 Providing training of educational planning and administration to develop the abilities

and competencies in the educational administration as the in-service program.
 Providing training facilities in educational planning and administration at the state
level and regional level to develop efficiency at their level.
 Integrating educational studies and researches under the area of educational planning
and administration and make co-ordinations in these activities.

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 Encouraging the teachers to solve the problems of educational planning and
administration by organizing seminars and workshops.
 Arranging extension programs for new developments and innovations in the area of
planning and administration.
 Establishing contact with other countries to understand the developments and
innovations of the developed countries.
 Providing guidance at National and State levels in the area of planning and
administration.
 Multidimensional activities-under extension programs- journal on educational
planning and administration and other books are published.
 Review of educational planning and administration of other countries- used to
develop our educational system and solve educational problems.
c. National Council of Teacher Education (NCTE):

NCTE was established after Kothari commission Report (1964-66) which criticized
Teacher Education Program on 21st May 1973. NCTE has got an independent
constitutional status since1993. The functions of NCTE are as follows:

 Undertake survey and studies relating to various aspects of teacher-education and

publish the results.
 Making recommendations to the center and State government Universities, the U.G.C
and other institutions in the preparation of plans and programs in the field of teacher
education.
 Coordinating and monitoring teacher education and its development in the country.
 Preparing a guideline with regard to minimum qualifications for the candidates to be
employed as teacher-educators at different levels.
 Developing norms for any specified category of courses or training in teacher-
education, including minimum eligibility criterion for admission.
 Preparing a guideline and specified requirements for starting new courses and
programs under teacher education.

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 Developing a guideline for general teacher education program.
 To advise central government on matters like teacher-education (in building pre-
service/in-service training), evaluation of the curricula for teacher-education and
periodical review with respect to the revision of curricula.
 To advise state governments on any matter of their concern.
 To review the progress of plan of teacher-education, submitted by central/state
governments.
 To advise the government on ensuring adequate standards in teacher-education.
 To give approval to teacher-education institutions.
 To lay down norms for maintaining standards of teachers-education.
 Promoting innovations and research studies and organize them periodically or
annually.
 Supervising the teacher education programmes and providing financial assistance.
 Enforcing accountability of teacher development programmes in the country.
 Preparing a programme for in-service teacher education for orienting teachers for the
latest development.
d. NCERT: National Council of Educational Research and Training:

NCERT is an autonomous organization, working as an academic wing of the Ministry of

Education. It was established in 1961 by Ministry of Education of Indian Government.
The functions of NCERT are as follows:

The major functions of NCERT are as under/Role of NCERT:

 To undertake aid, promote and co-ordinate research in all branches of education for
improving school-education.
 To organize pre-service and in-service education programmes for teachers
 To prepare and publish study material for students and related teacher's handbooks.
 To search talented students for the award of scholarship in science, Technology and
social sciences.

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 To organize extension centers in training institutes with the cooperation of state
governments and extend facilities pertaining to new methods and technologies among
them.

XI. ROLE OF REGULATORY BODIES IN TEACHER EDUCATION

PROGRAMME IN NURSING
Health professionals such as doctors, nurses, pharmacist and many others are regulated
and licensed by regulatory bodies as required by provincial legislation. All nurses are
required to be licensed to practice with their designated state nursing regulatory body.
Legal responsibility in nursing practice is becoming of greater importance as each year
passes. In order to provide safe and competent nursing care an understanding of legal
boundaries is very essential. It is very important to know the law in one state and the
authorities enforcing these laws.

Vital Role of Regulatory Bodies

 To ensure the public’s right to quality health care service.

 To support and assist professional members.
 Set and enforce standards for nursing education.
 Monitor and enforce standards of nursing practice.
 Set the requirements for registration of nursing professionals.

Nursing regulatory bodies are responsible for the licensing of nurses within their
respective states. The nursing regulatory bodies receive their authority from legislation.

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 Major regulatory
bodies

International
NATIONAL
1. ICN
1.centre govt
2. Indian nursing 2.ANA
council 3. Canadian
3. State govt nurses association
4. TNAI 4. National league
for Nursing
5.Institutional laws

 The central government is a source of regulatory body in three ways:

 Government Service Conduct Rules
These are detailed rules of conduct for government employees. Examples of these are the
requirement to maintain absolute integrity, devotion on duty and high standards of moral
behavior. Only a few are applicable to the nursing practice, but all would be applicable to
the practice of a nurse employed by the government.
 The Indian Nursing Council Act

The Indian Nursing Council, authorized by Indian Council Act of 1947, was established
in 1949 for the purpose of providing uniform standards in nursing education and
reciprocity in nursing registration throughout the country. It is the only national
legislation which is directly related to nursing practice and also provides a basis from
which rules for nursing practice can be developed. Among other responsibilities, this act
gives authority to the Indian Nursing Council for prescribing curricula for nursing
education and recognizing qualifications of institutions with teaching programs for
nursing. This means that the INC has authority to control nursing education and what the
nurse is prepared to do. It is important because legal responsibility does finally depend
upon what you should be able to do and how you should do it as well as what you are not

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prepared to do. The INC uses this authority in nursing education, but it delegates
authority for control of nursing practice to the State Nurses’ Registration Councils.

The English Law 3

The law based on the English Pattern is the third way in which the central government is
a source of legal authority These laws are very specific and make you 'liable for
negligence’ or answerable to the laws for acts of carelessness

 Role of State Government

The state government controls nursing practice through the State Nurses Registration
Acts. The State Nurses Registration Councils have authority to prescribe rules of conduct,
to take disciplinary action and to maintain registers of nurses. Except for the uniform
standards given by the INC, the state nurse practice act protects the public by broadly
defining the legal scope of nursing practice.

Functions

 It registers nurse/midwives.
 It serves as legal protections to the nurse.
 It protects the public from incompetent nursing or poor nursing care.
 It accredits and inspects schools of nursing and college of nursing.
 It prescribes the rules of conduct and disciplinary actions.
 It takes united efforts to elevate the standards of nursing.
 It works for the welfare of the members.

Institutional Rules

Institution acts as a regulatory body for all employees by formulating some rules and
regulations. Professional rules of conduct may be stated by the institution regarding
conditions of agreement for employment such as periods of time needed when giving
notification of registration.

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Trained Nurses Association of India

TNAl means Trained Nurses Association of India, is a national professional association

of nurses. The level of organization moves to the district, state and national levels.
Members of TNAI are usually most active at the level of the local unit. Activities and
conference, however, are planned and regulated by the state branches and provide
opportunities for valuable professional participation and development of the individual
member. Functions of TNAI are as follows:

 Upgrading development and standardization of nursing education.

 Improvement of living and working condition for nurses in India
 Registration of qualified nurses.
 It has promoted the development of courses in higher education for nurses.
 It gives scholarships for nurses who wish to go for advanced study.
 Help to organize the state nurse and midwives registration council.
 Helps to develop leadership ability.
 Helps to share and solve professional problems.
 Helps to remove discrimination against male nurses.
 Helps to improve economic conditions for nurses.

International Council for Nurses (ICN)

The International Council of Nurses, founded in 1899 by Mr. Bedford Fenwick, is a

federation of non-political and self-governing national nurses association. The
headquarters is in Geneva, Switzerland. The main purpose of the ICN is to provide a
mean through which the national associations can share their interest in the promotion of
health and care of the sick.

Functions

 To promote the development of strong national nurses associations.

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 To assist the national nurses association to improve the standards of nursing and the
competencies of nurses. .
 To assist national nurses associations to improve the status of nurses within their
countries.
 To serve as the authoritative voice for nurse and nursing internationally.

American Nurses Association (ANA)

The ANA is the professional organization for registered nurses in the United States to
advance and protect the profession of nursing. The purpose of ANA is to work for the
improvement of health standards and the availability of health care services for all
people, to foster high standards of nursing and to stimulate and promote the professional
development of nurses and advance their economic and general welfare.

 Functions
 Accredits educational programs.
 Provide certification for individual registered nurse.
 Supplies data for research analysis.
 Provide public policy analysis and political education and maintains government
relations and political action activities.
 Implements an economic and general welfare program.
 Publishes a variety of publications, including American Nurses.
 Holds Conferences and a biennial convention.
 They are responsible for creating the code of ethics for nurses:
 The nurses, in all professional relationships, practice with compassion and respect for
the inherent dignity, worth and uniqueness of every individual, unrestricted by
considerations of social or economic status, personal attributes or the nature of health
problems.

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 The nurse’s primary commitment is to patient whether an individual, family, group or
community.
 The nurse promotes, advocates for and strives to protect the health, safety and rights
of the patient.
 The nurse is responsible and accountable for the individual nursing practice and
determines the appropriate delegation of tasks consistent with the nurse's obligation to
provide optimum patient care.
 The nurse owes the same duties to self as to others, including the responsibility to
preserve integrity, to maintain competence, and to continue personal and professional
growth.
 The nurse participates in establishing, maintaining and improving the health care
environment and conditions of employments
 Conducive to the provision of quality health care and consistent with the values of the
profession through individual and collective action.
 The nurse collaborates with the other health professionals and with the public in
promoting community, national and international efforts to meet health needs.
 The profession of nursing as represented by associations and their members is
responsible for the articulating ‘of nursing values, for maintaining the integrity of the
profession and its practice, and for shaping social policy.

Canadian Nurses Association

It is the National Nursing Association of Canada. The Canadian Nurses Association has
developed national standards and a code of ethics and it offers support to all professional
associations. This foundation offers research grants, fellowships and scholarships for
Canadian Nurses. The nursing profession in Canada is regulated in the public interest,
meaning that a person is not allowed to work in a nursing job or even use the title ’Nurse‘
unless he/she is registered with a provincial regulatory authority.

 Functions
 Regulating nursing education standards for nursing programs.
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 Setting criteria for admission to the profession.
 Setting standards for practice.
 Acting on complaints from the public
 Disciplining members who fail to meet the necessary standards of practice.
 Providing support for nursing practice to registered members.

National League for Nursing (N LN)

The mission of the national league for nursing is to advance the promotion of quality
health care within a changing health care environment by promoting and monitoring
effective nursing education and practice through collaborative efforts of nursing leaders,
representatives of relevant agencies and the general public.

 Function
 Strengthen the nurses' role in the promotion of quality health care that is both
assessable and affordable.
 Promote quality in nursing practice.
 Assure quality in nursing education.
 Enhance the consumer involvement in attaining the goals of the organization.
 Develop creative and collaborative approaches to the resolution of health care
problems.
 Restructure the organization to provide flexibility for future growth and development.
 Ensure the financial solvency of the organization.

The NLN is recognized in the United States as the 1 national accrediting body for all
basic nursing education program as well as for master’s degree nursing programs. It
provide a peer review accreditation programs for home health agencies and community
nursing service. It also provides consultation services, continuing education c program,

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analysis of statistical data related to nursing education and a variety of information
package to affect recruitment image and legislative affairs.

XII. DRAWBACKS IN TEACHER EDUCATION

There are several drawbacks in teacher education as follow:

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. Negative attitude of managements towards development of both human as well as
material resources.
6. The uniform education policy of the government treating excellent institutions alike.
7. Improper selection of the candidates (student teachers) to be admitted.
8. Traditional curriculum and teaching methods of teaching in the teacher education
programme.
9. Inadequate duration of the teacher programme.
10. Haphazard and improper organization of teacher education.
11. Unplanned and insufficient co-curricular activities.
12. Practice teaching neither adequate nor properly conducted.
13. Objectives of teacher education not understood.
14. Secondary level teacher education is not the concern of higher education.
15. Lack of dedication towards the profession.

XIII. SUGGESTIONS FOR IMPROVING QUALITY OF TEACHER

EDUCATION

1. Teacher education, like higher education and technical education must be the
responsibility of the central government.
2. Uniformity among teacher education institutions must be ensured and maintained in
terms of curriculum, duration and timings of the program.

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3. Curriculum development on a continuing basis to keep pace with current trends.
4. Government should look after the financial requirements of the institutions.
5. Teacher educators must be well qualified and experienced with language proficiency.
6. Teacher educators to be trained in the use of ICTs.
7. Privatization of teacher education should be regulated.
8. Institutes of low standards should be reformed or closed.
9. Conditions for affiliation should be made strict.
10. Regular and rigorous inspection by NCTE should be done on a regular basis.
11. Selection procedure must be improved and interviews, group discussions along with
the common entrance test and marks should be introduced.
12. Duration of teacher education should be increased to two years.
13. More emphasis should be given to practice teaching still mastery is reached with
appropriate feedback.
14. The internship should be of sufficient time (six months) and student teachers must be
exposed to the full functioning of the school.
15. Evaluation in teacher education should be objective, reliable and valid.
16. The teacher pupil ratio should be ideally 1:8.
17. Several types of co-curricular activities should be included in the curriculum.
18. Professional development of teacher educators as ongoing ritual.
19. Refresher course should be organized frequently for teacher educators.
20. Research in teacher education should be encouraged.
21. Number of teaching days to be increased to 230 per year

XIV. RESEARCH ABSTRACT

1. RESEARCH ON TEACHING AND TEACHER EDUCATION AND ITS

INFLUENCES ON POLICY AND PRACTICE
Linda Darling-HammondFirst Published March 1, 2016 Research Article 
Abstract

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Using five AERA presidential addresses over the past half century as landmarks, this
essay traces the evolution of research on teaching and teacher education as well as some
critical impacts the research has had on policy and practice related to teacher education
and teacher evaluation in the United States. The discussion shows how these addresses
both reflected the progress and challenges of research on teaching and teacher education
at the times they were delivered and identified paths that the education research
community could take to address the challenges. It traces key influences of these lines of
work on the quality of teacher preparation, assessment of teaching effectiveness, and
competing conceptions of teacher accountability. It ends with a discussion of the role of
politics in setting educational policy, a call for education researchers to become more
knowledgeable about and more capable of engaging in political and policy arenas
productively, and a reminder that public scholarship is the goal of the 2016 AERA
Annual Meeting and the topic of the next presidential address.
Keywords educational policy, historical analysis, politics, teacher
education/development, teacher knowledge, teacher research

2. THE EDUCATIONAL OUTCOMES OF INNOVATIVE TEACHING

METHODS IN CLINICAL NURSING EDUCATION

Mahdieh Sabery--- Student, Student Research Committee, School of Nursing &

Midwifery, Shahid Beheshti University of Medical Sciences.
Abstract

Background and aim:

Clinical education is one of the principal elements of nursing education. Cultural

competency as one of the clinical education outcomes is an important issue in medical
and nursing education by it health care providers can gain the ability of working
efficiently. Cultural competency can be achieved by implementation and purposeful
utilization some learning strategies and processes. The purpose of this article is an
overview of utilization of new teaching approaches in clinical education of nursing

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students and getting information about achieving to learning outcomes, particularly in the
cultural competence field.

Materials and Methods:

This was a review article. Persian databases, including Magiran, IranMedex, SID and
Irandoc were searched using keyword's clinical training, nursing, innovative teaching
methods, clinical education. A total of 62 articles were collected, then 26 relevant articles
were included in the final analysis

Results:

Among related studies, six concept maps, six clinical education related, four varieties of
mentorship approaches, three blended clinical teaching, and two computer-based
approach were reviewed and the rest were other approaches.

 Conclusion:

The results showed that cultural competency is a missing component in nursing

education. Considering the importance and necessity of cultural competency, it is
recommended that clinical education approaches particularly innovative strategies
should use. The qualitative and quantitative methods should use for assessment and
improvement of education of this important component.

XV. SUMMARY

In this seminar we are discussed about the teacher education. Teacher education means,
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. According to Passi (1997),
Teacher Education is the study of teaching and learning and its application to the
education of people. The main objectives are, Better understanding of the student,
Building confidence, Using the methodology of teaching ,Building favourable attitude,
Familiarizing with the latest in education ,Making familiar with school organization

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,Creating social insight and Improving standards . The scope of teacher education are;
Teacher education at different levels of education, Triangular basis of teacher education
and Aspects of teacher education.

The main stages of teacher education are; Initial teacher training/education, Induction and
Teacher development or continuing professional development. A teacher should be a
gather of knowledge. A reader, researcher and compiler. A passion for knowledge needs
to be a part of the person, who is going to sow the seed of such passions in children. It is
infectious. A teacher is an enthusiast whose, validity and energy will be a source of
inspiration.

XVI. CONCLUSION

Teacher education or teacher training refers to the policies, procedures, and provision

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.

An educational institution performs a significant function of providing learning

experiences to lead their students from the darkness of ignorance to the light of
knowledge. The key personnel in the institutions who play an important role to bring
about this transformation are teachers. As stated by NCTE (1998) in Quality Concerns in
Secondary Teacher Education, The teacher is the most important element in any
educational program. It is the teacher who is mainly responsible for implementation of
the educational process at any stage. This shows that it is imperative to invest in the
preparation of teachers, so that the future of a nation is secure. The 2 importance of
competent teachers to the nation‘s school system can in no way be overemphasized. The
National Curriculum Framework 2005 places demands and expectations on the teacher,
which need to be addressed by both initial and continuing teacher education.

XVII. BIBLIOGRAPHY

Books
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1. R Sudha. Nursing Education principles and concepts. First edition. India: Jaypee
publication: 2013.

2. Jaspreet Kaur Sodhi. Comprehensive Textbook of Nursing Education. First edition.

India: Jaypee publication: 2017.

3. B.T. Basavanthappa. Nursing Education .Second edition. India: Jaypee Brothers

Medical Publishers: 2004.

4. K.P. Neeraja. Text Book of Nursing Education. Second edition. India: Jaypee
Brothers Publications: 2004.

NET REFERENCE:

 www.currentnursing.com

 www.indiannursingcouncil.org

Journals

1. Jennifer Gore, Terence Lovat. Teaching and Teacher Education. An International

Journal of Research and Studies2018:pp. 1-66

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