SEMESTER 3

Teacher Education Course 2

Continuing Professional Development And Research In Teacher Education

Module - I
IN-SERVICE TEACHER EDUCATION
Unit – 5.
Concept, Methods and Agencies of In-Service Teacher Education

Meaning of Teacher Education:

It is well known that the quality and extent of learner Achievement are determined primarily by teacher
competence, sensitivity and teacher motivation. The National Council for Teacher Education has defined
teacher education as – A programme of education, research and training of persons to teach from pre-primary
to higher education level.
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.”
In 1906-1956, the program of teacher preparation was called teacher training. It prepared teachers as mechanics
or technicians. It had narrower goals with its focus being only on skill training. The perspective of teacher
education was therefore very narrow and its scope was limited. As W.H. Kilpatric put it, “Training is given
to animals and circus performers, while education is to human beings.”
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. It includes 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 skills, computer skills, information Retrieving and management skills and above all lifelong
learning skills.
An amalgamation of teaching skills, pedagogical theory and professional skills would serve to create the
right knowledge, attitude and skills in teachers, thus promoting holistic development.
Need of teacher education :
The American Commission on Teacher Education rightly observes,
“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.”

1
In his Call for Action for American Education in the 21st Century in 1996, Clinton indicated that :
Every community should have a talented and dedicated teacher in every classroom. We have enormous
opportunity for ensuringteacher quality well into the 21st century if we recruit promising people into teaching
and give them the highest quality preparation and training”.
The need for teacher education is felt due to the following reasons;
It is common knowledge that the academic and professional standards of teachers constitute a
critical component of the essential learning conditions for achieving the educational goals of a nation. The
focus of teacher preparation had to shift from training to education if it had to make a positive influence on
the quality of curriculum transaction in classrooms and thereby pupil learning and the larger social
transformation. The aspects that need greater emphasis are;
the length of academic preparation,
the level and quality of subject matter knowledge,
the repertoire of pedagogical skills that teachers possess to meet the needs of diverse learning
situations,
the degree of commitment to the profession,
sensitivity to contemporary issues and problems and the level of motivation.
This is not possible if teacher preparation focused only on training. Holistic teacher building is necessary
and therefore teacher education needed more emphasis than mere training.
ICT in Schools and e-learning :
With the onset and proliferation of Information and Communication Technology (ICT), there is a growing
demand that it be included in school education. Teacher education has been structured to orient and sensitize
the teacher to distinguish between developmentally appropriate and detrimental uses of ICT. It needs to also
equip teachers with competence to use ICT for their own professional development.
In view of the above discussion the newly visualized Teacher education program as put forth by NCERT is
as follows;
Newly visualized Teacher Education Program-
Emphasizes learning as a self-learning participatory process taking place in social context of learner‘s as
well as wider social context of the community to nation as a whole.
Puts full faith in self learning capacity of school children and student teacher and evolving proper educative
programme for education.
Views the learner as an active participative person in learning. His/her capabilities or potentials are seen not
as fixed but capable of development through experiences.
Views the teacher as a facilitator, supporting, encouraging learner‘s learning.
Does not treat knowledge as fixed, static or confined in books but as something being constructed through
various types of experiences. It is created through discussion, evaluate, explain, compare and contrasts
i.e., through interaction.
Emphasizes that appraisal in such an educative process will be continuous, will be self-appraisal, will be
peer appraisal, will be done by teacher educators, and formal type too.
Hence there would be a major shift;
From To
Teacher centric, stable designs Learner centric, flexible process
Teacherdirection and decisions Learner autonomy
Teacher guidance and monitoring Facilitates, support and encourages learning
2
Passive reception in learning Active participation in learning
Learning within the four walls of the classroom Learning in the wider social context the class room
Knowledge as “given” and fixed Knowledge as it evolves and created
Disciplinary focus Multidisciplinary, focus educational
Linear exposure Multiple and divergent exposure
Appraisal, short, few Multifarious, continuous
In-service Teacher Training Education in India
“A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp
unless it continues to bum its own flame.”-R.N. Tagore.
It is the education a teacher receives after he has entered the teaching profession and after he had his education
in a Teacher’s college. It includes all the programmes - educational social or others, in which the teacher
takes vital part. It also includes all the extra education which the teacher received at different institutions by
way of refresher courses and all the travels and visits which he undertakes.
IN-SERVICE TEACHER EDUCATION – MEANING
The moment a teacher has completed his training in a college of education, it does not mean that
he is now trained for all times to come. A teaching degree, like B.Ed makes him enter into service as a
teacher. Thereafter his job continues well only if he continues his studies everyday in the classroom situations
and outside the classroom, he comes across problems and side by side he is a expected to sort them out.
There is need of more and more knowledge, more and more education for making him a better teacher.
There are formal an informal programmes of in-service education organized from time to time.
The higher authorities concerned with education want to ensure that the standards of education are properly
maintained. That is possible only if the teachers refresh their knowledge and keep it up to the mark. The
different agencies, therefore keep on organizing teacher education programmes for enriching the knowledge
of teachers and also for over all proficiency and betterment.
According to Lawrence, “In-service education is the education a teacher receives after he has entered
to teaching profession and after he has had his education in a teacher’s college. It includes all the programmes
– educational, social and others in which the teacher takes a virtual part, all the extra education which he
receives at different institutions by way of refresher and other professional courses and travels and visits
which he undertakes.
HISTORY OF IN-SERVICE TEACHER EDUCATION
In-service education and training of teachers has its own historical roots. Its journey from pre-
independence to post independence period is characterized by numerous policy statements recommendations
of different commissions regarding its content and strategies for implementation it has grown from a concept
to a process and gained its importance for preparing teachers towards professional growth and development.
The root of in-service education can be traced back to pre-independent period of 1904 in Lord Curzon’s
resolution of educational policy which stated, “The trained students whom the college was sent out should
be occasionally brought together again in seeing that the influence of the college makes itself felt in the
school.” Hartorg committee and sergeant committee referred to in-service education as refresher courses
and recommended for their organization on a continuing basis. The secondary education commission was
more specific in recommending the programme of extension services for secondary teachers.
NEED AND IMPORTANCE OF IN-SERVICE TEACHER EDUCATION
The importance of the quality of a teacher cannot be over emphasized because the strength and success of an
educational system depends on the quality of its teachers. The Commission on Teacher Education of the
American Council of Education stressed this point when it said:
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 any other single factor, upon the quality of their teachers (6, p. 2).
3
The Mudaliar’s Commission on Secondary Education in India has also emphasized the importance of a
teacher thus:
We are convinced that the most important factor in the contemplated educational reconstruction is
the teacher— his personal qualities, his educational qualifications, his professional training and the
place that he occupies in the school as well as in the community (38, p. 155).
One should recognize the fact, however, that much depends on the education and training received by
teachers. The education of a teacher is not completed on receiving a degree or diploma from a college or
university. Pre-service education alone does not ensure a well-trained and well-prepared teacher. Pre-service
education is only the first stage in the continuous growth of a teacher for his profession. In the words of the
great Indian poet,
Rabindranath Tagore, “a teacher can never truly teach, unless he is still learning in himself. A lamp can
never light another lamp unless it continues to burn its own flame”
The education of a teacher is never completed. The teacher is prepared for his profession before he enters it,
but he must also be prepared again and again to keep abreast of demands. To satisfy this need is the purpose
of in-service education. Every teacher, whether he is a beginner or a veteran, needs to be aware of the rapid
cultural and social changes, advancements in educational theories, methodology and practices, increase in
pupil enrollment, and the ramifications of the role of education due to changes in science and technology.
Hence the need for a continued study and growth that would raise the competence of the teacher on the job
and in turn increase the standard of the whole educational system.
The Commission on Teacher Education in the United States of America has stated this clearly thus:
The continued education of teachers means much more than making up defects in preparation. It means
continuous growth in the capacity to teach. It means broadened understanding of human development and
human .living. And now more than at any previous period in school history, it means growth in one’s capacity
to work with others, with class- room teachers and principals in a variety of activities, with the administration,
with parents and community leaders and with children of different age groups.
The present trend in in-service education is not limited to programs for classrooms alone but includes the
total professional staff of the school system. Glen Hess, while clarifying the purpose of in-service education
has referred to the personnel who should receive in-service education. He reports:
The major reason for in-service education is to promote the continuous improvement of the total professional
staff of the school system. All teachers, administrators and supervisors must constantly study in order to
keep up with advances in subject matter and in the theory and practice of teaching. Continuous in-service
education is needed to keep the profession abreast of new knowledge and to release creative abilities.
Thus it is evident, that educators in India, as in the United States of America have realized the vital need for
continuous inservice education of the professional staff of the school, in order to raise the standard of the
whole educational system.
It may be noted that the predictive value of the Teacher Education Course is no longer a matter of concern
today. On the other hand, it is being recognized as a continuous process, coextensive with teaching. That is
why the Adiseshiah Committee put emphasis on the organisation of in service training courses for existing
teachers in schools on a mass scale in addition to pre-service education. But, yet it can be treated as a
corrective and pace-setting programme for the stage of general education for which it is designed.
In our country, the trend is that once a teacher has joined service as a teacher, he continues to be so, through
he may or may not study. It is not like that in countries like U.S.A. There the teacher has to face the screening
committee to his re-appointment as a teacher after two or three years. In-service education is badly needed
for all types of teachers in India. The following points indicate its need and importance.
1. EDUCATION- A LIFELONG PROCESS:-
The International Commission on Education has further strengthened the need of in-service training by
giving a new concept of life-long education. This report states, “Every individual must be in a position to
keep learning throughout his life. The idea of life-long education is the key-stone of the learning society.”
4
The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is a lifelong
process. He should continue making efforts in this direction for the whole life. Rabindra Nath Tagore has
rightly stated, “A lamp can never light another lamp unless it continues to burn its flame. “ According to
secondary education commission “However, excellent the programme of teacher training may be, it does not
by itself produce an excellent teacher. Increased efficiency will come through experience critically analyzed
and through individual and group effort and improvement.
2. PROFESSIONAL GROWTH:-
In-service training is most essential for the professional growth of the teacher. He needs to renovate his
experience, refresh his knowledge, develop a wider outlook, benefit by the experiences of others, acquire
new information and hence reoriented himself
Every teacher is a expected to be professionally bound, for the professional growth, he always needs the
guidance and help of others. The efficiency of the teachers must be covered up. So the teacher need be up to
the mark in every way.
3. EDUCATION IS DYNAMIC:-
Education is very dynamic which is always changing. It depends upon the society which is fast
changing. Due to the advancement in the field of science and technology, there is explosion of knowledge.
Accordingly the curriculum and syllabus are also being changed with a good speed. Continuous in-service
education of the teacher can save the teacher from facing dire consequences.
Educational theories which were considered true twenty years back, no longer hold good today, Therefore, a
teacher who received his training twenty years back, must receive new training today. He must remain in
touch with latest trends in education. He must have the up-to-date knowledge of new problems, new methods,
new techniques in education.
4. MAKES DEMOCRATIC
In-service education helps the teacher in becoming fully democratic. By in-service education
programmes, the teacher is able to meet people of all types and he is also able to share his experience with
others.
When the teachers meet in seminars or workshops, they develop a sense of security; a like- mindedness, a
team spirit and a feeling of belongingness. So, into, the teachers get a training in democratic way of living.
To sum up all the above needs and importance of in-service teacher training, let us repeat what was stated by
the Ministry of Education in England which holds good even today in our country. “The hall mark of a good
teacher is that he is himself always learning and always developing his knowledge and understanding of
children and young people. In short, a teacher-should he a person who, because of his attitude to knowledge,
to ideas, to his fellows and to life generally is better educated today than he was yesterday and will; tomorrow
better educated than he is today.”
PROGRAMMES OF IN-SERVICE TEACHER EDUCATION

SEMINAR- In a seminar some problems of education are taken up and there is collective thinking.
Discussions are held and conclusions are arrived at all under the guidance of some experts.
REFRESHER COURSES: - A refresher course means an educational programme organized for refreshing
the knowledge of in-service teacher. Generally they acquire the teachers with the new development in the
field of education. With the coming up of new education policy, refresher courses were arranged all around
for teachers of different categories.
WORKSHOPS: - Workshops are organized for giving in-service education to teachers. They involve more
of practical work and less theoretical discussion. These types of programmes are more useful for the teachers.
The teachers have to work practically and come out with final materials to be seen by others. Organization of
workshops consumes more time than a seminar or conference.

5
CONFERENCE: - In a conference, there is a broad discussion of subjects of practical interest. Generally
there is a central theme around which several sub topics are given. Teachers as per their interest, present
paper at the time of conference. The session ends with the concluding remarks of the president
STUDY GROUPS: - Forming study groups and using them as a technique for in-service education for
teachers can work wonders. A group of teachers of the same subject and a subject expert in the college of
education are combined and start working. They choose some topics of common interest (or) it may be a
problem related to their teaching subject. Discussion is started under guidance and they continue thinking,
studying and discussing that subject. If need arises, someone may be invited for extension lecture. The study
groups may be meeting once in a week or even once in a month.
A STUDY CENTRE OF PROFESSIONAL WRITINGS: - Generally the materials are not under the
reach of teachers. The college of education, the extension service departments can help in this direction.
Various publications of N.C.E.R.T, some good books, materials produced by different centers of education
may be produced in the college library. The study of reading materials will help the teacher to acquire
sufficient knowledge in their subjects.
EXPERIMENTAL SCHOOLS: - The College of education should have their demonstration school and
experimental school. These are actually practicing schools where some experiences can be performed.
Whatever is taught in theory, which is put into practice by carrying out experiments?
The experimental schools become centers of learning for in-service teachers. Innovations done in
these schools may be advocated among the teaching staffs of other schools.
Regional colleges of education affiliated to N.C.E.R.T have their experimental schools where those
colleges are showing leadership to the working teachers of other schools in their areas. Other colleges have
their practicing schools but they don’t have any experimental schools or demonstration schools.
CORRESPONDENCECOURSES:
Correspondence courses can be designed for giving in-service education to teachers. A few universities have
already started working in the area of in-service teacher education programmes. Central Institute of English
and Foreign Languages at Hyderabad provides post graduate certificate course and diploma course through
correspondence.
OTHER PROGRAMMES: - A few programmes for in-service education of teachers are suggested below:-
· Educational tours · Radio broadcast
· Film shows · T.V programmes
· Extension lecture for teachers · Exhibitions
· Exchange of teachers
PROVISION OF IN-SERVICE EDUCATION: - Different institutions are functioning where there is a
provision of in-service education of teachers. Some of them are doing commendable work in this field.
STATE INSTITUTE OF EDUCATION (SIE):- In different states, SIE have been set up which cater to the
need of in-service education only. They organize seminars, workshops, etc.
STATE INSTITUTE OF SCIENCE: - In some states, they have set up institutes for in-service education
of science teachers. They make efforts for developing scientific attitudes among the teachers. Science
exhibitions are also conducted there which attract large number of children from the state. Thus it’s a great
source of inspiration for teachers and their students.
REGIONAL INSTITUTE OF ENGLISH: -
Regional institute of English has been set up in different regions of the country. They have their affiliation
with Central Institute of English and Foreign languages; Hyderabad. These institutes impact four month
certificate course in teaching English to in-service teachers. The institutes gives scholarship to the trainees
and the teachers are paid full salary by the schools were they are employed. These institutes are working for
efficiency and improvement of English teachers

6
CONCLUSION
”Good education requires good teachers” that it becomes essential that the most capable and
appropriate be recruited into the teaching profession, provided with high quality pre-service programme of
teacher education, and them offered opportunities to upgrade their knowledge and skills over the full length
of their career. It is, therefore, essential that there is major reorientation of teacher education to ensure that
teachers are furnished with the necessary knowledge and skills to cope with the new demands placed on
them. It is strange to note that too often teachers are helpless in front of machines which refuse to work. How
undignified it is for the teacher to be thwarted by machines
With the increased capacity of communication technology, language will become a very powerful
instrument. The teacher-education programme should be strengthened to develop language competency among
our teacher-taught. The modern time demands multi lingual competence including the new computer languages
that are bound to emerge with expansion of computer-technology.
Continuing teachers and other educators which commences after initial professional education is
over and which leads to the improvement of professional competence of educators all throughout their
careers.
State Council of Educational Research and Training (SCERT):
State council is the apex institute of the state. In Maharashtra, it was established in 1964 – 65 as a state
institute of Education (SIE). It was upgrade and renamed as Maharashtra State Council of Education Research
and Training in 1984. For quality improvement of school education it (MSCERT) carries the responsibility
of teacher education, research and evaluation.
Objectives :
It‘s objectives are :
To enhance quality of education by conducting various types of educational research.
To improve teacher education
To enhance quality of educational institutions
To upgrade educational methodology
To offer publicity to educational innovations.
Role and Functions :
The Role and functions are primarily concerned with ensuring quality in respect of : Planning , Management
, Research , Evaluation and Training
Its functions are as under:
To improve school - education, continuing education, non-formal education and special education.
To impart in service - training to the inspectors of preprimary to higher secondary education.
To impart in service - training to the teachers from pre-primary to higher secondary schools.
To make available extension - services to teacher - education - institutions and co-ordinate the same.
To prepare teaching aids for educational institutions.
To motivate teachers to undertake /investigative research regarding content cum methodology.
MSCERT functions through following departments -
Teacher - education department.
Extension services department.
Research department
Evaluation department

7
curriculum development department
Population Education department.
Publicity Department.
University Grants Commission (UGC) :
th
Established on 28 December, 1953, at New Delhi. UGC was given autonomy by govt. of India in 1956.
Functions :
It provides financial assistance to universities and colleges to meet their requirement.
It extends the financial aid for the development of Universities and maintenance.
It provides a guide-line to Center and State Govt. for giving grant to a University.
It provides the grants for five years to establish as new University in the state.
It provides the grants for five years to start new department or any academic programme in the University
but now state concurrence is essential.
It encourages higher level 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.
Teacher Education Committees :
To upgrade the standard of education Teacher-education committees were formed consisting of seven
members for two years duration.
It provides awareness of new innovations and research in teacher-education.
The national fellowship and teacher fellowship are granted for encouraging research and teaching work.
UGC provides travel grants to the university lecturers for attending international conferences and
seminars.
Visiting professors are appointed from among the University professors for inter change programmes and
delivering lectures.
Residential facilities for university and college teachers are also provided.
Research associates are appointed for post doctor work.
Research :
UGC is giving substantial grants to University teachers for conducting their own researches. In 1953-54,
Ministry of Education initiated a scheme providing grants to teachers, colleges and departments of education
in the Universities in order to enable them to carry out research on educational problems selected by them
and approved by the central ministry.
The main purpose of the scheme is to provide facilities for research which, in many instances, has been
held up owing to dearth of funds. It is to be carried on by the staff of the training colleges assisted by some
research fellows assigned to them and some financial facilities. Equipment is provided to facilitate the
completion of the projects.
National Council of Teacher Education (NCTE) :

Kothari commission Report (1964-66) criticized Teacher Education Programme being conventional, rigid
and away from reality. Therefore it expressed the need of establishing National council of Teacher Education
in order to improve the standard of Teacher Education. In September 1972, Central Advisory Board in
Education accepted the said proposal which was supported by fifth National plan. Thereafter by law, Indian
Education Ministry established NCTE on 21st May 1973. NCTE has got independent constitutional status

8
since 1993.
Objectives :
To work especially towards planned and coordinated development of teacher-education.
To improve the standard and functioning of teacher-educators.
Functions :
According to the Act 1993, NCTE performs the following functions :
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 programmme‘s 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 programmes under teacher
education.
Developing a guideline for general teacher-education programme.
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 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 latest development.
NCTE functions through the following standing committees :
Pre – Primary, primary teachers‘ education committee.
Secondary college - teacher education committee.
Special education - teacher education committee.
In-service - teacher - education committee.
Activities of NCTE are with respect to :
Research - Extension services.
Development programmes.
Training.
Evaluations.

3.3.4 NCERT - National Council of Educational9Research and Training :

Introduction :
Due to knowledge explosion, there is a spread of education not only in India, but all over the world. Due to
this change, social needs have changed accordingly.A teacher is expected to face the new changes by
undergoing through training for new trends in education. Such training - needs are satisfied by following
National level agencies of Teacher Education programme NCERT and NCTE.
National Council of Educational Research and Training (NCERT) :
Establishment :
Ministry of Education of Indian Government established NCERT in 1961. NCERT is an autonomous -
organization, working as an academic wing of the Ministry of Education. It assists the said ministry in the
formulation and implementation of its policies and programmes in the field of Education. It is expected to
encourage student teachers and teacher educators to conduct educational research. In order to fulfill these
main objectives, it has established National Institute of Education (NIE) at Delhi and 4 regional colleges
of education at Ajmer, Bhopal, Bhubaneswar and Mysore. It also works in collaboration with the departments
in the states, the universities and institutes, following objectives of school education. It also maintains close-
contact with similar national and international institutions throughout the world. It communicates results of
its researches to a common man by publishing books and journals.
Objectives :
To launch, organize and strengthen research works in various aspects of education.
To arrange for pre-service and in-service training at the higher level.
To publish necessary textbooks, journals and other literature for achieving the objectives.
To organize extension centers in training institutes with the cooperation of state governments and
extend facilities pertaining to new methods and technologies among them.
To establish a National Institute of Education and manage for the development of research and
higher training for educational administrators and teachers.
To provide guidance and counselling services on a large scale.
a) Major function of NCERT are as under/ Role of NCERT :
To monitor the administration of NIE /Regional colleges of Education.
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.
To undertake functions assigned by the Ministry of education (Now HRD) for improving school education
It is quite interesting to know how following constituent institutes works.
National Institute of Education (NIE)
In order to fulfill the objectives of NCERT, NIE Functions through 9 departments, 7 units and 2 cells as
Under :
b) Central institute of Educational Technology (CIET) :
Functions of CIET are as under –
To encourage the use of Educational technology in the spread of education.
To organize training programmes in connection with school-broadcasting and Educational Television.
To develop learning aids based on Educational technology.
C) Regional Institutes of Education (RIE) :
10
NCERT established Institutes of Education as model institutes in different regions of the country.
Besides Teacher Education programme (4 years integrated B.Ed Course), these college conduct programme
with respect to in-service - training, extension services and Research.
They run 4 years B.Ed. course with a view that Education is a professional subject like engineering,
medicine and B.Ed. student should be trained in the content and m e t h o d o l o g y
simultaneously.
This course offers B.Sc. B.Ed. (Science) and BA, B.Ed (languages) degree.
These colleges conduct one-year B.Ed. course especially in science, agriculture, commerce and languages.
They also run M.Ed course.
These. Colleges are situated at Ajmer, Bhopal, Bhubaneswar and Mysore as centers of excellence for the
four regions of India.
The role of NCERT in Indian Education :
NCERT organizes / conducts various programmes with respect to Research, Development, Training,
Extension-services, publishing study - material, and evaluation.
It aims at qualitative improvement of school - education.
It aims at qualitative improvement of school - education rather than quantitative expansion.
It wants to make our education relevant to national objectives and social needs.
Besides researches conducted at NIE, NCERT offers financial aid to research projects of the teachers.
It also organizes summer Institutes to school teachers and teacher - educators for attaining their professional
growth. Through these measures NCERT wants to achieve qualitative improvement in Education.
RashtriyaMadhyamik Shiksha Abhiyan (RMSA) is a Programme of the Government of India, implemented
in partnership with the State Governments with the main objective to make secondary education a good
quality available, accessible and affordable to all young persons. The scheme seeks to enhance enrolment in
classes IX and X by providing a secondary school within a reasonable distance of every habitation, to improve
quality of education imparted at secondary level by ensuring all secondary schools conform to prescribed/
standard norms, to remove gender, socio-economic and disability barriers and to achieve universal access to
secondary level education by 2017, i.e. by the end of the 12th Five Year Plan. The Programme was launched
in 2009.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (English: “National Mission for Secondary education”)
is a centrally sponsored scheme of the Ministry of Human Resource Development, Government of India, for
the development of secondary education in public schools throughout India. It was launched in March 2009.
The implementation of the scheme has started from 2009-2010 to provide conditions for an efficient growth,
development and equity for all. The scheme includes a multidimensional research, technical consulting,
various implementations and funding support.The principal objectives are to enhance quality of secondary
education and increase the total enrollment rate from 52% (as of 2005–2006) to 75% in five years, i.e. from
2009–2014. It aims to provide universal education for all children between 15–16 years of age.The funding
from the central ministry is provided through state governments, which establish separate implementing
agencies. The total budget allocated during the XI Five Year Plan (2002-2007) was 2012billion (US$30 billion).
Objectives
The objectives of Rashtriya Madhyamik Shiksha Abhiyan can be summarised as follows:[3]
1. To improve quality of education imparted at secondary level through making all secondary schools
conform to prescribed norms.
2. To remove gender, socio-economic and disability barriers.
3. Universal access to secondary level education by 2017, i.e., by the end of the XII Five Year Plan.
4. Universal retention by 2020.
11
Action plans -RMSA is planned to promote secondary education by establishing in every target school
the following infrastructure:
1. Additional class rooms
2. Laboratories
3. Libraries
4. Art and crafts room
5. Toilet blocks
6. Drinking water provisions
7. Residential hostels for teachers in remote areas
In addition it aims to provide additional teachers to reduce student-teacher to 30:1, focus on science,
mathematics and English education, in-service training of teachers, science laboratories, ICT-enabled
education, curriculum reforms, and teaching-learning reforms.
Planning for secondary education
Background
· Since the initiation of the National Policy on Education (NPE), 1986, there has been no major changes
in the structure and organization of the secondary and higher secondary school systems under the Ninth Plan
period.
The focus in this plan was on minimising the various disparities, to renew the curricula giving
importance to vocationalisation and employment-oriented courses. It also give importance to expanding and
diversifying the open learning system, teacher training and ICT. Free education and hostel facilities for girls
and integrated education for the disabled children was also brought into highlight, etc.
Participation of private sector -There was an increased participation of the private sector including non-
governmental organisations (NGOs). Currently, these private sectors manage around 51% of the secondary
schools and 58% of the higher secondary schools.
· Opportunities were provided for those children who were not able to enroll themselves in formal
education systems through national and state open schools by utilising contact-centres and multi-
media packages.
· It highly emphasized on the content, process and the quality of education especially the environment
education, science, mathematics and computer literacy with the financial help from the central
government.
· After the revised NPE policy, 1992, new initiatives like revision of curriculum, resource centres for
value education and National Centre for Computer-aided Education etc. have been taken up.
· The appeal lacks in the vocationalisation of education due to the lack of manpower demand and
academic restraints etc. Hence, by 2000, only 10% of the students opt for the vocational streams
against 25%.
Planning for children with special needs (CWSN)
· With the enactment of the Persons with Disabilities Act, 1995, the education for the CWSN received
am impetus. This act entrusts certain governments and authorities for the provision of free access for
these children towards education, allotted lands for certain purposes, non-discrimination in transports,
financial incentive for them to undertake research etc.
· This scheme has also taken up programmes for the attitudinal changes and capacity building among
teachers for the sake of these children.
Four major heads
· 1.Quality improvement:-In school, there was promotion of the science laboratories, environmental
education, promotion of yoga, as well as centrally sponsored schemes of population education project,
12
international mathematics and science olympiads. The state governments provide in-service training for the
teachers and provide infrastructure and research inputs.
· 2. Information communication technologies (ICT):-ICT comprises the centrally sponsored schemes
like computer education and literacy in schools (CLASS) and educational technology (ET) which
familiarizes the student with Information technology (IT). Due to the rise in IT demand in today’s
world, a major importance is given on it. Components of a merged scheme ICT in school include a)
funding support towards computer education plans; b) strengthening and reorientation of the staffs
of SIETS - state institutes of education and training; c) there is digitalization of SIETs audio and
video cassettes with the partnership of NGOs; and d) management of internet-based education by
SIETs.
· 3.Access and equity:-RMSA not only emphasizes on providing secondary education for the special
focus groups that include scheduled tribe and scheduled caste groups, minority girls and CWSN children,
but it also give importance on removing the existing disparities in socio-economic and gender background
in the secondary level of education. They are termed as the vulnerable/ disadvantaged group. Certain strategies
were implemented to provide free access towards secondary education and they are given as following steps:
1. Identification of the disadvantaged groups: For this purpose, educational indicators like gross
enrollment ratio (GER), net enrollment ratio (NER), drop-out rate, retention rate, gender parity index
(GPI), gender gap, etc. were analyzed.
2. Need assessment: This is the critical step to prepare for the equity plan where the factors affecting the
education of this group of children were evaluated with the involvement of the community members,
teachers, civil society, etc.
3. Strategizing for the addressing gaps: Since there are multiple interwoven factors that cause the un-
equitable condition in this scenario, the strategy was called to have a set of multi-dimensional activities.
4. Project-based proposal: Development of a project-based strategy enables the RMSA to call for an
evidence-based and outcome-oriented strategy.
4. Integrated education for disabled children (IEDC):-Inclusive educations have been highlighted to
bring about expansion in terms of meeting/catering to the needs of the mentally and physically disadvantaged
children. This schemes continues to be a separate centrally sponsored scheme. It includes several components
for convergence with integrated child development services for early interventions, Sarva Shiksha Abhiyan
(SSA) for the particular group at the elementary level, and special schools.
Funding method -The Ministry of Human Resource Development directly provides funds to the state
governments. Each state government then releases the funds to the approved implementing agencies or
institutions. During the XI Five Year Plan the central government provided 75% of the total fund for each
state, while 25% was borne by the state as matching share. However, in the remote northeastern states and
Sikkim the matching share was waived to 10%.
1. Achievements -Achievements of RMSA listed in its 2015-2016 report include:
· 11,577 new secondary schools approved; 10,082 functional
· 52,750 additional classrooms approved; 20,839 completed; 16,774 in progress
· 25,948 science laboratories approved; 10,107 completed, 8,532 in progress
· 21,864 computer rooms approved; 6,920 completed, 6,297 in progress
· 27,428 libraries approved; 10,133 completed, 8,929 in progress
· 31,453 art and craft rooms approved; 12,062 completed, 9,686 in progress
· 12,327 drinking water facilities approved; 7,096 completed, 2,507 in progress
· 5,408 teachers’ quarters approved; 623 completed, 509 in progress
· 2,975 major repairs approved; 1,313 completed, 271 in progress

13
Progress -There is a rise in demand for secondary education, but, despite an increase in the number of
schools, their geographic distribution is uneven. The gender gap has narrowed. In the Tenth Plan the focus is
on quality education at all levels.

What is the ADDIE Model?

The ADDIE model is one of the most commonly used design models in instructional design. It’s a five-step
process that goes through the following phases; analysis, design, development, implementation, and evaluation.
Other instructional design models use some variation of the ADDIE model to create learning programs. The
ADDIE model offers an instructional designer a method to think and work through the design process.
Effective use of the ADDIE model ensures that a new learning program delivers the desired results.
In this lesson, we will break down each step and use a real life example. I recently designed a course for a
wine store (let’s call it the Grapevine) that wants to train the sales and marketing team on social media.
Currently, they do not really use social media other than having a Facebook page and sending out a few
tweets. This is how we used the ADDIE model to design their course.
Analysis
The analysis is an evaluation of why the course is needed, what you hope to achieve by offering the course,
and the characteristics of your learners. A needs assessment will help you set learning objectives and understand
the knowledge and skill gaps of your learners. You would also discuss a learner analysis and the desired
results of the course.
After our analysis, we learned that the course was needed to solve a problem. The Grapevine sales and
marketing team did not know how to use social media professionally. They only used it for personal use.
Therefore, the learning objective is to improve skills and knowledge surrounding social media so that the
sales and marketing team can increase customer engagement and generate new business.
Design
The design phase is where we develop a high-level overview or outline for the course. Several key items are
determined during this phase. For example, the course structure, how the content will be organized, the
delivery method, and the content that should be included.
Some questions a designer asks during the design phase includes; what do we know about our learners, what
topics should the course cover, what order should content follow, how long should the course take and what
is the best method of delivery. You would also consider the needs of the instructor(s) and what course
material will be required.
Here is how we moved through the Design phase in our Grapevine example:
Structure - The learning objectives are performance-based (increase customer engagement and new business)
so each topic will end with an applied assessment as opposed to a knowledge assessment. This allows us to
see that the learner is able to apply their new knowledge and skills as they perform specific tasks. Based on
this, we know the structure of the class should include real life scenarios that allow the learner to complete
specific tasks that incorporate their new skills.
Content Organization - We decided to start with Facebook advertisements because everyone is familiar with
Facebook. As the course advances, we’ll move on to more complex subjects such as Google Analytics.
Delivery Method - Grapevine has a morning and evening shift, and are open seven days a week. It would be
difficult to have everyone take the course at the same time so the course will be delivered online.
Content Needs - The Grapevine team are Generation Y’s and use social media regularly. So we do not need
to start with a basic lesson on how to use Facebook. Instead, we can start with instruction on using Facebook
advertisements. Pinterest and Instagram are the most popular outlets for food and beverage, and so we will
also include sections on these topics in the curriculum.

14
Development
I know, that sounds like a lot! But once you figure out the design, the development phase begins. This is
actually where you will spend most of your time because this is where you actually begin creating materials.
You also begin sourcing content (this means finding content that may already exist that will suit the purpose),
reserving space (if it’s face-to-face training), preparing course materials such as videos, handouts, participant
guides, facilitator guides, and lesson plans.
In our Grapevine example, we could easily find social media training online. However, the owner wanted
the training to be specific for small businesses, the wine industry, and his shop. So we worked with wine and
digital marketing subject matter experts (SMEs). In instructional design, working with SMEs is very time-
consuming. It requires several meetings and excellent facilitation on your part because you are extracting
their knowledge and turning it into learning material. Sometimes this can take months to accomplish.
Implementation Phase
ADDIE implementation is the phase in which learners actually receive the instruction and materials prepared
for them throughout the previous three steps of the ADDIE model. As such, it is arguably the most important
step because it is where the learning actually occurs. While delivery of the course to the learners is no longer
officially in your hands, you can use ADDIE model implementation to determine whether or not your design
process was a success, where you can improve, and how better to approach the rest of the model in future.
During the implementation phase, instructional designers hand off their materials to the instructors who will
actually be teaching the course. Before you do this, you will develop a training program to teach instructors
how best to use the course materials, instruct them in the learning outcomes, facilitate their use of technology
and familiarize them with testing. In this way, you can bring the instructors up to speed on the materials to
give them the best chance of transmitting them effectively.
Beyond that, however, the ADDIE model implementation phase is an excellent opportunity to see how
learners actually receive the materials. By observing, you can take notes on how well objectives are met,
how closely the course sticks to the predicted timeline, and what learners get out of it.
This phase is also when you should evaluate how easy it is for learners to access the materials. If they are
learning in a classroom, for instance, does the technology work as planned and are students able to effectively
interact with the literature and exercises? If the information is being transmitted via e-learning platforms, is
it effective? Are students able to sign up, log in and use materials easily?
Once again, the implementation phase is a chance to evaluate how well materials work for teaching the
objectives laid out, before the final and official evaluation phase that occurs next.
Evaluation Phase
ADDIE model evaluation happens in many ways throughout the course of this model, and not just in the
final stage. As we’ve already discussed, formative evaluation happens in every step. This is where you ask
questions related to the content you’re developing with the goal of ensuring that it is meeting your objectives
and building successfully on previous steps.
Summative ADDIE evaluation is more formal, and it can really help you see where your process needs more
work. Since many training programs are developed and redeveloped over the years for continuous use, this
is an important step.
Much of the information you’ll use in the ADDIE model evaluation phase comes from the assessments that
instructors delivered to students at the end of their course of training. If you followed the ADDIE model
precisely, then you outlined specific instructional and learning objectives in the beginning stages of
development. You should now be able to see how well learners met the objectives after receiving the instruction
contained in the course materials.
For instance, if one of your instructional objectives was to teach the use of a specific program, you can now
use specific assessments to see whether that was effectively taught. Can students boot up the program? Can
they navigate to the proper menus? Can they perform certain tasks, save the file, etc.? If so, and your objectives
were met, then your training materials in this instance were successful. If learners were unable to meet the
15
objectives, you have a wealth of information to use in determining why that was, including instructors, your
own notes and the assessments themselves.
If your objectives were not clear enough from the beginning, you may find you’re having a hard time finding
where improvement is needed at the end. In this case, return to the analysis phase and try to be more precise

Solution Exchange. Discussion: Challenges of In-Service Teacher Education and Possible Coping
Strategies
Original query
Pre-service teacher development is an important stepping stone for being able to have teachers who are
prepared for the task ahead. In-service programs in that sense have to be linked to them and need to build on
what pre-service programs do. In fact in-service teacher education is the major vehicle to carry forward
innovation and quality improvement in our school education system.
The Teacher Development and Management Conference held at Udaipur in February, 2009 had in-service
development as one of the themes. The conference identified the main strands of in-service teacher
development as;
- Need for a variety of routes for teachers to further their professional development. - Develop a culture of
shared learning and accountability such that teachers are not mere recipients of training conceptualized in a
top down manner but are engaged with the task to develop their own and the group’s knowledge. - Need to
include the key principle of adult learning in programs of in-service development.
The conference also initiated discussions on different aspects of the in-service teacher development system
including its curriculum. In the last few years major in-service training programs have been conceptualized
and implemented. District Primary Education Programme (DPEP) and subsequently Sarva Siksha Abhiyan
(SSA) have brought in the possibility of continuous capacity building exercise for teachers along with regular
academic support through Cluster Resource Centres (CRCs), Block Resource Centres (BRCs) and District
Institute of Educational Trainings (DIETs). We need to review this process, the gains, the short comings and
share the alternative strategies used at different places including by groups other than govt. We have to
review and analyze participation of state level and national organizations in these efforts and the extent to
which meaningful progress in design and implementation of the programme of capacity building were made,
analyze the scope of participation and involvement of agencies working in education and the availability of
capable pedagogues.
In the context of the above ongoing discussion, the following questions seem pertinent
- What needs to be done with the content of in-service teacher with renewed thrust on improving classroom
practices and equity and inclusion as per RTE to enable the teacher/s embrace diversity and differentiate
instruction for children from disadvantaged groups and to play their collaborative role with School
Management Committee (SMC) and Local Authority. This is in the context of the fact that schooling system
is today highly fragmented and stratified - and we have to see its implications for teacher preparation and
professionalization
- What could be the approaches that help teachers’ to become reflective practitioners and agents of
transformation in their own contexts.
- What are the gaps in the ongoing in-service teacher training programmes and teacher educator preparation
efforts to develop concrete recommendations on short/ medium/ long term basis to address those in a systematic
manner
- What could be the indicators to track in-service development of teachers and the institutions that house
them.
We would also request members to examine systems, mechanisms and modalities to implement quality in-
service teacher training, and continuous academic support through various government and alternate structures
in order to meet child-friendly, child-centered education provisions of RTE The inputs of the members
would be shared in the proposed conference in Bhubaneswar on In service Teacher Training and would
16
facilitate review of the efforts and available opportunities as well as quality of the in-service teacher
development. This conference would also attempt at considering the systems and structures for such programs
and how they link with the professional preparation, development and functioning of the teachers.
Answer,
In my view, the biggest challenge we face in ‘in-service teacher education’ is the conceptualisation or ‘mental
map’ of the model for teacher education.
In most cases, seeing the ‘large number of teachers’ to be trained, the focus has been on centralised models,
where training modules are designed and developed at state capitals and then sought to be implemented
across the entire state in a homogenous manner, so much so that the biggest fear here is ‘cascade dilution’.
We are familiar with the large size of the trainee groups (even 50+) so as to be able to conduct the program
within the expenditure norms allowed, or cases of some teachers repeatedly attending training programs,
while others bypass such programs (since the basic reporting is in terms of ‘persondays of training’, an
aggregate number that does not reveal such practices).
There is often no process/system in place to capture/record the each teachers own perception/expectations
regarding professional growth and development and no engagement with teacher educators/educationists to
mentor/develop such expectations. However, in all large organisations in the corporate sector for eg, the
drawing of ‘individual learning plans’ (ILPs), in consultation between the employee and his/her supervisor
and the HR department is the starting point for development processes. This plan is used regularly to assess
the changes in learners needs as well as help in design of programs. This ILP is an important complementing
document to the ‘annual appraisal document’, together serving as a basis for appraisal of the past and planning
for the future.
Individual learning plan
We need to begin by having a dialogue with each teacher on what her/his professional needs are and aggregate
these (these would be qualitative and would need some kind of rough categorisations to begin with, which
categories could be refined over time) at cluster/block levels and then design programs that would meet
these needs. The dialogue with the teacher is also to probe/provoke/inform so that the teacher can consider
possibilities for development not visualised. These ‘learning plans’ would need to be maintained at individual
and aggregate levels at the cluster and block resource centres and updated based on actual programs, with
both quantitative and qualitative (including teacher and teacher educator feedback on program) and used for
replanning the training programs - to begin with at annual intervals. Thus the AWP (annual work plan)
exercise moves from a largely a number exercise to a more qualitative one, based on actual teacher and
teacher educator inputs based on learning/professional development expectations and experiences on actual
programs conducted. This also means that we need to move from ‘forced deputation’ of teachers to a cafetaria
approach where teachers are invited to apply to a pre-listed set of programs (derived from the collation of
ILPs).
If we accept that the most important requirement for adult learning to happen is the interest of the learner,
then top down planning of programs would be seen as quite ineffective. This in a sense would help us move
from ‘mass teacher training’ to ‘self directed teacher professional development’. A simple thumb rule could
be that planning for teacher education in terms of curriculum, methods etc needs to be done at levels, where
teachers can be refered to by their names rather than seen only as numbers to be ‘covered’. (Just as we
require teachers to monitor individual students learning efforts!)
As also suggested earlier, the expenditure norms need to be realistic and flexible, for instance providing for
reasonable honoraria to allow for sourcing good faculty, as well as permit residential programs which can
provide an environment for intensive learning.
Use of ICTs
While this movement is essential, we also increasingly see it as possible - there have been several pilots/
programs at teacher development using such bottom up models. To be able to do this on a larger systemic
level, the use of ICTs becomes necessary, in several ways –

17
- To collate and analyse the data on teacher annual learning plans, teacher and teacher educator feedback on
actual training programs
- To help teacher connect with one another and with their teacher educators through learning networks (the
USRN project www.ElEdu.net is a good example), so that learning is a continuous activity than a ‘event-
based’ (workshops) one alone.
- To help teachers share their experiences and their resources through portals (the USRN,
the www.schoolwiki.in of Kerala are examples)
- To publish information about the programs - both financial as well as qualitative feedback for peer and
public scrutiny
- Laptops (netbooks) have now come down to Rs. 15,000 a piece and these (with internet connectivity) need
to be seen as essential learning tools for teachers. One netbook model that we buy for our staff costs 15,000,
weighs less than 1/2 kilo and gives 7+ battery backup, good for wide use. The total one time cost of such
netbooks for all the 5.5 million Government school teachers would be 8,250 crores, less than 1/2 of the
amount we spend annually on proprietary software licenses in India (see http://www.networkcomputing.in/
News-022Sept009-Open-Source-can-help-India-save-10000crore-says-IIM-B-study.aspx ). We have also
encouraged teachers and teacher educators to purchase these netbooks and have installed for them, the
Ubuntu operating system with a large set of FOSS educational tools in different subjects which have been
used in Kerala schools for the last 7-8 years. Training programs that help teachers access net for learning
resources as well as TLMs and to connect with one another need to be a priority. These are no longer luxuries
for teachers, they simply are the most powerful learning tools today which need to be made available to all.
Our own small efforts with teachers (through our ‘Teachers Community of Learning’ in Bangalore), to build
their capacities to use ICTs have been rewarding due to our focus on teachers’ articulated needs rather than
any pre-conceived ideas we have about what ‘all’ of them want/need. Many teachers are hungry as well, but
we need to invest to listen to what they are saying, and then respond.

SEMESTER 3

18
Teacher Education Course 2
Continuing Professional Development And Research In Teacher Education

Module - II
POLICIES, ISSUES, RESEARCH AND PROFESSIONAL DEVELOPMENT IN TEACHER
EDUCATION
UNIT 7
Policies Issues and Research in Teacher Education

a) Teacher education: The key to quality teaching and quality education

Recent national policy guidelines such as the National Curriculum Framework 2005 (NCF 05), NCF for
Teacher Education 2009, and Right to Education Act (RTE) 2009 paint a commendable vision to radically
transform India’s elementary education system.
However, no education system can rise above the quality of its teachers. While considerable energy has gone
into bringing about some of these changes through the Indian government’s landmark Sarva Shiksha Abhiyan
(SSA) programme, mission-mode efforts will not be enough to bring substantial and lasting reform unless
larger structural changes are brought about in the Teacher Education (TE) system. To date, though, this
sector and its needs have not received enough public attention.
The alarming state of Teacher Education in the country is reflected in the fact that, in recent years, the
majority of graduates that have appeared for the central Teacher Eligibility Test (TET) have failed to
demonstrate even the most basic knowledge base expected from a teacher.
This is not to mention the vision, skills and values necessary for the kind of classroom envisioned by
progressive policy documents, but which for the most part are not adequately addressed by teacher training
programmes. Although a range of committees and policy documents in recent decades have decried the
worrying state of teacher education and have made many recommendations for its urgent reform, the majority
of these proposals have yet to be implemented.
While demand for more teachers has in recent years led to an explosion in the number of Teacher Education
Institutions (TEIs) and courses at various levels, this has not been coupled with a push on infrastructure,
faculty expertise, learning resources or quality. A greater challenge is that more than 85 per cent of these
TEIs are in the private sector where the state has exerted little quality control.
RTE provides momentum for government and partners to radically improve TE
Despite these challenges, a source of hope is the current renewed national momentum to bring significant
changes in Teacher Education in coming years.
The RTE Act provides a strong policy framework for mandating time-bound changes in teachers and
subsequently in teacher education systems, while the NCF TE as well as the Justice Verma Committee
Report submitted to the Supreme Court in August 2012 provide a clear roadmap with concrete
recommendations for the substantial reforms needed in the TE sector.
On top of this, the national government Twelfth Five-Year Plan places significant importance on overhauling
TE systems in the country. In light of this, the Ministry of Human Resource Development (MHRD) in 2012
launched a revised Centrally-Sponsored Scheme for Teacher Education with an approved outlay of
approximately INR 63 billion for the next five years, focusing on strengthening the capacity of TEIs, training
of untrained teachers, in-service teacher training, decentralized teacher support by BRCs and CRCs , linkages
between elementary teacher education and higher education, and systems for monitoring the performance of
teachers and TEIs.

19
The MHRD is also in the process of initiating a National Mission on Teachers and Teaching in order to
address a gamut of issues relating to teachers, teacher education and quality of teaching, through a range of
policy measures, programmatic and scheme-based interventions, and project-based activities.
The mission will look at teacher education in a holistic manner as one continuum from school to university,
and suggest ways to strengthen the institutional mechanisms at all levels. All these initiatives offer avenues
for hope and the platform for a variety of partners to come together to work toward significant reforms in the
Teacher Education system in India.
UNICEF In Action
Over the past few years, UNICEF has been offering support to TE primarily at the state level, through the
education teams at its 13 field offices.
These experts have offered technical inputs to state governments on a range of interventions, such as in
developing annual plans for TE; strengthening TE institutions, curricula, syllabi and materials; building the
capacity of academic support systems; facilitating partnerships with technical experts; advocating on key
priority areas; piloting and rolling out innovative programmes and materials; and documenting good practice.
In 2012, in light of the demand created by RTE and other national education schemes and the crucial role of
teacher education in enabling larger systemic reform, UNICEF took the decision to streamline and re-conceive
a more targeted involvement in teacher education for the coming years, to work out ways it could support
national and state governments to overhaul teacher education.
This document outlines certain key focus areas and strategies for UNICEF’s involvement in the next five
years. It was developed through a process of reviewing national plans and documents, discussing them with
key government stakeholders and educationists and visiting states to get a better idea of their ground realities
and individual needs.
In deciding key priorities for action, UNICEF attempted to strike a balance between immediate needs in
order to meet RTE goals and the longer-term structural reforms that are needed to strengthen TE systems.
It also attempted to keep in mind the organization’s strategic position as an institution with considerable
experience in partnering with state governments at field level, specifically in nurturing, identifying and
documenting innovative practices, and supporting their implementation within the government system.
UNICEF’s strong relationships and access to diverse stakeholders from government, civil society, private
and international sectors, also make it uniquely positioned to facilitate opportunities for greater collaboration
between these diverse sectors and to bring together efforts to promote innovation in TE.
Vision for Teacher Education
UNICEF’s overarching goal for Teacher Education (TE) is to strengthen government systems that enhance
the capacity of teachers to deliver quality education - with equity. Specifically, the following changes are
planned:
Professionalization of the teaching profession by establishing stronger linkages with the higher education
sector and promoting longer duration (four- or five-year) pre-service courses for teachers, along with
continuous in-service professional development opportunities that nurture teachers through a process of
personal transformation and growth.
A strong cadre of teacher educators who have a clear vision and understanding of NCF 05 and RTE, practical
experience in applying these in classrooms, and strong facilitation and mentoring skills
Training programmes that use constructivist methodologies that enable teachers to reflect on their beliefs,
attitudes and classroom experience, and to discuss together to plan the innovations they want to bring into
their own classrooms.
A culture of continuous collaboration with Teacher Resource Centres having a variety of reading materials
and resources regularly used by Trainers and Teachers, and Teacher Mentors who offer regular on-site support
to teachers.

20
Teachers that are empowered to become reflective practitioners, equipped with the vision, attitudes, knowledge
and skills required to design effective classroom strategies to meet diverse learners’ needs, along with the
freedom and support needed to implement these.
Five-year Goals
To offer hands-on support to help states develop and successfully implement comprehensive roadmaps for
Teacher Education reform under the new TE Scheme/ Mission.
To work towards strengthening of District Institute of Education and Training (DIETs) and capacity-building
of DIET Teacher Educators in selected states, through partnerships with other Resource Organizations.
To generate resources to strengthen TE programmes and methodologies, to translate the vision of NCF
2005/ NCF TE 2009 into a reality in classrooms.
To explore quality options for Training Untrained Teachers, and help states implement these solutions for
meeting RTE goals without compromising quality.
To partner with states and selected universities to develop six Schools of Education to become Centres of
Excellence in Teacher Education, conducting innovative TE programmes (B.El.Ed, M.Ed.) as well as
interdisciplinary research on elementary education.
Policy Context
The Teacher Education Policy in India has evolved over time and is based on recommendations contained in
various Reports of Committees/Commissions on Education, the important ones being the Kothari Commission
(1966), the Chattopadyay Committee (1985), the National Policy on Education (NPE 1986/92), Acharya
Ramamurthi Committee (1990), Yashpal Committee (1993), and the National Curriculum Framework (NCF,
2005). The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which became operational
from 1st April, 2010, has important implications for teacher education in the country.
Legal and Institutional Framework
Within the federal structure of the country, while 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. 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).
For pre-service training, the National Council of Teacher Education (NCTE), a statutory body of the Central
Government, is responsible for planned and coordinated development of teacher education in the country.
The NCTE lays down norms and standards for various teacher education courses, minimum qualifications
for teacher educators, course and content and duration and minimum qualification for entry of student-
teachers for the various courses. It also grants recognition to institutions (government, government-aided
and self-financing) interested in undertaking such courses and has in-built mechanism to regulate and monitor
their standards and quality.
For in-service training, the country has a large network of government-owned teacher training institutions
(TTIs), which provide in-service training to the school teachers. The spread of these TTIs is both vertical and
horizontal. At the National Level, the National Council of Educational Research and Training (NCERT),
along with its Five Regional Institutes of Education (REIs) prepares a host of modules for various teacher
training courses and also undertakes specific programmes for training of teachers and teacher educators.
Institutional support is also provided by the National University on Education al Planning and Administration
(NUEPA). Both NCERT and NUEPA are national level autonomous bodies. At the state level, the State
Councils of Educational Research and Training (SCERTs), prepares modules for teacher training and conducts
specialized courses for teacher educators and school teachers. The Colleges of Teacher Education (CTEs)
and Institutes for Advanced Learning in Education (IASEs) provide in-service training to secondary and
senior secondary school teachers and teacher educators. At the district level, in-service training is provided
by the District Institutes of Education and Training (DIETs). The Centrally sponsored Scheme additionally
envisages establishment of 196 Block Institute of Teacher Education (BITEs) - one such Institute in a block
21
of each of the 90 MCDs and the SC/ST dominated districts (other than the block in which a DIET is sanctioned),
for which Central assistance would be provided. The BITE shall be a pre-service elementary teacher education
institution. The BITE would be established in the block having the highest concentration of SC/ST/Minority,
depending upon the criterion for which the district has been identified for setting up the BITEs. The Block
Resource Centers (BRCs) and Cluster Resource Centers (CRCs) form the lowest rung of institutions in the
vertical hierarchy for providing in-service training to school teachers. Apart from these, in-service training is
also imparted with active role of the civil society, unaided schools and other establishments.
Financing of Programmes and activites
For pre-service training, the government and government-aided teacher education institutions are financially
supported by the respective State Governments. Further, under the Centrally Sponsored Scheme on Teacher
Education, the Central Government also supports over 930 institutions, including the DIETs, CTEs, IASEs
and the BITEs. For in-service training, financial support is largely provided by the Central Government
under the Sarva Shiksha Abhiyan (SSA), which is the main vehicle for implementation of the RTE Act.
Under the SSA, 20 days in-service training is provided to school teachers, 60 days refresher course for
untrained teachers and 30 days orientation for freshly trained recruits. Central assistance for in-service training
is also provided to District Institutes of Education and Training (DIETs), Colleges of Teacher Education
(CTEs) and Institutes of Advanced Studies In Education (IASEs) under the Centrally Sponsored Scheme on
Teacher Education. State Governments also financially support in-service programmes. Several NGOs,
including multi-lateral organizations, support various interventions, including in-service training activities.
The Centrally Sponsored Scheme for Teacher Education has been revised for the XII Plan with an approved
outlay of Rs. 6308.45 crore over the XII Plan to be shared between the Centre and the States in the ratio of
75:25 (90:10 for NER) to strengthen the TIEs.
National Curriculum Framework on Teacher Education
The National Council of Teacher Education (NCTE) has prepared the National Curriculum Framework of
Teacher Education, which was circulated in March, 2009. This Framework has been prepared in the background
of the NCF- 2005 and the principles laid down in the Right in the Right of Children to Free and Compulsory
Education Act, 2009 which necessitated an altered framework on Teacher education which would be consistent
with the changed philosophy of school curriculum recommended in the NCF-2005. While articulating the
vision of Teacher Education, the Framework has some important dimensions of the new approach to teacher
education, as under:
Reflective practice to be the central aim of teacher education;
Student-teachers should be provided the opportunity for self-learning, reflection, assimilation and articulation
of new ideas;
Developing capacities of self-directed learning and ability to think, be critical and to work in groups;
Providing opportunities to student-teachers to observe and engage with children, communicate with and
relate to children. The Framework has highlighted the focus, specific objective, broad areas of study in terms
of theoretical and practical learning’s, and curricular transaction and assessment strategies for the various
initial teacher education programmes. The draft also outlines the basic issues that should guide formulation
of all programmes of these courses. The Framework has made the several recommendations on the approach
and methodology of in-service teacher training programmes and has also outlined a strategy for implementation
of the Framework. As a natural corollary to the NCFTE, the NCTE has also developed ‘model’ syllabi for
various teacher education courses.
Reforms in Regulatory Framework
The National Council of Teacher Education (NCTE) was constituted under the National Council for Teacher
Education Act, 1993 for achieving the planning and coordinated development of teacher education in the
Country, for regulation and proper maintenance of norms and standard in teacher education system. In the
recent past the NCTE has undertaken various steps for systematic improvement in its functioning and in
improving the teacher education system, as under:

22
Based on the study of demand and supply of teachers and teacher educators of the various states, the NCTE
has decided not to receive further applications for several teacher education courses in respect of 13 States.
This has led to substantial rationalization in the demand-supply situation across States;
The Regulation for grant of recognition and norms and standards for various teacher education courses were
revised and notified on 31st August, 2009. The applications for grant of recognition are now processed
strictly in chronological order. The new Regulation make the system more transparent, expedient and time
bound, with reduction in discretionary powers of the Regional Committees;
E-Governance system has been introduced by way of providing online facility for furnishing of application
and online payment of fees. MIS has been developed to streamline the process of recognition;
The National Curriculum Framework of Teacher Education has been developed keeping in view NCF, 2005;
Academic support is being provided through preparation of Manual for the teacher education institutions
and publication and dissemination of Thematic Papers on Teacher Education.
Various quality control mechanisms have been developed, including re-composition of the Visiting Teams,
periodical monitoring of the teacher education institutions and de-recognition of institutions not conforming
to the Norms and Standard prescribed by the NCTE.
Centrally Sponsored Scheme on Teacher Education
(i) ORIGINAL SCHEME
As envisaged in the National Policy on Education (NPE), 1986, and its Programme of Action (POA), a
Centrally-Sponsored Scheme of Restructuring and Reorganization of Teacher Education was launched in
1987 to create a sound institutional infrastructure for pre-service and in-service training of elementary &
secondary school teachers and for provision of academic resource support to elementary and secondary
schools. The Scheme had, inter alia, the following component:-
Setting up of District Institutes of Education and Training (DIETs).
Strengthening of Secondary Teachers Education Institutions into Colleges of Teacher Education (CTEs) and
Institutes of Advanced Study in Education (IASEs).
Strengthening of State Councils of Educational Research and Training (SCERTs).
Establishment of Block Institute of Teacher Education (BITEs).
Under the Scheme, recurring and non-recurring Central assistance is provided to the State Governments
as resource support to the DIETs, CTEs, IASEs, BIETs and SCERTs.
(ii)REVISED SCHEME UNDER XTH FIVE YEAR PLAN The Scheme was revised under the X Plan,
with the following main objectives :-
Speedy completion of DIET/CTE/IASE/SCERT projects, which have been sanctioned but not completed up
to the end of the IX Plan period.
Making DIETs, CTEs, IASEs sanctioned (and SCERTs strengthened) upto the IX Plan period, optimally
functional and operational.
Sanction and implementation of fresh DIET/CTE/IASE/SCERT projects to the extent necessary.
Improvement in the quality of programmes being undertaken by DIETs, etc. – especially those of pre-service
and in-service training, so as to enable them to effectively play their nodal role of improving quality of
elementary and secondary education in their respective jurisdiction, as measured in terms of levels of learner
achievement.
(iii) REVISION OF THE SCHEME The Central Government entrusted the National Council for Educational
Research & Training (NCERT) to evaluate the Teacher Education Scheme. The NCERT submitted its Report
in August, 2009. The Report contains several recommendations for revising the Scheme. The Ministry is in
the process of revising the Scheme.

23
IMPLICATIONS ON TEACHER EDUCATION OF THE RIGHT OF CHILDREN TO FREE AND
COMPULSORY EDUCATION ACT, 2009
The Right of Children to Free and Compulsory Education Act, 2009 has implications on the present teacher
education system and the Centrally Sponsored Scheme on Teacher Education. The Act inter alia provides
that :
The Central Government shall develop and enforce standards for training of teachers;
Persons possessing minimum qualifications, as prescribed by an academic authority authorise by the Central
Government, shall be eligible to be employed as teachers;
Existing teachers not possessing such prescribed qualifications would be required to acquire that qualification
within a period of 5 years.
The Government must ensure that the Pupil-Teacher Ratio specified in the Schedule is maintained in each
school
Vacancy of a teacher in a school, established, owned, controlled or substantially financed by the Government,
shall not exceed 10% of the sanctioned strength.
In-Service Education
Pre-service education has only long term impact on the quality of elementary education. That is why immediate
measures will have to focus more on in-service education of the existing teachers and up-gradation of their
capacities. Currently in-service education is sporadic, not logically inter-related without yielding additional
tangible benefits to the teacher.
Like pre-service education there should be a well-conceived comprehensive curriculum of long duration
(e.g. largely equivalent to B.Ed in duration required for adequate quality for coverage) broken into modules
carrying varying credit weightages. Every pre-service programme should be accompanied by comprehensive
evaluation - both of theoretical knowledge and of professional skills developed during the period. A scheme
of giving certificates diplomas and degrees depending upon the number of modules completed and credits
acquired will motivate the teachers for more pre-service education and will also make the whole exercise
logically and coherently interwoven.
The curriculum for in-service education should be need-based and focus on clearly identified weaknesses in
the field. The teachers should have the option a pre-testing to opt for only such modules of pre-service that
help him/her remove the deficiencies and weaknesses identified in him/her.
From Regulatory Role to Quality Promotional Role
Attention of the NCRE is focused on regulation of teacher education. It is natural and necessary in the first
phase of the existence of the Council, since the earlier phase of unregulated growth of teacher education in
the country called for this intervention imperatively. It has now to shift major focus on improving the quality.
Some measures that can be taken immediately are:
Grading of Institutions:
The appraisal report of teacher education institutions have to be redesigned to move in this direction. The
appraisal reports should enable the Council and its Regional Councils to grade institutions from outstanding
to poor.
Using Outstanding Institutions
All outstanding institutions must be visited by dependable experts to verify the nature of excellence. Those
really found outstanding should be projected as demonstration institutions. The best practices of these
institutions should be carefully studied, complied and circulated to other institutions for appropriate adoption.
In this process, teacher-educators of these outstanding institutions should be used as resource persons. Visit
to such institutions by the teacher-educators of other institutions may also be useful.
Poor Institutions: Fate to be decided

24
Poor institutions should also be inspected by experts who should assess whether such institutions deserve to
be eliminated or can be improved. In case they can be improved, a concrete plan of action should be prepared
by the Management of the institution which should be implemented within a time frame with arrangement
for close monitoring by the Council/Regional Council. These deserving closure should be ruthlessly closed
in which the co-operation of the States will have to be a crucial element.
Shift
Institutions graded as good or very good should also be asked to submit a plan for improving their grade -
from good to very good and form very good to excellent within a fixed time frame, which should be approved
by the Council/Regional Council and implemented with a provision for systematic monitoring.
Teacher Educator’s Capacity Building - Knowledge
The quality of teacher education depends most heavily on the quality of teacher-educators. A systematic plan
to asses and improve their competence should be prepared and implemented. Every month certain issues
regarding teacher education should be communicated to teacher-educators through website/internet inviting
papers form only the serving teacher-educators. The entries received should be appraised by a jury of high
quality. Those teacher educators who have sent papers of acceptable standard should be required to come for
seminars to be organized on such issues regularly at different places where experts of the NCTE should be
able to discuss the papers and verify the authenticity of and credit for the authorship, by cross-examining and
thoroughly grilling the author.
This will in the long run enable us to identify good teacher-educator as also provide material for an issue-
based monthly journal which will a meaningful platform for teacher-educators. Different educational
institutions should be encouraged to host such seminars which will also give an opportunity to other teacher-
educators and experts to have a first hand acquaintance with the concerned institution.
Awards, prizes and certificates for very high quality papers can also promote healthy competition.
Developing professional Skills
Inadequacy of practical professional skills is too widely noted to need elaboration. Let us accept he adage,
“It is never to late”. A series of workshop innovatively designed can enable identification of teacher-educators
strong in certain professional skills, which can be disseminated through a series of training workshops of
other teacher-educators. Let us take only one example.
I believe that competence in learner-centered activity based teaching methods is the weakest link in the
whole chain. In order to identify teacher-educators with high competence in different methods/models,
workshops should be organized where only those teacher-educators should be invited who claim to have
capacity to demonstrate these methods in the presence of experts. Teacher-educators who really can use
these methods proficiently should be used as resource persons for massive training programme of other
teacher-educators in this regard.
Capacity to frame competency testing questions is another rare skill. This approach can be adopted for
development of other professional skills.
I am primarily pleading for creating an environment where quality, even if its exists somewhere, does not
remain confined to some institutions and gets widely projected, disseminated and extensively used for infecting
or injecting others with this. It also motivates others and creates healthy competition for quality. Numerous
academic activities, not of the traditional kind, but deigned specifically for this purpose can be very useful
instruments in this regard.
Transformation: Towards Alternatives
I consider the existing teacher education system as un-scientific, illogical, based on out-dated theories and
principles of education, psychology, sociology and other social sciences. It does not meet the requirement of
the nation today.

25
It is based on a large number of faulty assumptions and therefore, there is no scope for reform. The only
solution is dismantling the present system and putting in place a radically different one.
Let us briefly look at the faulty assumption I am referring to. I will only list them without giving evidence
and logical arguments to substantiate them. I would suggest that they should be taken as hypotheses which
may be rejected by marshalling evidence and arguments against them. The following, in my view, are the
assumptions on which the edifice to teacher education stands:
The society considers persons with teacher education qualifications as better teachers than those without
such qualifications.
The duration of teacher education programme has a scientific basis and is adequate to develop a good
teacher.
Teacher educators who have never taught in a particular stage of education are competent enough to train
god teachers for that level.
Every stage of education requires a different teacher education course because :
Every stage has requirements which are preponderantly specific than requirements that are general and
useful and applicable to all stages.
The transfer of training of learning for a teacher trained for one stage of education to another stage is minimal.
A general course for all stages with provision for specialization/bridge course for each stage cannot meet our
requirement.
A collaboration between institutions of general education and teacher education cannot take care of teacher
preparation.
Teacher Education curricula include the latest developments in cognate disciplines like Psychology, Sociology,
Communication Science, Management, Public Administration etc.
During the pre-service education, teachers are trained thoroughly in teaching learning strategies based on
latest research and studies
Herbertian steps still constitute the best methods of teaching in schools.
40 practice lessons can make teacher people acquire proficiency in teaching to use all feasible methods.
The teaching ability of teacher people can be assessed by observing his teaching of 45 minutes.
Internship is not essential or is not feasible.
Teacher Education courses can largely be covered by Teacher Centered method and learner centered methods
need not be used.
Trainees have the capability to practice all teaching methods theories of which are taught to them in the
teacher-education institutions.
Curriculum framing skills are reliable methods of evaluation can be learnt through theory in such a way that
trainees can use them in schools, wherever they wish.
There is a substantial transfer of learning/training from a teacher training institutions to a realistic school
setting.
There is no need of specialization in professional skills like curriculum framing, curriculum transaction and
evaluation method of any level.
Intuition and experience are enough to develop a system of teacher education without sufficient empirical
studies, research and evidence.
Faultless and impressive statement of goals leads to achievement of goals without establishing logical or
empirical relationship between the goals, the process and the evaluation procedures.
Values, attitudes and the higher mental faculties can be developed without directly targeting them.

26
Although the characteristics and attributed to an excellent teacher make him/her look like a super human,
there is no need to clearly identify those characteristics and competencies that we wish to develop in a course
and those we deliberately wish to leave out.
There is no need to priorities amongst these characteristics, competencies, attitudes, values not is it necessary
to give different weightages to them.
All the characteristics and competencies we wish to develop are not mutually in-consistent and can co-exist.
We need not evaluate the level achieved in each quality, competency and characteristics we wish to develop
through a teacher education programme.
For a teacher, knowledge of subject is more important than sensitivity to the learners.
Evaluation system should be the same for teacher education as far the schools and general education course.
Co-curricular activities in the schools can be organized by any teacher without special training.
There can be many more such statements that are assumed by teacher education today.
We shall now proceed to consider some alternative approaches. They have not been comprehensively worked
out. They are not necessarily mutually exclusive. Components of different approaches can be combined: yet
I present them as separate, independent and comprehensive models because each has a distinct approach.
A. Induction and On-The-Job-Training
A short term (only one to two years) teacher education programme is ritualistic and does not inspire credibility
and confidence in the society. It is better therefore, to recruit high achievers of general education, provide
them induction training and enable them to acquire excellence in teaching gradually through experience
during which they are given continual guidance.
B. Professional Competencies
Pre-service teacher education programme only focusing on professional competencies and skills required by
a teacher be developed and put in place for which collaboration with institutions of general education be so
organized as to provide complementary role to each.
C. Licensing/Certifying Examination
Preparing teachers should be left free without prescribing any course but there should be a certifying or
licensing procedure by the NCTE in which identified, competencies, knowledge etc. necessary for by a
teacher is assessed in a more dependable manner at limited number of centers through out the year. There
should be provision for credit accumulation, appearance in he tests a number of times to acquire necessary
credits. Competencies, qualities, characteristics required of teacher should be prioritized and given different
credits. A variation of this approach can be that theoretical knowledge is tested earlier as a pre-requisite and
only those achieving acceptable standard are permitted to appear in the final test where practical professional
skills are appraised.
D. Comprehensive Teacher Education Faculty
A teacher education programme be developed that starts from class 11 and goes up to Post Graduation with
similar stages and duration at par with general education and only those in the stream be considered qualified
to work as teachers. In this model the starting point could be after 12th Standard that from the graduate level.
E. Integration with general education
The theoretical part of the discipline of education could be offered as an optional subject in general education
in all faculties. The course should be adequate to give the necessary theoretical back ground. Professional
skills be provided by teacher education institutions or with attachment to a senior qualified teacher licensed
to act as teacher educator.
F. Communication Course
A course in communication abilities combined with excellence in general education should be considered
adequate qualification for the job. Courses in communication abilities may be so designed as to develop

27
capabilities of communication in diverse situations so that those who join the course have several professional
options including teaching.
G. Personality Development Psychologist
Education is seen not as a process of merely imparting knowledge but is perceived as a process to develop all
the aspects of personality. This requires a specialist as thoroughly trained as a medical Doctor. Professional
course of this kind be developed based on the recent advances in behavioral sciences. As a post script to the
brief presentation of these approaches, it should be emphasized that in each of the approaches, the curriculum,
the transactional methods and evaluation patterns should target on the clearly stated objectives and the
certificates should indicate the credit achieved in each of them.
I am fully conscious that these ideas floated cannot be considered as adequate response to the faulty
assumptions listed by me. Many entirely new paradigms that take care of these faulty assumptions can be
developed once the basic approaches suggested above are scrutinized and selection of one or more of them
is made for comprehensive development and presentation. Scientific rigour will demand experimental
implementation of some of the selected models and finalization only after scientific comparison. In fact
some of the components of the models are already floating around in our environment, although they have
not been systematically identified for comparative study and for being used inputs in developing a new
model. It is high time we take up most of these challenging tasks.
b)Issues in Preparation of Teachers

Underlying the process of inclusion is the assumption that the general classroom teacher has certain knowledge
and understanding about the needs of different learners, teaching techniques and curriculum strategies. Florian
and Rouse (2009) state: ‘The task of initial teacher education is to prepare people to enter a profession which
accepts individual and collective responsibility for improving the learning and participation of all children’
(p. 596).
The OECD Report ‘Teachers Matter’ recognises that the demands on schools and teachers are becoming
more complex as society now expects schools to deal effectively with different languages and student
backgrounds, to be sensitive to culture and gender issues, to promote tolerance and social cohesion, to
respond effectively to disadvantaged students and students with learning or behavioural problems, to use
new technologies, and to keep pace with rapidly developing fields of knowledge and approaches to student
assessment. Teachers, therefore, need confidence in their ability and the knowledge and skills in inclusive
education to meet the challenges that they will encounter in the present school climate. (Carroll et al., 2003)
The goal is to eliminate all barriers in order to achieve learning (Lipski, 1998). Inclusion promotes quality
and equity education for all, without any type of barrier or exclusion, including those who may be potentially
marginalized due to disability, gender, emotional/ behavioral problems, family background, ethnicity,
giftedness, migrants, poverty, hearing or visual impairment, language delay, among others. (Salamanca
Statement, p. 6)
This is a big challenge for all but, it is an opportunity to advance the school as a change factor that promotes
dialogue and participation, making possible well-being through an education of quality for all without
exception, for the commitment of the community.
It is a fact, every educational system in the world needs to improve and work towards the best results. This
is not an exception in Mexico. It has lot of educational challenges, combined with socially and economically
complicated contexts.
Mexico has signed every international statement about inclusion, and has promoted deep transformations.
The author believes that the most transcendental has been The General Education Law issued in 1993. This
Federal Law recognized special education as a part of Basic Education and specifies its mission. ‘The Special
Education is destined to individuals with temporary or permanent disabilities as well as those with outstanding
aptitudes. It treats students in an appropriate manner according to their conditions and with social equity. For
children with disabilities, education will support their inclusion into regular education through the application
of methods, techniques and specific materials. For those individuals not able to be included in regular education
28
classrooms, an educational program will be developed to respond to their individual learning needs. This
will include the development of independent living and social skills supported by the use of programs and
materials. This educational program includes orientation to parents and/or guardians as well as to teachers in
basic education that receive students with special educational needs’ (Article 41). In consequence every
special education service was transformed mainly into two services; The Services Support Unit for Regular
Education (USAER), a group of diverse professionals in regular schools, and the Multiple Attention Centers
(CAM), attending children with profound needs, promoting independent life, and occupational inclusion,
but both start from the General Curricula as a core.
Issues and challenges
Reflections on teacher education for inclusion
Inclusion requires a large vision and specific competencies for all teachers. Now the teachers need to know
that diversity is present in the classroom, and that they should attend to learners with a range of diverse
needs. In this frame, it is imperative to prepare teachers for inclusion in all curricular plans for pre-service
teachers, also for teachers in services, with the following professional aptitudes:
Researcher. Always searches for explanations about their educative reality, has intellectual skills to propose
diverse hypothesis, solve problems, generate innovation, and face challenges in the education field.
Strategic. Is a professional with strong self- regulation, skills for planning, guiding and assessing, not only
their own intellectual resources about the learning of curricular issues but also in their performance as a
teacher. Always has an attitude to learn and improve. Faces uncertainty with creativity.
Resilient. Always moves towards the future, in spite of their difficult situations, by making healthy adjustments
against adversity.
The knowledge, skills and attitudes for all inclusion teachers must emphasize that the purpose of all teacher
interventions is the students’ learning. They also need to have high expectations for all (inclusive vision),
develop inclusive projects including diverse teaching strategies and support systems (inclusive practices)
and participate in a collective work (inclusive language).
The author identifies three important educational aspects that every teacher needs to be inclusive:Equality;
promoting the same opportunities for all, quality; offering functional and meaningful learning andequity;
responding to special educational needs.
Key outcomes and lessons learned
The inclusive teacher should be accompanied in his early professional development by a mentor, following
the facilitation and cooperation models.
The profile for the inclusive teacher should be as follows:
The inclusive teacher is a professional educator committed to his/her community, who recognizes individual
differences and considers them in his/her educational intervention actions. S/he participates in collective
teaching because it is essential for collaboration and dialogue and is also creative in implementing education
by facing the challenges of diversity in specific educational project interventions.
The inclusive teacher by their multi-tiered formation has a holistic educational view with strong skills and
experience in order to participate in diverse contexts.
In our teacher programs, we are promoting each one of the seven essential components; combining the
federal program (by mandate) with our complementary program. The focus of all the actions is to develop an
approach to inclusive education teacher. Some conclusions are:
a) Work together with other institutions to build a collaborative network, connecting colleagues and diverse
professionals, interchanging knowledge and making new friends.
b) Promote educational research projects to develop innovation.
c) Participate in diverse social and educative programs in each community.

29
d) Support the collaborative work of all teachers because it is the best way to attend to the diversity of our
schools. In this sense, the mentoring process has a transcendent role.
e) Choose the best student profile for teacher education.
f) Enrich the Teacher Preparation Programs, with transversal competencies along the curricular plan.
g) Increase all professional skills in term of alternative and augmentative communication systems such as
Braille, Sign Language and Communication Board through a supplementary program.
h) Make educational proposals to the Federal Education Department in order to improve the Training Teachers
in Mexico based on action research.
i) Collaborate with academic centers to share knowledge.
Inclusion has been incorporated into almost every educational system, but we still need to learn and understand
the real meaning of Education for All with quality and equity and recognize the fundamental role of teachers
in the advancement of social justice, human rights, and opportunities for welfare. Each one of us needs to
face the challenges in order to consolidate inclusion for the benefit of our community.
Qualities for Distinguishing Educational Alternatives
Choosing a school for a child is one of the most important decisions parents make. The school — its teachers,
curriculum, educational philosophy, and values both explicit and implicit — will affect the child’s day-to-
day life. It will help shape the child’s personality, view of life, behavior, and destiny as an adult. And it will
also deeply affect the lives of the parents and the life of the family as a whole.–Ronald Koetzsch[4]
In 1994, MacMillan Publishing released the Almanac Of Educaton Choices, which at that time listed over
6,000 progressive and holistic schools and homeschooling resource centers. (A new version of the Almanac
is being published soon by the Alternative Education Resource Organization, www.edrev.org.) Even if parents
have only a few alternatives in their local community, in addition to visiting those schools, understanding the
underlying differences between alternatives can inform their selection. The schools and learning communities
described in this paper feature both commonalities as well as differences.
In terms of commonalities, these alternatives are not hardened institutions with hardened rules or procedures.
Avoiding many levels of school bureaucracies, these alternatives are flexible and warm learning communities
where people come before procedures, rules, or technology.
Philosophical alternatives are not ideal learning communities — they are as susceptible to conflict, as any
other organization. Students disagree with teachers; teachers disagree with parents (and often with each
other); parents disagree with school principals. Alternatives are unique, however, in the way in which conflict
is approached and resolved, along with the value that is found (and sometimes embraced) within each conflict.
Philosophical alternatives are rooted in philosophies about life and learning that are fundamentally different
from mainstream schooling. While these philosophies differ in many specifics, what they have in common is
that they tend to not be rooted in an overly objective and rational way of knowing that causes conventional
schooling to divide learning into isolated components.
Many alternative educators argue instead that who the learners are, what they know, how they know it, and
how they act in the world are not separate elements, but reflect the interdependencies between our world and
our selves. As author Parker Palmer explains, “The images of self and world that are found at the heart of our
knowledge will also be found in the values by which we live our lives.”[5] Taking this a step further, Palmer
describes the teacher as the mediator between the knower and the known, the “living link in the epistemology
chain,” teaching a way of being in the world, a mode of relationship.[6] Human development, then, is part
and parcel with education, and includes the emotional, ecological, spiritual, physical and intellectual aspects
of living.
A second quality that distinguishes these alternatives from traditional schools is their long and unique history
within well-rooted philosophical foundations. As educational historian Ron Miller explains:
Throughout the 200-year history of public schooling, a widely scattered group of critics have pointed out
that the education of young human beings should involve much more than simply molding them into future

30
workers or citizens. The Swiss humanitarian Johann Pestalozzi, the American Transcendentalists: Thoreau,
Emerson and Alcott, the founders of “progressive” education — Francis Parker and John Dewey — and
pioneers such as Maria Montessori and Rudolf Steiner, among others, all insisted that education should be
understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of
the developing child.[7]
More recently and in a somewhat different vain, social critics such as John Holt, Paul Goodman, Ivan Illich,
and Paulo Freire have examined education from anarchist-leaning perspectives, that is, critiques of the ways
that conventional schooling subverts democracy by molding young people’s understandings.[8]
A third quality that distinguishes alternatives from traditional education is their diversity. Unlike traditional
private and public schools which are remarkably similar across time and space, most alternative schools do
not subscribe to the “one model fits all communities” mentality. Each alternative creates and maintains its
own methods and approaches to learning and teaching. This is a critical point that is often missed by newcomers
(including myself). When initially learning about Montessori, Waldorf, or democratic schools, the
overwhelming attitude is: “Oh, yes! Finally, education that pays attention to the unique needs of each child!”
Once this excitement wears off, however, you may realize that there are many ways of conceiving and
understanding the needs of the whole child in balance with the needs of the community and society at large.
Thus, each alternative approach is founded upon slightly, and sometimes drastically, different beliefs about
what it means to live, learn, love, and grow in today’s society. (For some examples of philosophically diverse
schools, visit the member web sites of schools and organizations in the National Coalition of Alternative
Community Schools, http://www.ncacs.org/links.htm.)
Unfortunately, by uncritically hailing John Taylor Gatto, A.S. Neill, Rudolf Steiner, Daniel Greenberg, or
Maria Montessori, parents as well as educators may create other systems that are as dogmatic and rigid as the
system they were leaving. A particular alternative education system may appear on the surface to be “the
answer,” but at another level, it is still just a system. To create alternatives that are truly nurturing for children
and integrated with communities, we must be conscious of the values, philosophies, and beliefs behind the
systems and within ourselves. Then, rather than defending one alternative as “the answer,” we can open to
the idea that there is no “one best system”[9] — just a diversity of systems that match, or do not match, with
the diversity of people in the world. Further, such awareness can also enable us to change our educational
systems in more conscious ways that are aligned with how we ourselves are changing. This in turn helps
keep us from getting stuck in a stagnated perception of what education “should” look like.
When looking for qualities that distinguish educational alternatives from each other, one could certainly
identify the curricula taught within schools. Across educational alternatives, we find that traditional subjects
such as reading, writing, and math are not always taught separately but integrated into students’ overall
learning.[10] Other subjects like environmental education, ecology, or spirituality, not often found in more
traditional school curricula, often emerge from the interests of learners and teachers in a more open-ended
learning community.[11] Yet, for the most part, subject matters are only indirectly related to the core
philosophies and educational approaches used in alternative schools. In the end, what is studied matters far
less than how it is learned and how it becomes relevant in students’ lives.[12]
The size of most alternative schools varies mostly in the range of 10 to 400 students. This matches with
considerable research on small schools (see http://www.ael.org/eric/small.htm) that indicates many advantages
of maintaining small schools, regardless of philosophy. In addition, many of these schools maintain a
staff:student ratio that is far better than average.

31
 SEMESTER 3
Teacher Education Course 2
Continuing Professional Development And Research In Teacher Education

Module - I
IN-SERVICE TEACHER EDUCATION
Unit – 8
Professional Development of Teachers
CONCEPT OF PROFESSION :
From Wikipedia, the free encyclopedia “profession is a vocation founded upon specialized educational
training, the purpose of which is to supply disinterested counsel and service to others, for a direct and
definite compensation, wholly apart from expectation of other business gain.

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;
4. 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.
Just as some professions rise in status and power through various stages, so others may decline. This is
characterized by the red cloaks of bishops giving way to the black cloaks of lawyers and then to the white
cloaks of doctors. With the church having receded in its role in western society, the remaining classical
professions (law and medicine) are both noted by many as requiring not just study to enter, but extensive
study and accreditation above and beyond simply getting a university degree. Accordingly morerecently-
formalized disciplines, such as architecture, which now have equally-long periods of study associated with
them.
Although professions enjoy high status and publics prestige, all professionals do not earn the same high
salaries. There are hidden inequalities even within professions.
Formation of a Profession :
A profession arises when any trade or occupation transforms itself through ¯the development of formal
qualifications based upon education, apprenticeship, and examinations, the emergence of regulatory bodies
with powers to admit and discipline members, and some degree of monopoly rights.
Regulation :
Professions are typically regulated by status, with the responsibilities of enforcement delegated to respective
professional bodies, whose function is to define, promote, oversee, support and regulate the affairs of its
members. These bodies are responsible for the licensure of professionals, and may additionally set
examinations of competence and enforce adherence to an ethical code of practice. However, they all require
that the individual hold at least a first professional degree before licensure. There may be several such
bodies for one profession in a single country.

32
Autonomy :
Professions tend to be autonomous, which means they have a high degree of control of their own affairs :
¯Professionals are autonomous insofar as they can make independent judgements about their work. This
usually means ¯the freedom to exercise their professional judgement.
Professional autonomy which is an essential characteristic of the concept of professional ideology is based
on three claims.
First, the work of professional entails such a high degree of skill and knowledge that only the fellow
professionals can make accurate assessment of professional performance.
Second, professionals are characterized by a high degree of selflessness and responsibility, that they can be
trusted to work conscientiously.
Third, in the rare instance in which individual professionals do not perform with sufficient skill or
conscientiousness, their colleagues may be trusted to undertake the proper regulatory action.
However, it has other meanings. ¯Professional autonomy is often described as a claim of professionals
that has to serve primarily their own interests… this professional autonomy can only be
maintained if members of the profession subject their activities and decisions to a critical evaluation by
other members of the profession. The concept of autonomy can therefore be seen to embrace not only
judgement, but also self-interest and a continuous process of critical evaluation of ethics and procedures
from within the profession itself.
Status and prestige :
Professions enjoy a high social status, regard and esteem conferred upon them by society. This high esteem
arises primarily from the higher social function of their work, which is regarded as vital to society as a whole
and thus of having a special and valuable nature. All professions involve technical, specialized and highly
skilled work often referred to as ¯professional expertise. Training for this work involves obtaining degrees
and professional qualifications (see Licensure) without which entry to the profession is barred (occupational
closure). Training also requires regular updating of skills through continuing education.
Power :
All professions have power. This power is used to control its own members, and also its area of expertise
and interests.
A profession tends to dominate, police and protect its area of expertise and the conduct of its members, and
exercises a dominating influence over its entire field which means that professions can act monopolists,
rebuffing competition from ancillary trades and occupations, as well as subordinating and controlling
lesser but related trades. A profession is characterized by the power and high prestige it has in society as a
whole. It is the power, prestige and value that society confers upon a profession that more clearly defines it.
Characteristics of a Profession :
The list of characteristics that follows is extensive, but does not claim to include every characteristic that
has ever been attributed to professions, nor do all of these features apply to every profession :
1. Skill based on theoretical knowledge : Professionals are assumed to have extensive theoretical
knowledge (e.g. medicine, law, scripture or engineering) and to possess skills based on that knowledge that
they are able to apply in practice.
2. Professional association : Professions usually have professional bodies organized by their members,
which are intended to enhance the status of their members and have carefully controlled entrance requirements.
3. Extensive period of education : The most prestigious professions usually require at least three years
at university. Undertaking doctoral research can add a further 4-5 years to this period of education.
4. Testing of competence : Before being admitted to membership of a professional body, there is a
requirement to pass prescribed examinations that are based on mainly theoretical knowledge.
5. Institutional training : In addition to examinations, there is usually a requirement for a long period
33
of institutionalized training where aspiring professionals acquire specified practical experience in some
sort of trainee role before being recognized as a full member of a professional body. Continuous upgrading
of skills through professional development is also mandatory these days.
6. Licensed Practitioners : Professions seek to establish a register or membership so that only those
individuals so licensed are recognized as bona fide.
7. Work autonomy : Professionals tend to retain control over their work, even when they are employed
outside the profession in commercial or public organizations. They have also gained control over their
own theoretical knowledge.
8. Code of Professional conduct of ethics : Professional bodies usually have codes of conduct or ethics
for their members and disciplinary procedures for those who infringe the rules.
9. Self-regulation : Professional bodies tend to insist that they should be self-regulating and independent
from government, Professions tend to be policed and regulated by senior, respected
practitioners and the most highly qualified members of the profession.
10. Public service and altruism : The earning of fees for services rendered can be defended because they
are provided in the public interest, e.g. the work of doctors contributes to public health.
11. Exclusion, monopoly and legal recognition : Professions tend to exclude those who have not met
their requirements and joined the appropriate professional body. This is often termed professional closure,
and seeks to bar entry for the unqualified and to sanction or expel incompetent members.
12. Control of remuneration and advertising : Where levels of remuneration are determined by
government, professional bodies are active in negotiating (usually advantageous) remuneration packages
for their members. Though this is sometimes done in sometimes done in good intention but can be proven
good when the partner, family or mentor recommend something contrary to the general norms. This was
further buttressed in the world bank essay paper written by Idiaro Abdulazeez Paper Challenges and associated
solutions for companies working together in collective action to fight corruption. This has caused for
global audience and even the worldbank launched an international competition in it people are used to Some
professions set standard scale fees, but government advocacy of competition means that these are no
longer generally enforced.
13. High status and rewards : The most successful professions achieve high status, public prestige and
rewards for their members. Some of the factors included in this list contribute to such success.
14. Individual clients : Many professions have individual fee-paying clients. For example, in accountancy,
¯the profession usually refers to accountants who have individual and corporate clients, rather than
accountants who are employees of organizations.
15. Middle-class occupations : Traditionally, many professions have been viewed as respectable‘
occupations for middle and upper classes.
16. Male-dominated : The highest status professions have tended to be dominated although females are
closing this gender gap Women are now being admitted to the priesthood while its status has declined
relative to other professions. Similar arguments apply to race and class : ethic groups and working-class
people are no less disadvantaged in most professions that they are in society generally.
17 Ritual : Church ritual and the Court procedure are obviously ritualistic.
18 Legitimacy : Professions have clear legal authority over some activities (e.g. certifying the insane)
but are also seen as adding legitimacy to a wide range of related activities.
19 Inaccessible body of knowledge : In some professions, the body of knowledge is relatively inaccessible
to the uninitiated. Medicine and law are typically not school subjects and have separate faculties and even
separate libraries at universities.
20 Indeterminacy of knowledge : Professional knowledge contains elements that escape being mastered
and communicated in the form of rules and can only be acquired through experience.

34
21 Mobility : The skill knowledge and authority of professionals belongs to the professionals as
individuals, not the organizations for which they work. Professionals are therefore relatively mobile in
employment opportunities as they can move teacher employers and their talents with them. Standardization
of professional training and procedures enhances this mobility.
Teacher Education as a Profession :
Teachers play a vital role in the improvement of the quality of education. In any assessment of the educational
system, it is important to know whether there are enough teachers, who are not only well qualified to each
different subjects, but are also able to cope with the changing curriculum and growth in knowledge. It is
important to know about the facilities that exist for upgrading their knowledge and improving their skills of
teaching.
The professional development of teachers has received a great deal of attention in all countries, including
India, The volume of professional and research literature on in-series education and professional development
is also considerable. In comparison, the attention that teacher education has received is marginal. Even
when research and policy initiatives are directed towards teacher education, the focus is on curriculum
reform, programme structure, institutional development, instructional resources, and the like. The content
of teacher educators‘ professional development is rarely examined and critiqued. More specifically, the
concept of an identifiable body of Knowledge a knowledge base for teacher education does not seem to
have been addressed so far in any meaningful way.
Eraut draws a useful distinction between prepositional knowledge and personal knowledge. The former
owes its origin to institutions of higher education where it is developed, organized and codified. It acquires
academic status and legitimacy. It becomes public knowledge, available for further research and testing.
Personal knowledge is that which resides within the working professional. It is obtained over many years
from observation, social interaction and experience, and gets reflected in the person‘s performance. In fact,
it forms an important part of a persons‘ competence. Eraut‘s map of professional knowledge provides
useful guidance for those about to engage in the difficult task of determining the knowledge base of a
profession. Such a map is needed for teacher education for several reasons :
i) To correct wrong notions about teacher education that are in circulation.
ii) To illuminate the debate about theory-practice links and the role of experimental learning.
iii) To highlight aspects of knowledge that have been somewhat neglected in the teacher education
programmes.
iv) To shed light on the growing debate about competence based approaches to professional standards and
qualifications.
The term professionalism is used to describe the methods, manner, and spirit of a profession and of its
practitioners. Each profession has its own culture derived from the role of its practitioners and the
expectations the society at large has with respect to the professional service.
If teacher education is to become a truly professional enterprise fundamental changes are needed in the
way teachers, colleges and departments of education operate. The bureaucratic – administrative model
needs to be replaced by a professional – managerial model. The following comparison of the two models
is intended to help visualize the needed change.
The Image of Teacher Education :
It would be useful to review the basic assumptions and reality of teacher education in order both to understand
the image problem in its historical perspective and to create an appropriate agenda to
deal with it. Some of the basic assumptions underlying university based teacher education programmes are
as follows :
i) That there is a common body of knowledge theory and skills associated with teaching that must be
acquired by every prospective teacher;
ii) That universities are the repositories of this professional knowledge;
35
iii) That universities tend to be future oriented with respect to professional needs and development;
iv) That colleges and departments of teacher education enjoy congenial relationship with academic
departments and research activity in higher education;
v) That teacher education programmes are best managed when associated with professional research and
development and service activities;
How does reality (the prevailing situation in teacher education generally) fit with these assumptions?
Critics point out the following.
i) Preparation of public school teachers is viewed by many as a low level academic enterprise, counter to the
intellectual traditions of the university;
ii) Teacher education departments have not developed adequate programmes for knowledge synthesis. We
do not have a coherent theory for the utilization of academic disciplines in preparing teachers;
iii) Students in teacher education programmes are generally a theoretical and practice-oriented, and show
little confidence in or felt need for research and theory;
iv) Research provides conflicting evidence regarding the influence of university – based teacher education
programmes in shaping the professional perspective of students. It is described as liberal, conservative, or
non – existent;
An analysis of these assumptions and reality leads to two fundamental problems for teacher education.
i) Unlike in the more mature professions, such as medicine and law, there is little consensus among
teacher educators as to whether a prescribed body of professional knowledge is really necessary in order
to prepare a practitioner and if so, what the ingredients of this knowledge are, or should be.
ii) Although teacher education institutions, public schools, and state departments and agencies of education
are the principal partners in preparing and certifying teachers, there seem to be major differences in their
role concept, convictions, and values.
Healthy Practices in Teacher Education :
Theoretical aspect of professional management of teacher education is clarified and glorified in all its
dimensions. When it comes to practical reality in teacher education institution it is a matter of divine glory
of the time. There has been knowledge explosion in very discipline. A college / university teacher has to
continuously update his / her knowledge in his / her chosen field of expertise, or run the risk of becoming
totally outdated in a very short period of time.
While the really motivated and industrious teachers use their own resources to keep themselves abreast of
new knowledge and to train themselves in the latest processes, methodologies and techniques of teaching,
it is necessary to provide systematic and organized orientation programmes for the large number of teachers
at the college and university level.
The Academic Staff Colleges developed by University Grants Commission under the National Policy on
Education (1986) has the main philosophy to keep in mind that teacher is central to the system. While it is
universally accepted that the teacher is the pivot of the educational system, our system does not provide
adequate opportunities for their professional development. It is, therefore, necessary to develop inbuilt
mechanisms to provide opportunities for teacher within the framework of knowledge society. It is also
accepted that a teacher must not be confined only to transmitting information, she / he must also orient
students to meet the challenges of life, to not merely becomes a trained professional, but also a better
citizen.
It was believed in the past that a college / university teacher learnt the art‘ of teaching on the job by
emulating outstanding models such as his / her own teachers or senior colleagues. The stock – in – trade
of the college / university teacher has always motivated the students. Today, it is no longer possible to
expert a newly appointed teacher to acquire the art‘ of teaching by emulating his / her peers.
The concept of an orientation programme emphasizes teachers as agents of socio-economic change and
national development. As per the guideline issued by UGC it is intended to inculcate in young lecturers the
36
quality of self reliance throw their awareness : inner and outer. In order to achieve this objective, the
curriculum for the orientation course includes the following four components with minimum of 144
contact hours, that is six hours daily for a four – week programme.
Component A : Awareness of linkages between society, environment, development and education.
Component B : Philosophy of education, Indian education system and pedagogy.
Component C : Resource awareness and knowledge generation.
Component D : Management and personality development.
The above components are illustrative in nature depending upon the requirements of lectures and their
academic background, the Academic Staff College is empowered to select the number of topics and
methodologies of teaching.
One of the major criticisms of teacher education as a profession, or perhaps as one claiming professional
status, is the lack of an identifiable body of knowledge that is established by a consensus as a prerequisite
of effective performance as a practicing teacher. While the criteria that distinguish the profession from other
occupations are subject to continuous revision and refinement, the validity of at least some of these has
never been questioned.
Foremost among these relates to the knowledge base. As Eraut points out, ¯The power and status of
professional workers depend to a significant extent on their claims to unique forms of expertise which are
not shared with other occupational groups and which are valued by society.
CONCEPTS OF PROFESSIONALISM :
It is sometimes difficult to identify the true meaning of professionalism. Many individuals use professionalism
as a façade to cover their lack ability to perform their job effectively. Others use it to for intimidation to gain
power. Still others use it as a way to impress the unknowing. However, it seems that very few individuals
use it for its original intent to provide a foundation for effective communications and efficient performance.
Different people have different opinions about the term ¯Professionalism . We will now discuss different
views about it. This can cause considerable confusion for someone trying to define professionalism in their
own career. But, you should always keep one point in your mind that the core definition of Professionalism
is always the same. A general, raw view is ¯professionalism is a focussed, accountable, confident,
competent, motivation toward a particular goal, with respect for hierarchy and humanity, less the emotion.
What this means is that you leave out the outbursts and emotional thralls that accompany stressful situations
and success. You maintain focus, with a sense of urgency, and accept responsibility on a path towards a
specific goal. In the process, you maintain respect for your superiors, peers, and subordinates as well as
respect them as human beings.
Dictionary meaning of professionalism is the expertness characteristics of a professional or the pursuit of
an activity as an occupation. We often talk about the quality of what we do and measure the professionalism
of our work against others. Although we often use different terms, the overall meaning is the work of x‘is
more professional than y‘. Some views are given below for getting more idea about it.
Professionalism is the expertness characteristic of a Professional person.
¯Professionalism is following the rules and regulations and have the courage to change them.
¯Professionalism is balancing the personnel and professional life.
It means to be practical and professional in life. One who has skills, knowledge and attitude and uses
them is called a professional. The attitude which a professional shows is called a professionalism.
¯Professionalism is all about attitude towards work i.e. the dedication, sincerity with which you approach
to your work, the work which makes you earn money.
To get clear idea about Professionalism you should agree on something that just because one is professional,
he or she automatically does not exhibit professionalism. A very general, raw idea of Professionalism is a
bundle of the following concepts :

37
A focused approach
Pride in what one is doing
Confident
Competent
Motivation towards a particular goal
Accountability
Respect for people irrespective of rank, status and gender
Responsibility whole on the path to a particular goal
Commitment to word and deed and
Control of emotions well
From the above discussions you may got idea about Professionalism. It is anything done with lot of
common sense. It is something done with end result in mind. It is something that is done with planning. It
is something where person shows forward thinking.
It means it is not important that what types of work you are doing but important that how you are doing it.
To develop professionalism you should follow the following criteria.
Have pride in yourself and confidents in your abilities Do your best and be your best Achieve your full
potential Be on time no matter what Dress for the job
You should follow the quotes ¯Professionalism is knowing how to do it, when to do it and doing it.
In short, professionalism are language, behaviour, act, dress and work. It has to do with how to handle
ourself in situations. It is the character, spirit and competencies demonstrated by the standing practice of the
profession. The challenge of maintaining professionalism involves subscribing to the ideal behaviours
and values shared by colleagues.
DEVELOPING PROFESSIONALISM FOR TEACHER EDUCATORS :
Teacher professionalism has relevant significance in education in that it affects the role of the teacher and
his or her pedagogy, which in return affects the student‘s ability to learn effectively. It can be defined as
the ability to reach students in a meaningful way, developing innovative approaches to mandated content
while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology.
However, this definition does little to exemplify precisely how a professional teacher carries himself or
herself. Due to the growing autonomy being given to educators, professionalism remains one of the most
influential attributes of education today. Teacher professionalism contains three essential characteristics,
competence, performance and conduct, which reflect the educator‘s goals, abilities, and standards, and directly
impact the effectiveness of teaching through the development of these qualities.
To begin, the characteristic of competence is fundamental in an educator‘s pursuit of excellence. A discussion
on competence focuses on three important ideas : preparation, knowledge of subject area, and defined
pedagogy. The first, preparation, prepares the professional for the adversity of the classroom. From language
and cultural barriers to socio-economic differences, all educators face deterrents in the classroom that must
be broken down by individualized techniques. ¯Decision making by well-trained professionals allows
individual clients‘ needs to be met more precisely and… promotes continual refinement and improvement
in overall practice (Darling – Hammond, 1988, p. 59). Thus, by bridging these barriers, the educator will
be better prepared for classroom management and create an effective l e a r n i n g
environment. Furthermore, by doing this, the professional teacher leads students by his or her example:
one who is prepared for difficulties will be able to overcome them.
Along with preparation, a professional educator with a strong knowledge of his / her subject area has the
opportunity to concern themselves with preparing innovative techniques to teach material rather than
spending significant amounts of time studying the material. With the advantage of knowing one‘s curriculum
material well, the educator has more confidence in their teachings, having already placed significant
38
though on the material being taught. Thus, a professional is able to dwell on how to relate subject matter to
the students and their cultures in an original method.
The final portion of competence is discovering and assuming a defined pedagogy. A professional teacher
who has a defined pedagogy has already journeyed through several trials to discover which pedagogical
techniques are more effective. According to Lunenburg and Ornstein (2000), ¯Hiring teachers by subject
and skill presumes that curricular priorities have been established, which means that decisions have been
made about how much time will be devoted to each segment of the curriculum. Although this may take
years to fine-tune, a professional is willing to self-evaluate his or her pedagogy as s/he develops it, revise
their edification when deemed necessary, and apply one‘s ideas to a practical situation. Furthermore, by
acquiring a defined pedagogy, a professional creates more autonomy for him or herself, allowing for a
partial release from the constraints constructed by the administration, school board, or parents.
Although competence is essential to teach professionalism, it is only useful if the educator is able to perform.
Performance is the ability to effectively teach the concepts of a curriculum. However, this is performance
defined at its most fundamental level. ¯As individuals, professionals have the right to perform their work
as they see fit, based on knowledge acquired through specialized training (Newman, 1998,p. 121). Such a
quote demonstrates the essentiality of performance, which derives from both premeditated and
improvisational techniques. A professional teacher educates so that students learn concepts and apply them
to their lives. Although this undermines the school‘s emphasis on state test results, a quality educator
prepares for the tests through this unique style of applying to his / her students‘ lives. Thus, the application
of these concepts must be inside the bounds of students‘ lives. Furthermore, an educator that has a high
standard of performance is reliable and dedicated. This type of educator becomes an active teacher rather
than a passive teacher, showing the students a genuine interest in their progress as a student.
The final characteristic of teacher professionalism, conduct, is equally as significant as the first two. The
manner in which an educator carries himself or herself is a reflection on one‘s classroom, school, community,
and educational system. Conduct is a representation of how well one takes care of himself or herself, from
aesthetics to language and behavior. However, these are minor qualities of conduct. Conduct also includes
one‘s ability to initiative and maintain quality communication with all the parties involved in education :
students, fellow teachers, school board, administration, and parents. It is through energetic communication
by a professional that initiates understanding, whether it be a student grasping their potential or the professional
voicing their displeasure on a newly implemented regulation. A professional teacher desires to locate
effective communicative skills to achieve preferred educational goals.
In conclusion, a completed definition of teacher professionalism far exceeds the simple
notion that a teacher be prepared in a certain manner. A professional is trained to handle all situations, as
most episodes in the classroom require quick thinking. Also, teacher professionalism extends beyond one‘s
ability to understand content; the educator must discover if the students are being reached in an effective
way. With the role of ¯teacher becoming more autonomous, an educator must be competent in their
studies, perform well under the eye of the administration and parents, while maintaining good conduct to
facilitate quality communication.
DEVELOPING PROFESSIONAL ETHICS AND PROFESSIONAL CODE OF ETHICS FOR
TEACHER EDUCATORS :
Every profession is expected to evolve a set of ethical principles to guide the conduct and behaviour of its
professional members. The Ethical principle provides the base to differentiate between desirable and
undesirable conduct of behaviour.
Ethics are trends in away which has been established and maintained over the years. It is time tested and
socially accepted. It deals with moral principles usually accepted voluntarily by an individual or a group.
The code of professional ethic may be defined as a set of self imposed professional ideals and principles
necessary for the attainment of self satisfaction and professional excellence.
Professional ethics refers to the principles, guidelines or norms of morality which a teacher has to follow in
teaching profession while dealing with students, parents, community and higher authorities.

39
Every profession has different work culture and work climate and accordingly the professional ethics are
decided. Professional ethics are decided by the society and it is also the contribution of great exponents
of the same profession. It is mainly to provide a guideline and also to judge any professional individual.
The definition and parameter of professional ethics varies from society to society and from time to time, it is
dynamic in nature. With change in social set up, pattern and dimension of the society the ethics also change.
In fact at the same time professional ethics will differ from place to place and hence there is no distinct line
to distinguish ethic.
What govern any ethic are social benefit, moral correctness, truth, value and progress of mankind.
Need of Professional Ethics :
For self correction : Man and his thinking keep changing. It is human to tend towards comfortability,
selfishness, laziness and money. It is difficult to follow and abide by truth, hard work, simple living, honesty
etc. As a result individual turns towards the easier ways of life without thinking what effect will it have on
him, his family, profession and society. Man slowly turns selfish and unethical without realizing. In
present time we all are affected by such factors and feelings to some extent. Professional ethics correct us if
we are doing any wrong or intending.
For self satisfaction : Self satisfaction is more related to our inner self, our feelings and thought process.
When we follow the ethical code of society and profession we are regarded as hard working, honest,
dutiful, righteous etc. All this makes us more respectable and more prominent than others. Whenever
anyone is acknowledged for a right job, he starts governing respect and liking, all this gives self satisfaction.
Professional ethics enable a person to judge himself and decide and not accept what others decide for him.
To guide the conduct and behaviour : The behaviour of students is moulded by the teacher and the teacher‘s
behaviour by professional ethics. Professional ethics in education is supported by philosophy and psychology
of teaching. By following professional ethics, the teacher‘s conduct and behaviour becomes respectable
and socially acceptable.
To shape the personality : Teacher keeps developing his personality by adding to his knowledge and by
refining his actions. The professional ethics in teaching profession emphasize the teacher to follow pre-
established norms in his thought and in actions, even in one‘s dressing up, speaking, etiquettes etc. By
following similar ethics, the personality of an individual is reshaped and he becomes a teacher in real sense.
To set up Ideals for Students : Students come to school not just to study the subjects and books but also to
learn to behave and polish their personality. Everyday students come in contact with different teachers and
are influenced by them. If a teacher is behaving in a very positive and appropriate manner, the students
follow him and want to become like him. Hence by behaving in ethical manner teacher becomes ideal for
students.
Improvement of Human Relation : Professional ethics guide to keep in mind the social betterment, respect
for others, sense of brotherhood, tolerance, co-operation etc. Individual guided by professional ethics
helps others to the maximum, by doing so therendevelops positive feeling. Positive feelings improve
human relations.
When human relations improve the school becomes the best place for teacher, students and parents to work
and co-ordinate. All this ultimately gives better result and improves over all standards.
Development of Society : School is the outcome of social necessesity, the society makes the school
then the school makes the society. It is a cycle which grows bigger and bigger with time. If the professional
ethics are forgotten the individual as well as the society starts moving in wrong direction. By following
Professional ethics teacher takes the society in right direction and make it a better place to live in.
The Professional Excellence : Every profession has a unique work culture and work climate. The work
culture is strengthened when the professionals of the profession act and interact in professionally ethical
manner i.e. so they do not cross each others way or contradict bluntly instead cooperate and motivate. All
this develops a smooth co-ordination and effective functioning thereby bringing professional
excellence.

40
To improve the Professional Environment : Professional environment includes the people,
infrastructure, working conditions and working hours. Professional ethics ensure that due place and respect
is given to the seniors, to the higher authorities, responsibility and working hours. When we follow such
ethical codes of a profession the environment remains calm, congenial and relaxed for effective working.
To follow norms and principles of the profession : Norms and principles of a profession are
nothing but rules and regulation already framed in advance for effective functioning. These rules change
with time and situation. Professional ethics binds us to our job and helps us to differentiate between
professional development and self interest. It also prepares us for extra responsibility which we have to
shoulder from time to time. Professional ethics are self-binding for better professional output.
Professional Obligations :
Obligation is a responsibility which an individual imposes on himself. It is ethical and in the line of duty. A
professional when follows rules and regulation and correctly interprets it for the progress of humanity. It
creates a sense of brotherhood which makes others respect that individual and his profession. All this is
done selflessly without any pressure. Teacher has obligation towards :
Higher Authorities, Profession & Patents
Professional Obligations Towards Students & Society
I. Obligation towards Students :
Students and teachers are integral part of educational process. Teacher teaches whereas student learns. Unless
there is dedication on the part of teacher and sincerity on the part of students the whole educational process
ca not be effective. It is expected that teacher of today will go beyond limit for the betterment of child.
1. Sincerity in Teaching : It is obligatory on the part of the teacher to teach effectively and to the fullest in
the best possible way in required time with the help of available resources. Teacher also ensures that the
students are gaining as desired.
2. Motivating the Students : Teacher should motivate the student not only to study subject but also for
life. Without motivation, achievement decreases drastically. Motivation succeeds in difficult times and
hence, the teacher should encourage students in all the possible ways.
3. Providing Emotional Stability : Students are highly emotional by nature and very often situation comes
where a normal student may also get emotionally unstable. In such situations teacher has to comfort the
students in the best possible manner.
For example : After closely missing or losing inter school / state level football competition etc.
4. Psychological Handling of Students Impulses : In day-today activities students may display very
strange habits or actions. The teacher should make an attempt to understand the motives and feelings behind
particular action and deal with it psychologically so that the action of the student gets positive direction.
5. Conscious Workers : There are various works which a teacher has to perform besides teaching. These
works appear suddenly in day to day affairs which is important for the school as well as the student where as,
no such work is mentioned in the duty book of profession. When the teacher does all the required work for
the improvement and development of school and students he fulfills his obligation towards the students and
school.
6. Help the Students in taking decisions : Teachers educate and inspire students for better life, development
and progress. All this is very much related to what students think and decide in day today routine. The
decisions which students take should have logical base and aim in view. Teacher guides the student in taking
such decisions.
th
For Example : Opting for right subject after X keeping in view the aim, aptitude and attitude of the
students.
7. Development of Leadership Qualities : Every student when prepared for life has to act as a leader in
different situation. Teachers provide such opportunity to the students by making them participate in stage
activities, morning assembly etc. Teacher also demonstrates leadership qualities by exhibiting it himself.
41
II. Obligation Towards Parents :
Parents send their children to school with a hope that their children will do better, learn every required
language and ability along with the subjects. It is the teacher who helps the child in achieving the desired
goals of society as well as of parents. Hence, it becomes obligatory on the part of the teacher to remain in
touch with the parents for the well being and educational growth of the child.
Some of the obligations towards parents are as follows:
1. Providing Regular Information about Child‘s Performance :
Parents usually do not come to know how their ward behaves and performs in the class in routine manner.
Teacher should inform the parents about the general behavior and performance in relation to, attention
towards studies, paying respect to senior‘s teacher‘s etc. The teacher should discuss all this during parent-
teacher‘s meet so that if any problem is corrected it is corrected in the very beginning.
2. Guiding Parents in Deciding the Child‘s Future : Patents usually have knowledge of only a few
fields / profession which they have acquired personally or from friends of relatives.Parents tend to decide
the option for their children on the basis of their limited personal experience and knowledge. The reality is
that professional arena is expanding every day. Hence, a teacher should guide parents about the professional
/ educational options available for better future of child keeping in mind the caliber of student and current
trend prevailing among the students of present generation.
3. Informing about the Attitude and Aptitude of Child : In present time parent are not able to
judge the attitude and aptitude of their child owing to busy schedule of lack of awareness. Whereas, the
teacher observes the children every day, individually, as well as in group where child reveals all his
aptitude and attitude, which is of great importance in understanding the personality of child. Teacher should
share all his findings with parents so that parents are able to understand their children in a better manner.
4. Help Parents in Providing Conducive Home Environment :
At some point of time students face some of the other problem which has its origin at home or which can
be solved at home only. Students find it difficult to share their problems with parents due to various reasons.
In such situations when a teacher learns of such problems he / she should call the parents and share the
situations and suggest them various ways to improve the home environment.
5. Counselling of Parents : Parents generally treat their children as they were treated during their childhood
or as per their own assumptions. They impose their mind set on their wards without considering the change
of time and situation because of which children start turning away from parents. When a teacher does
counselling of parents he discusses all such matters keeping in mind the changing situation and mind bent of
present generation, so that parents, teachers and students are able to make education more meaningful.
6. Giving Proper Direction to Hobbies and Interest : Parents find hobbies and interests as wastage of
time. Teacher gathers such information of hobbies and interests of individual student and shares it with
parents. Teacher convinces the parents on the pursual of different hobbies and interest as it is of great
importance and benefit for all round development of Childs personality. Teacher suggests parents to give
better dimension to such outlet of feelings so that students become more creative and talented.
7. Establishment of good relationship between School and Parents : It is obligatory on the part of
the teacher to keep informing parents about the ways of working of school and also about the achievements
of school, new activities introduced in the school etc. All this makes the parents feel closer to the school and
a better relationship is built.
III. Obligation Towards Society :
School is the outcome of the need of the society. It aims at helping the younger generation in improving.
The school is also said to be the society in miniature. It is the teacher who as a craftsman craves the future
of society and nation.
Following are the obligations of teacher towards the community:
1. Providing good citizens : When a child is sent to school he becomes a student who is taught

42
various subjects and also the ways of life. During his stay in school he learns how to become a useful
member of society by attending to his duties in an honest manner. The teacher has to install all the desired
qualities by means of education which makes the students a good citizen.
2. Making a student responsible towards rights and duties :
While living in a society one has to interact regularly with the members of the community. All the interactions
should be based on ethical norms which are guided by the legal rights and duties. All such rights and duties
ensure that no one interferes in the personal sphere or liberty of other individual and performs ones own duty
in the best possible manner. The correct training of practicing rights and duties have to be conducted by the
teacher for smooth functioning of the society.
3. To follow social norms : Every society is governed by social norms which have been developing
since the society originated. These social norms are established for the smooth and effective functioning of
the society. Young children initially do not agree to established norms of society and want to change the
setting or establish new norms.

Whenever the young generation is confused or influenced by such feeling the teacher guides them by
making the existing norms very clear in all the ways. It develops respect for the social norms and students
become socially adjusted individuals.
4. Setting up of Ethical Standards : Ethical standard are the standard which guides an individual and the
society towards betterment. Children of today are the citizens of tomorrow unless they are ethically erect;
we cannot assume the society of tomorrow to be upright. Teacher can install ethical qualities in the students
by means of moral lecture, personal demonstration and other related activities.
5. Development of Religious tolerance : India is multi religious country with more than seven religions
binding and dividing the people. Unless the students understand and familiarize themselves with the
basics of all the religions they will not understand it. This delicate task of unifying the community has to be
done by the teacher because people of all the religion trust teachers. Teacher makes the students understand
the similarity of different religions by taking the students to worship places of different religions and also by
celebrating holly festivals of all the religions in an appropriate manner.
6. Integration of National Feeling : A nation cannot progress unless its people are integrated. In a
country like India where language and culture dominate the society along with other differences. All these
differences needs to be carefully understood and tolerated or else the nation would disintegrate.
School is a society in miniature where teacher can develop the feeling of National Integration by giving
importance to all the region, languages and religion by celebrating various national festivals and National
Integration Day in particular.
7. Balancing the community relationship : No individual or a group of people can live in isolation.
Despite being in majority or at a socially, economically advantaged position. When a teacher makes the
students realize the importance and contribution of every independent individual or a community and its
relationship with others a balance is created between all the members of the society and students
understand its importance and try to balance the existing relationship.
8. Living in Harmony with nature : Every individual belongs to a community and every community
depends on natural environment as a biological being. Hence, protecting the nature and safe guarding it is
the duty of every individual. Students are taught about the advantages and the role of nature in leading a
healthy life by the teachers by means of education (Environmental education) and activities like growing
trees, reducing pollution, spreading awareness etc.
IV. Obligation towards the Profession :
Teacher profession is considered as one of the noblest professions. It is expected from a teacher to act,
behave and display excellent behaviour in the society so that the society gets new dimensions and meaning
in life. Since society considers teaching a very noble profession therefore obligation on the part of the
teacher also increases to a great extent.
43
1. Safe-guarding and Enhancing the Professional Mechanism :
Teacher being the professional of the noblest profession has to display a very noble behaviour in and
outside the school. His manners and appearance should always reflect simplicity and wisdom. While
interacting with students and individuals he should display his concern for improvement of education and
overall progress of humanity.
2. Respecting the Profession : It is obligatory on the part of a teacher to respect the profession even
if he is in it by chance and not by choice. By showing his respect for the profession he makes others
respect the teaching profession which ultimately makes all the teachers respectable. The teacher should
always share the positive and bright side of the profession because discussing negatives will only result in
rejection and at the same time one should not forget that every profession has negative as well as positive.
3. To be open to professional growth : The teacher should always make an effort towards the professional
growth by attending in service training, seminars, workshops etc. organized by concerned educational
board for educational enhancement. Teacher can strengthen his growth by reading new books, magazines,
journals etc.
4. Contributing towards the growth of Profession : With growing experience and knowledge the teacher
realizes certain facts concerning the students, education and educational process. He should contribute his
thoughts in the form of article and research paper in various journals which will benefit all the teachers,
educators and policy maker‘s through out the country. There by resulting in growth of the profession.
5. Maintaining congenial atmosphere at work place : It is the duty of every professional to maintain
congenial atmosphere at work place so that the profession is liked by each and everyone involved in it. It
can be done by being friend, guide and philosopher to students, respectable and co-operative to colleagues,
obedient and courteous to seniors and also by performing all the duties expected and delegated from time
to time.
6. Inspiring people to join the profession : Whenever a teacher comes across an individual who is
capable and interested in joining the teaching profession. He should be guided to the fullest and inspired, so
that good people with required attitude and aptitude join the profession. It is an indirect service rendered to
an individual and the profession.
7. Active Participation : Every teacher should become active member of professional organization,
consisting it as professional obligation. At the same time he / she should participate actively and
contribute to the maximum in every professional meeting and activity organized for the formulation of
policies and programmes. The teacher should also be keen to strengthen the unity and solidarity of the
professional organization.
8. Maintaining Secrecy : Every profession deals with various kinds of restricted information, it may
be concerning policy matters, student‘s records, examination performance, setting up of question paper,
checking of answer sheets etc. All such information should be guarded with maximum care. It should be
guarded with maximum care. It should not be discussed with any unauthorized person except concerned
authorities and neither be disclosed before appropriate time. While maintaining one‘s own secrecy teacher
should not interfere in others affairs.
V. Obligation towards the Higher Authorities :
¯Higher Authorities is the section or the group of people who have been entrusted with the task of formulating
and managing the rules, regulations and policies for the development of the institution.
In a way if they are legislature than the teachers are the executives who enforce or execute the programmes
formulated by the higher Authorities. For effective functioning and development of any institutions, it is
important that a teacher coordinates his actions with the Higher Authorities as per the changing need and
situation.
1. Abiding by the rules and regulation : The teacher should abide by the rules and regulations of an
institution framed by the higher authorities from time to time so that there is uniformity, even growth and
development throughout and discipline among the staff, then only teachers will be able to enforce discipline

44
among the students. Without discipline progress is not possible.
2. Acting as a link between higher authorities and students : From time to time higher authorities
formulate educational as well as non-educational policies for all round development of students as well as
institutions. These policies cannot bear fruits until effectively communicated and administered. The
professional obligation of a teacher is to understand these policies in true spirit and effectively propagate
it for achieving the desired result, for this the teacher has to act as an effective link between higher
authorities and students.
3. Providing strategic information : Higher authorities are not in the direct contact with the students and
the actual happenings. Hence they depend greatly on the teachers to know about the exact situation and
information so that they are able to effectively plan policies. Teacher should suggest and present a true
picture, whenever asked.
4. To effectively implement the policies and programmes : Drawing or framing a programme or policy
is a theoretical aspect. The success of any policy depends completely on the co-ordination of the policy
makers, managers, evaluators and teacher as executor. The teacher has a great role in it and has to act as a
helping hand in effective implementation of various programmes and policies to the above mentioned
authorities.
5. Being respectful (courteous) to higher authorities : It is often observed that the teachers and the other
staff members do not show due respect to higher authorities when alone because they implement changes
which disturbs the existing equilibrium. Staff members often discuss newly implemented policies or
programmes and criticize the higher authorities and sometime even share it with students. The teacher
should remember that higher authorities bring in changes for betterment because it is their duty. In any
cases due respect should be maintained in and out of the institution.
Apart from the above mentioned obligations there are innumerable obligations which a teacher has to take
care of. These obligations change their face with time, situation and people.
A teacher can become a professional in real sense if he fulfills all the obligations and remembers that a
Profession is above the professional and in no case he should allow his human instincts and feelings to come
in the way of his profession. So all over we can say that a teacher has greater duties and responsibilities to
perform for the betterment of the society. Professional ethics and mannerism should go hand in hand so
that the teacher is able to move ahead as a real professional in changing time.
LET US SUM UP :
Teachers in the contemporary society need to be through professionals fully equipped with both, high
academic standards, Pedagogical and practical skills and ethical and moral values. However, it is unfortunate
that teaching is still in a transitional stage and is experiencing serious occupational identify crisis. The
debate on whether teaching can be called a profession dominates the educational scene even at the fag end
of twentieth century. Teachers, often themselves are uncertain as to the nature of their occupation and to
which category they belong non-professional, semi-professional or professional. There is a feeling among
teaching community that they have been accorded a second class status while being given first class
responsibilities.
Teacher educators as a world wide group also seem to lack clarity on the professional identify of teaching
and the preservice or inservice levels. Such confusions may be damaging for the teachers and their occupations.
It may also create an obstacle in delineating the professionalism expected from them for the emerging
society. Therefore, it is high time teaching is accorded the status which other professions like medicine, law
etc. enjoy.
Professionalism for a global society demands teachers to be innovative in their attitude, flexible in their
approach and inquisitive and reflective in their mind always refreshing themselves with the day today
increase of knowledge in their subject area Professionalism, therefore, implies professional preparation of
teachers and their professional development through the mechanism of continuous inservice training
programmes. The National Policy on Education (NPE 1986) has rightly remarked that ¯teacher education
is a continuous process and its preservice and inservice components are inseparable. NPE also suggested
complete overhauling of the system of teacher education and establishment of DIET and SCERT to bring
45
qualitative improvement in both preservice and inservice education of teachers. However, it is still a
distance drawn because of inadequate trained personnel and lack of proper infrastructural facilities.
Teacher effectiveness depends on the Professional accountability of the teachers. An
individual teacher‘s performance is monitored by a principal or educational authorities of varying levels of
hierarchy. Teachers in the global world are considered as moral agents of change and not merely technicians
imparting knowledge. The first accountability is the willingness to accept the responsibility, second, the
access and right of community to know what is going on in school and third the teachers become the judge
of students improvement in teaching.
Teacher effectiveness can be enhanced and evaluated through performance appraisal for teachers and teacher
educators. Therefore, performance appraisal in the field of education is the need of the hour.
In sum, the dream of a learning society can become reality only when the dream teachers are well
equipped with moral, professional intellectual, practical and communication skills to convince the students
through their efficient teaching. We can also conclude with the quote: ¯To be a good teacher, you have to
have heart for the kids, integrity to push for excellence and a lot of creativity. And it takes stamina like you
would not believe.
A Teachers Ethical Principles
A TEACHER’S RELATIONSHIP TO HIS OR HER WORK
Teachers commit themselves to the norms that define their work and to the ethics of their profession. They
undertake to perform their tasks in a responsible manner, to develop their work and professional skills and to
evaluate their own activities. Teachers must realize that their own personality plays an important part in their
work and that they have both a right and a duty to develop that personality. Teachers are also entitled to be
treated fairly in the exercise of their duties.
TEACHER AND LEARNER
Teachers should accept the learners as unique individuals, respecting their rights and treating them fairly and
humanely.
Teachers should try to understand the learners’ points of departure, ways of thinking and opinions and should
exercise discretion in matters connected with a learner’s personality and private life. Teachers should pay
particular attention to learners who need care and protection and should not condone any form of teasing or
exploitation of others.
Teachers should train the learners to be good members of society and to work in collaboration with others.
They should also work to promote trust and to build up good personal relations.
The younger the learners are, the greater the responsibility that the teacher has for them. Teachers should
work in conjunction with the adults responsible for the children and young people who they teach.
THE WORKING COMMUNITY
Teachers should value the work they are doing and show respect for their colleagues. They should seek to
achieve a constructive pooling of resources and a proper balance between their own autonomy and the
interests of the working community. The acceptance and understanding of one’s colleagues as individuals
and the importance of mutual assistance and support should be guiding principles in the working community.
TEACHERS AND OTHER INTEREST GROUPS
Teachers should work in collaboration with learners’ parents and guardians and others who are responsible
for their education, upbringing and welfare. These may be taken to include specialist advisers in the fields of
health care and social work, the authorities and numerous other instances. The purpose of this collaboration
is to support learning and development and to extend the opportunities for learning.
TEACHERS AND SOCIETY
The education of its members is one of society’s principal functions. The opportunities that teachers have to
carry out their work and attend to their own professional development are dependent not only on their own

46
commitment but also on the resources allocated to teaching and education. Teachers are expected to promote
the growth and upbringing of their learners and to defend their rights and interests, in a critical manner lf
necessary. ln this way they can train them to become responsible and able members of a democratic society.
TEACHERS IN A PLURALISTIC WORLD
Teachers should see that all their learners have equal rights and responsibilities as members of the community,
and that the culture and world view that they and their parents or guardians espouse are respected in an
unprejudiced manner, so that no one is subjected to discrimination on such grounds. lf some form of
compromise has to be sought between the demands of society and a learner’s cultural background, this
should be done in collaboration with a parent or guardian.
I. What is a Profession?
History
1. “Profess”: a public declaration, vow on entering a religious order. a commitment (vows) to serve for a
good end.
2. 16th century: commitment to learned pursuits (three learned professions are divinity, law, and medicine,
then the military); being an authority on a body of knowledge, belonging to an occupation; being skilled,
being a fractioned, not an amateur.
3. 19th century (late): “New professions have come into existence, and the old professions are more esteemed”
Oxford English Dictionary) (1)
An Occupational Group...
1. Delivers important services
2. Makes a commitment to serve the public
3. Claims a special relationship to the marketplace, not merely in the rough and tumble; distinguished from
a trade.
An Occupation Becomes a Profession...
1. When group of individuals sharing the same occupation organize to work in a morally permissible way, or
to work to support a moral ideal. (i.e. Doctors organize to cure the sick, librarians organize to promote access
to information, etc.) (2)
2. Members set and follow special standards for carrying on their occupational work.
* At least one of these standards must go beyond what law, the marketplace, ordinary morality (what a
ordinary moral person must do) and public opinion demand. (i.e. a good mercenary only needs to fulfill the
terms of his contract, a good, professional soldier must serve his country honorably, even when ordinary
morality, law, and public opinion do not require it.) (3)
* These special standards are morally binding to “professed” members of the profession. If a member freely
declares (or professes) herself to be part of a profession, she is voluntarily implying that she will follow these
special moral codes. If the majority of members of a profession follow the standards, the profession will
have a good reputation and members will generally benefit; if the majority of members violate these voluntary
standards, professed members of a profession will be at a disadvantage or at the least receive no benefit from
declaring a profession. (4)
A Professional Is...
A member of an occupational group (characterized above) who:
1. Sees other members, including those employed elsewhere, as peers/colleagues
2. Exercises judgment in the performance of occupational tasks and follows relevant professional standards.
3. Accepts the profession’s agreement to work in a morally permissible way (often expressed as a code of
ethics) as determining in part the obligations of the role.

47
Ethical Principles for the Teaching Profession
Teaching may be regarded as a profession in its own right, and one that demands a great deal of professional
expertise. But it also requires its own code of ethics, which may be expressed in a set of ethical principles.
These constitute a code of “quality control” for the profession and those who practise it, a response to the
trust shown by society at large.
INFLUENCE OF CONTEXTUAL VARIABLES ON ACADEMIC PERFORMANCE
1. INFLUENCE OF CONTEXTUAL VARIABLES ON ACADEMIC PERFORMANCE A
2. INTRODUCTION In systematic reflection of the relationships between society and the education system,
the question of academic performance is one of the fundamental aspects of the social and educational research.
the persistence of inequalities in social opportunities in education the quality of education depending on
their contexts the differences in their results ...are some of aspects used to analyze and interpret the complex
structure of institutional education in their projection to personal and social levels.
3. FOUR PREDICTIVE MODELS ADOPTED IN EXPLAINING ACADEMIC PERFORMANCE: • focuses
on the analysis of the static dimensions of the individual, and these are of a personal nature: intelligence,
personality, maturity, motivation The psychological model • stresses the consideration of social factors external
to the school: social class, cultural environment, family environment, economic resources The sociological
model • some of the most immediate importance of the subject interpersonal processes: self-esteem, self-
concept, learned helplessness The psychosocial model • exists in the influence of all the above mentioned
dimensions, thus deriving a predictive scheme interrelationships The eclectic interaction model
4. IN THE BROAD OVERVIEW OF EMPIRICAL RESEARCH FROM THE SOCIOLOGICAL
CONTRIBUTION, IDENTIFYING CONTEXTUAL VARIABLES POTENTIALLY ASSOCIATED WITH
SCHOOL PERFORMANCE IT HAS FOCUSED ON TWO LEVELS: THE MACROSOCIOLOGICAL
AND MICROSOCIOLOGICAL Macro-level sociology looks at large-scale social processes, such as social
stability and change. Micro-level sociology looks at small-scale interactions between individuals, such as
conversation or group dynamics.
5. FROM A SOCIOLOGICAL PERSPECTIVE, CONTEXTUAL VARIABLES ON WHICH IS INSCRIBED
THE PROCESS OF TEACHING AND LEARNING WITHIN THE SAME SCHOOL OCCUPY THE
PRIORITY FRAMEWORK OF REFERENCE IN THE STUDY OF THE FACTORS THAT DETERMINE
ACADEMIC PERFORMANCE: the structural and environmental aspects of the educational institution the
structural dimensions of the classroom and the teaching- learning process the organization of studies relations
between students and teacher-student
6. Sociological analysis in relation with the contextual aspects in school performance has caused a great
impact.¢1.2 CONTEXTUAL VARIABLES. IDENTIFICATION
7. used as a criteria for reference in contextual variables. category of socio-educative indicators .à Due to the
main role that they represent in school performance ¢
8. Parent’s educative level. GEOGRAPHIC: SOCIOECONOMIC:¢ Economic incomes (Income per capita).
¢ Cultural resources in the family. ¢ Social Class. ¢ Semi urban-rural areas ¢ Urban areas ¢ Rural areas
¢LEVEL 1:
9. ¢ Discipline ¢ Extracurricular activities ¢ Homework ¢ Participation levels. ¢ Team work ¢ Interaction
teacher-student ¢ Bilingualism CLASSROOM:¢ Linguistic code. ¢ Repeated grades ¢ Attendance to pre
school ¢Punishment/ gift.
10. Linguistic code in the family/ Bilingualism /Diglossia. GEOGRAPHIC: CLASSROOM:
SOCIOECONOMIC:¢ Home quality ¢ Order of siblings ¢ Parent’s age ¢ Number of members in the family
¢ Parent’s job ¢ Educative resources ¢ Didactic material-quality ¢ One level /interlevels ¢ Mixed/non-mixed.
¢ Centre/Suburbs – Coast/inland. ¢LEVEL 2:
11. Building’s quality ACADEMIC:¢ Academic resources ¢ Number of students in the centre ¢ Centre’s
location (Centre/suburb) ¢ Mixed/non mixed centre ¢ Religious/ non religious centre ¢ Public/private centre
¢
48
12. Extracurricular activities CLASSROOM: GEOGRAPHIC: ACADEMIC:¢ Canteen ¢ School transport
¢ Number of students ¢ Squared metres ¢ Comarcal/regional/autonomic differentiation. ¢LEVEL 3:
CONCLUSION

Overall, data revealed a narrow view of teacher professional development. Professional learning (and
development) was depicted more as an individual and lonely business rather than a joint venture. Also of
interest are feelings of powerlessness which teachers associated with endless changes in education and the
lack of support from school administration, the compulsory nature of training which relates to career
advancement purpose (a credit system which prevents teachers to focus on their “real” job, in the Portuguese
context), feelings of tiredness and giving up. Teachers also referred to the lack of provision of relevant
courses and opportunities for them to learn and the lack of impact of INSET activities in their teaching and
professional development. This is in line with recent research carried out in the Portuguese context which
has shown the weak impact of teachers’ centres in fostering teacher professional development and educational
innovation in schools, which was driven mainly by bureaucratic devices (see for instance, Ferreira, 1994;
Ruela, 1999; Barroso and Canário, 1999).
Despite this some teachers argue for hope, self-confidence, professionalism and commitment which are
needed if teachers are to engage in meaningful learning opportunities with their peers sharing a sense of
purpose for their teaching (and their learning) and embarking upon project-led work and research in and out
of school. These findings raise questions about the role of schools in promoting effective continuing
professional development for teachers. Clearly, the provision of meaningful learning opportunities and support
deemed necessary for teachers at different phases of their careers is crucial to enhance their continuing
professional development. However, it needs to take into account teachers’ readiness and willingness to
learn, their needs and motivations as well as the characteristics of the context in which they work. As Day
(1999) states, ‘professional development is not something that can be forced, because it is the teacher who
develops (actively), and not the teacher who is developed (passively)’ (p. 97). Furthermore, it is essential to
provide teachers with working conditions conducive to a continuous questioning of their practices and the
aims and values underpinning them as well as the broader educational contexts in which they work, for
‘learning from experience’ differs from ‘having experience’ (Shulman, 1997, p. 92). The way in which
teachers learn and develop is dependent upon both idiosyncratic and contextual factors. It reflects the interplay
between personal biography and the characteristics of the educational settings in which they work (Flores,
2005). Thus, issues of motivation and willingness to learn are crucial in promoting meaningful opportunities
for learning in the workplace as well as the leadership and professional culture within schools as factors
mediating teachers’ professional development and school development.

New knowledge No longer traditi onal and well-established knowledge is enough to understand the world
and to address the major problems of our societi es. Basic knowledge of the ‘generati on Y’ cannot be
reduced to ‘read, write, count’, knowledge cannot be reduced to the additi on of traditi onal school subjects.
There is a tremendous accumulati on of knowledge, and knowledge is getti ng more complex. For instance,
a French philosopher, Edgar Morin, in his book Seven Complex Lessons in Educati on for the Future proposed
seven new forms of knowledge to be taught in order to meet the needs of our century:
1. Detecti ng error and illusion: teach the weaknesses of knowledge – what is human knowledge? Teacher
Development Policies and Programmes Integrating ICT and ODL
2. The principles of perti nent knowledge: consider the objects of knowledge in their context, in their
complexity, in their whole. 3. Teaching the human conditi on: the unity and the complexity of human nature.
4. Earth identi ty: teach the history of the planetary era, teach the solidarity between all parts of the world. 5.
Confronti ng uncertainti es: teach the uncertainti es in physics, biology, history, etc. 6. Understanding each
other: teach mutual understanding between human beings; and teach what misunderstanding is. 7. Ethics for
the human genre: teach the ethics of humanity preparing citi - zens of the world. In additi on to this more
transverse and complex approach of knowledge, the new generati on has to face the fact that school knowledge
is no longer the only one, that school is not the only place to access knowledge. Social knowledge as informal
49
knowledge is more and more important. And knowledge is linked with competences. Jacques Delors in his
Learning: the Treasure Within proposed four ‘pillars’ for educati on: • Learning to know • Learning to do •
Learning to live together • Learning to be One oft en speaks about the ‘Informati on society’ or the ‘digital
society’. Actually, UNESCO proposes to speak about ‘knowledge societi es’, in order to take into account
the human dimension of the new trends and context. And in a knowledge society, knowledge has become an
economical good that one can buy, sell, store, exchange, etc. For digital nati ves, knowledge is not exactly
what it was for the previous generati ons!
Collective intelligence We were mainly thinking in terms of individual competences, individual intelligence,
individual memory, individual achievement, etc. Networking and collaborati on by the means of ICT now
make new ways of co-operati ng possible and develop new concepts at a collecti ve level. Collecti ve
intelligence is the major one. Collecti ve intelligence is not only gathering of individual intelligences in a
group. It involves a kind of ‘added value’, a form of intelligence which cannot be reached at the individual
level. Just as a simple example, think of what ants can do. Individually, they seem to be very limited animals.
But collecti vely, they become able to achieve very complex and diffi cult tasks, such as regulati ng the
temperature of their anthill, fi nding the shortest way from one point to a distant one, carrying heavy loads,
etc. And they don’t do it according to a hierarchical organizati on. Each of them, through pheromone exchanges
with the environment, enters a kind of communicati on which makes such complex acti viti es possible. One
can imagine that networking may enable human beings to such collecti ve abiliti es, going much further than
the traditi onal task sharing. The networked society needs and reinforces the collecti ve intelligence. The
‘generati on Y’, the digital nati ves, are invited to take part in this collecti ve intelligence. ICT make it
possible to move towards a global network of collecti ve intelligence. This is a great challenge!
Under such challenges, learning in the digital society takes new forms and opens new ways. Learning in the
global network of collecti ve intelligence is not learning traditi onal knowledge by the means of traditi onal
pedagogy. Since knowledge is not any longer only in schools, in textbooks, in the teacher’s hands, digital
nati ves – the ‘generati on Y’ – will have to acquire both academic and social knowledge, and to be able to
manage the complementarity of such knowledge. They will have to acquire not only knowledge, but also
skills, abiliti es, competences, mixing the acquisiti on of formal and non-formal skills. They will have to
learn all their life long, since knowledge is evolving so rapidly that no one can acquire for the rest of his/her
life all necessary knowledge and competences. Lifelong learning requires a basic competence: to be able to
learn! One of the main challenges at school is to learn how to learn. Learning occurs not only in schools, sitti
ng in a classroom with a teacher. Many new forms of learning are now off ered: distance learning, e-Learning,
blended learning, etc. Being able to learn at a distance, being able to learn through e-Learning is not so
obvious, even if one can think that digital nati ves will be more ready for such learning. It is also a task for
schools to prepare pupils for e-Learning. Some years ago, distance educati on was mainly intended for those
who cannot att end a school for diff erent reasons. But now, distance learning is necessary for all. Everyone
has to be able to work at a distance, to learn at a distance.
Technology is now available for new forms of learning. But a huge eff ort must be made concerning pedagogy.
The gap between technology and pedagogy is increasing. The tendency of school systems is just to add new
technologies to traditi onal pedagogy, to adapt traditi onal courses to some new technological tools, avoiding
renewal of the pedagogy, avoiding integrati on of ICT into educati on (Interacti ve electronic blackboards –
or whiteboards – are an interesti ng example: they put new technologies in the classroom without disturbing
the traditi onal pedagogy, the traditi onal relati onship between the teacher and the pupils). Research and
innovati on must address and ask pedagogy: how can ICT help enriching pedagogy, changing pedagogy;
how can pedagogy really take all the benefi ts from new technologies.
Teachers are main actors of schools. They are not only knowledge transmitters, but also actors of changes in
schools. Teachers have new roles, teaching is becoming a new profession! Digital nati ve pupils will change
schools!
Digital nati ves bring new challenges for teachers. Let us quote eight of those new challenges for teachers: 1.
Teachers have to take into account the digital nati ve generati on. They have to understand the new characteristi
cs of the ‘generati on Y’, to be aware of their new abiliti es, and to respect their new relati onship to knowledge.
2. Teachers have to take into account the new forms of knowledge and competences, and the missions of

50
schools. They must be aware that knowledge is not only a list of items in a curriculum: it has complex and
transverse components. They must have the knowledge to address the main questi ons of the next century.
They must be aware of the core missions of schools in the society and of the values school has to transmit. 3.
Teachers must work in networks, take part in networks, consider that their role is to develop human networks
for learning. Being part of a network, being able to behave in a network, to take benefi t from networking
demand teachers themselves experience such networked acti viti es. 4. Teachers must work in the framework
of collecti ve intelligence and prepare pupils for collecti ve intelligence. This means that teachers themselves
must act collecti vely, take part in collecti ve missions, experience collecti ve learning, collecti ve intelligence,
develop collaborati ve acti viti es. Schools now need ‘collecti vely intelligent teachers’. 5. Teachers have to
be ‘e-teachers’. This means not only to be able to use digital technologies, tools and resources, but also to
change the pedagogy, to integrate ICT as technologies and, more important, as tools for pedagogical
enrichment. 6. Teachers have to be ‘blended teachers’, mixing digital activities and nondigital ones, mixing
presence and distance, dealing with ti me and space and all the possibilities off ered by ICT in the management
of ti me and space (distance and presence, synchronic and non-synchronic). 7. Teachers have to be ‘LLL-
teachers’. This means that they have to prepare their pupils for lifelong learning, mainly by making them
learning how to learn, making them able to learn all their life long. This implies that teachers themselves are
involved in lifelong learning. Teachers have to be lifelong learners. 8. Teachers have to be actors of the
changing school in a learning society. They cannot just wait for the reforms elaborated by policy makers!
They must contribute to decision making, they must be aware of their politi - cal role in the educational
policy.
ICT in educati on are not only new tools bringing evolution and changes. They raise new fundamental
paradigms, new fundamental concepts, which change profoundly our societies, which change knowledge
and access to knowledge. The digital nati ves will bring this new context, whatever the schools do or not.
This is a new challenge for schools and for teachers. Digital nati ves are not only new pupils, a kind of new
step in the humankind, they are the main actors of the new digital society, the new citi zens of the knowledge
society.
1. Q. Explain concept of Teacher Education and discuss the objectives of Teacher Education as given by
NCF 2009 Introduction: A Teacher is the custodian of the heritage of mankind and the exclusive appropriator
of new knowledge. In case of India, with the highest age group of individuals under 35years of age (as of
2011 statistics), traditional teaching techniques are still very much in use. The greatest problem in Indian
Education system is disproportionate Teacher Student Ratio which promotes route learning and lacks
application. According to the Government of India estimates while 82 per cent of the 20 crore children of the
5-14 age group were in school as per enrolment, nearly 50 per cent of these children drop out before completing
class VIII2. In order that every child is included into the education process the Right of Children to Free and
Compulsory Education Act was passed in 2002. To envision this Act into reality, India needs 10,00,000 new
teachers to be trained every year for the next 15 years, such that every Indian child receives basic education
by 2030. The story of disproportion continues in case of ratio of Teacher Educators : Student Teachers. So
the quality of Teacher Education in India too has been ineffective, due to lack of correspondence between
social demand for education and proper manpower planning. Thus our nation is facing two important
challenges with respect to education, Teacher shortage and an urgent need for improvement in Teacher
Education Programmes focused on accountability and quality. Definition of Teacher Education: As per the
National Council of Teacher Education Act, 1993, term Teacher education means:- ‘Programmes of education,
research or training for equipping them to teach at pre-primary, primary, secondary and senior secondary
stages in schools, and includes non- formal education, part-time education, adult education and corresponding
education’. Teacher Education Programme aims at development of teacher as an instrument of social change.
Specific teacher education programmes are necessary for different stages of school education. The emphasis
of each program is quality improvement in school education. Teacher Education in India is available in the
following forms:- ECE- Early Child Education is a pre-service teacher training program which trains for·
teaching age groups 2 to 6 years (1 year course) D.Ed- Diploma in Education is a pre-service teacher
training program developing skills· for teaching children from Std I to Std VIII ( 2 years post XII) B.Ed-
Bachelor in Education is a pre-service teacher training program developing skills· for teaching children
from Std V to Std XII ( 1 year program after graduation ) B.Sc/ B.A/B.Ed- four year integrated program·

51
B.Ed through corresponding ( 2 year program through distance learning mode)· M.Ed- Master in Education/
M.A in Education for pre-service teacher training program· developing skills for teacher education. ( 1 year
program, provides skills to teach in D.Ed and B. Ed colleges)
2. A quality Teacher Education program will adhere to the following Principles:- Principle One: Conceptual
Understanding of Core Knowledge Definition: The ability of teachers to communicate and solve problems
while working with the central concepts, tools of inquiry, and structures of different principles. For secondary
students, this means developing rich expertise within their chosen discipline. This set of skills is demonstrated
respectively by the ability to: Set learning goals that reflect command of the subject matter.· Design and
implement instruction that develops students’ conceptual frameworks.· Interact with learners, providing
accurate and in-depth information.· Improve learners’ communication and quantitative skills through
meaningful· learning engagements. Model effective communication and problem solving.· Principle Two:
Reflective Practice Definition: The ability of teachers to step outside of the experiences that make up teaching
and to analyze and critique the impact of the experiences and contexts from multiple perspectives. Ability to:
Explain the principles that guide the teaching.· Demonstrate teaching as an inquiry process, collecting and
analyzing data about· students’ learning and generating plans designed to support student learning. Entertain
multiple perspectives.· Self-assess with / from multiple perspectives.· Collect information through observation
of classroom interaction.· Assess learners’ development and knowledge.· Use assessment processes
appropriate to learning outcomes.· Invite learners to employ multiple approaches, solutions, and diverse
pathways to· learning. Principle Three: Teaching for Understanding
3. Definition: The ability of teachers to draw on their knowledge and frameworksto plan, implement, and
assess effective learning experiences and to develop supportive social and physical contexts for learning.
Set clear goals for learning experiences.· Establish suitable classroom routines.· Create a collaborative,
supportive social environment.· Help learners articulate their ideas and thinking processes.· Use multiple
strategies that engage students in active learning.· Encourage learners to see, questions, and interpret ideas
for themselves and their· own learning. Principle Four: Passion for Learning Definition: The ability of
teachers to continually develop their own complex content and pedagogical knowledge and to support the
development of students’ habits of continual, purposeful learning. Synthesize and teach complex concepts
and networks of knowledge.· Recognize and support learners’ intellectual, social, and personal growth.·
Support learners with special needs.· Integrate the disciplines to create meaningful curriculum.· Give
learners opportunities to solve community problems and make authentic· choices. Seek help from other
professionals when needed.· Principle Five: Understanding School in Context of Society and Culture
Definition: The ability of teachers to value and teach about diversity, to recognize the impact of social,
cultural, economic, and political systems on daily school life, and to capitalize on the potential of school to
minimize inequities. Act as a change agent.· Communicate in ways that demonstrate a sensitivity to a broad
range of diversity.· Mediate when learners need help to resolve problems or change attitudes.· Collaborate
with parents, teacher, administrators, and other community members· Challenge negative attitudes. Principle
Six: Professionalism
4. Definition: The ability of teachers to be active contributors to professional communities that collaborate
to improve teaching and student achievement by developing shared ethics, standards, and research-based
practices. Articulate the ethical principles guiding professional conduct.· Demonstrate and document
standards-based practice in the classroom.· Stay current in terms of research on teaching and new
developments in the· disciplines. Participate in professional organizations and resource networks beyond
the school.· Dialogue with colleagues about issues that are complex and difficult.· Initiate activities such as
teacher research, study groups, coaching, and so on to· Improve the teaching and learning of a school
community.· Operate on democratic principles.· The objectives of Teacher Education as given by NCF
2009:- Intro: The teacher must be equipped not only to teach but also to understand the students and the
community of parents so that children are regular in schools and learn. The Right to Education Act mandates
that the teacher should refrain from inflicting corporal punishment, complete the entire curriculum within
the given time, assess students, hold parent’s meetings and apprise them and as part of the school management
committee, organise the overall running of the school. These areas are particularly significant to the professional
development of teachers at all stages, both in their initial and in-service training. The objectives of Teacher
Education as given by NCF 2009 are listed below: 1.To enable the implementation of Inclusive Education:
52
Teachers fail to include the children with disabilities of different kinds and learning· difficulties. Neither
does the teacher understand their needs nor what s/he can do to make learning possible for them. The Persons
with Disabilities (PWD) (Equal Opportunities, Protection and Full Participation) Act, 1996 provides for free
and compulsory education up to the age of 18 years for all children with disabilities. To enable the
implementation of this Act, teacher education institutions will need to reframe their programme courses to
include the perspective, concept and strategies of inclusive education. Inclusion of children who come from
socially and economically deprived backgrounds· Scheduled Castes (SCs), Scheduled Tribes (STs), minority
and other communities, girls and children with diverse learning needs. There is a dire need to equip teachers
to overcome their biases in this regard and to develop professional capacities to address these challenges.
The education of socially and economically disadvantaged groups, especially the SCs/STs and minorities
has remained a primary national concern of education for several years. Though the literacy percentage
among the SCs and STs has increased
5. manifold, it is still much lower than the general category students. Teachers will have to be equipped if
social deprivation has to be overcome through education and Constitutional goals of social justice are to be
achieved. To create an integrated school setting, providing equal opportunities to children with· special
abilities, varied social backgrounds and diverse learning needs. 2. To develop Perspectives for Equitable and
Sustainable Development within teacher trainees in order that they in turn develop future citizens who
promote equitable and sustainable development for all sections of society and respect for all, it is necessary
that they be educated through perspectives of gender equity, the perspectives that develop values for peace,
respect the rights of all, and respect and value work. To educate on the need to change the consumption
patterns and the way they look at natural· resources. To promote values of peace based on equal respect of
self and others.· 3. To understand Role of Community Knowledge in Education: Inclusion of locally relevant
content in the curriculum as well as pedagogy. To develop the capacity of teachers in identifying entry points
in the curriculum and textual· materials which call for contextualization and development of appropriate
teaching- learning sequences and episodes based on the identified local specifics. These specifics may include
community knowledge about technology, local occupations both farm and non-farm, local folk culture
including songs, festivals, fairs and games. As teachers develop curriculum materials and learning experiences,
informed by the perspectives enunciated above (gender, peace, sustainable development), they will also
learn, through actual participation, the skills to identify and process the specifics for the purposes of meaningful
curriculum transaction. 4. To integrate ICT in Schools and e-learning: With the onset and proliferation of
Information and Communication Technology (ICT),· there is a growing demand that it be included in school
education. It has become more of a fashion statement to have computers or multimedia in schools, the result
being that in spite of its potential to make learning liberating, its implementation is often not more than
cosmetic. It is also often touted as a panacea for shortage of teachers. These are detrimental to the· learning
of the child. Teacher education needs to orient and sensitize the teacher to distinguish between critically
useful, developmentally appropriate and the detrimental use of ICT. In a way, ICT can be imaginatively
drawn upon for professional development and academic support of the pre-service and in-service teachers.
5. To infuse Professionalization of Teacher Education Teaching is a profession and teacher education is a
process of professional preparation of· teachers. Preparing one for a profession is an arduous task and it
involves action from multiple fronts and perspectives. Teachers are concerned, in an important way, with
the total development of human beings· – physical, intellectual, emotional, social, moral and spiritual. While
the dimensions of
6. Teaching other than the informational and cognitive may have suffered neglect in modern times due to a
variety of factors, one cannot deny that they constitute an integral part of the teachers’ role and functions.
The implication of this is to give due emphasis to developing reflective teachers with positive attitudes,
values and perspective, along with skills for the craft of teaching. 6. To Prepare Teacher Educators. Teacher
education, it may be seen, is a reflective undertaking that also issues forth in· pedagogical prescriptions for
carrying out teaching at the ground level. Being a meta- activity, it deals in showing how things are done at
school and classroom levels, explaining the ‘reason why’ of things and the basic theory and principles
behind classroom practices. These call for capacities and understanding of a different kind, in addition to the
skills required for actual school teaching. The NCF 2005 position paper on teacher education elaborated this
point and referred to the need to focus on pedagogies appropriate for adult learners for the preparation of

53
teachers. (The weakest aspect, perhaps, of teacher education is the absence of professional preparation of
teacher educators) 7. To facilitate Research and Innovation There is a need to increase research documents
on educational practices reflectively and· analytically – whether it is of programmes or of individual classrooms
– so that these can be included in the body of knowledge available for study to student teachers. University
departments and research institutions need to undertake such research. Curriculum innovation at the
institutional level gets restricted to its transaction within the· institution. At the state level, there is a trend of
applying standard solutions and common strategies to many a problem of teacher education. The central
admission procedure, common curriculum, centralized examination and evaluation system have stifled
institutional initiatives in admission, curriculum design and evaluation and very little space is left for
institutional self-expression. There is a need to facilitate a space for such innovations to take place so that
the policy· can draw from them. In spite of these constraining conditions, there are and have been a number
of initiatives that could be drawn from. A case in point is the four- year integrated Bachelor of Elementary
Education (B.El. Ed.) programme for the preparation of elementary school teachers offered by select affiliated
colleges of the University of Delhi. NCERT’s experiments with the four- year integrated programme leading
to the degree of B. Sc. Ed., two-year B. Ed. programme and integrated M.Sc. Ed. are other examples. Similar
innovations are also being tried out in other institutions across the country. Several· initiatives for providing
academic support to in-service teachers include the setting up of resource centres. Programmes and activities
of such centres include organization of workshops, provision of research fellowships and study sessions. 8.
To support Open and Distance Learning (ODL) in Teacher Education Open Education as a concept, coupled
with modalities associated with Distance Education,· does not stand as an exclusive transactional modality.
There are several aspects of ODL
7. which will get meaningfully translated only if the boundaries between direct human engagement and ODL
tend to get diffused to the extent possible and perhaps, desirable. A modular approach to the development of
teacher education curriculum along with a· focus on independent study and on-line offering involving
interactive modes of learning and the consequent modification in the approaches to assessment and evaluation
has indeed a potential to make education reach the unreached. It is recognized that ODL can be strategically
employed in continuing professional· development of teachers, particularly with a view to overcoming the
barriers of physical distance, especially making use of independent study material, on-line support and two-
way audio-video communication. Of particular relevance are those elements of ODL which involve
independent study. However, the primacy of direct human engagement and actual social interaction among·
student teachers as the core process of initial teacher preparation needs to be emphasized. ODL, as a strategy,
can be a powerful instrument for providing continued professional support to the teacher practitioner. 9. To
promote Education of Teachers in Health and Physical Education Health, physical education and yoga
constitute an important part of the core curriculum at· the primary, secondary and senior secondary school
levels. The area needs to be considered in the framework of the overall development of the child and the
adolescent – physical, social, emotional and mental. The aim of health and physical education is not just to
attain physical health but also sound psycho-social development. The subject covers personal health, physical
and psycho-social development, movement concepts and motor skills, relationships with significant others
and healthy communities and environments. The interdisciplinary nature of the area requires integration and
cross-curriculum planning· with other subjects and curricular areas. The major components of the school
health programme – medical care, hygienic school· environment, school lunch, health and physical education
and emotional health – must be an integral part of health and physical education. 10. To promote Education
of Teachers for Vocational Stream Vocationalization of education has remained an important concern for
our educational· system, the success of which is determined by the quality of teachers and the modality of
their professional training. Programmes leading to teacher preparation in major areas of vocational education
covered under technology, agriculture, commerce, home science, fine arts, etc The implementation of
vocational teacher preparation would require serious thinking· on the part of the institutions which may have
to be identified to provide the needed quality instructional inputs in different vocational areas. A design will
have to be worked out in consultation with professional institutions· dealing with engineering and technology,
agriculture, health and paramedical, and Technical Teacher Training Institututes (TTTIs) to undertake the
responsibility not only of designing but also offering such courses, based on the pedagogy of vocational
education. This would entail a separate exercise outside this Framework. 11. To develop a comprehensive
Vision of Teacher and Teacher Education
54
8. To enable teacher trainee to be creators of knowledge as thinking professionals. They need· to be empowered
to recognize and value what children learn from their home, social and cultural environment and to create
opportunities for children to discover, learn and develop. To help teacher trainee view themselves as mediating
agents through whom curriculum is· transacted and knowledge is co-constructed along with learners. To
prepare teacher trainee to care for children, enjoy to be with them, seek knowledge,· own responsibility
towards society and work to build a better world, develop sensitivity to the problems of the learners,
commitment to justice and zeal for social reconstruction. To change teacher- trainees’ view of learners as
active participants in their own learning· and not as mere recipients of knowledge; need to encourage their
capacity to construct knowledge; ensure that learning shifts away from rote methods to personal experiences
and knowledge generation as a continuously evolving process of reflective learning. To broaden the curriculum
(both school and teacher education) to include different· traditions of knowledge; educate teacher trainees to
connect school knowledge with community knowledge and life outside the school. To help teacher trainee
to appreciate the potential of hands-on experience as a pedagogic· medium both inside and outside the
classroom; and work as integral to the process of education. To empower teacher trainees re-conceptualize
citizenship education in terms of human· rights and approaches of critical pedagogy; emphasize environment
and its protection, living in harmony within oneself and with natural and social environment; promote peace,
democratic way of life, constitutional values of equality, justice, liberty, fraternity and secularism, and caring
values. Conclusion: Thus the objectives of Teacher Education by NCF 2009 are multi-dimensional providing
due place for the evaluation of attitudes, values, dispositions, habits and hobbies, in addition to the conceptual
and pedagogical aspects through appropriate quantitative as well as qualitative parameters.

55