MADR-E-MEHERBAN INSTITUTE OF

NURSING SCIENCES AND RESEARCH

SKIMS SOURA

WORKSHOP
Theme: Evaluation Strategies in nursing
education

Topic: PREPARATION OF PROFESSIONAL TEACHERS

ORGANIZING PROFESSIONAL ASPECTS OF TEACHER
PREPARATION PROGRAMMES:

Presented by : SUBEENA GUL

MSc. Nursing 1st year

speciality: OBG\GYN nursing

If a boy is educated, an individual is educated
If a girl is educated, whole community is educated
 PREPARATION OF
PROFESSIONAL TEACHERS

.
 INTRODUCTION

 Teaching is a distinctively human activity. It is imparting

knowledge and the learning process, the means by which
the student assimilates a share of it.
 Teaching is immediate mastery of particular knowledge or
skill.
 It is concerned with growth and development of whole
personality of the student-her mind, spirit, character and
effective behavior.
 Teaching is mixture of an art and a science.
 Teaching is system of actions designed and integrated to
bring about learning.
 DEFINITIONS

PROFESSION:
 It is a vocation requiring advanced training and usually
involving mental rather than manual work, as teaching,
engineering, especially medicine, law or theology.
-Webster, 1989
TEACHING:
 “Teaching is an interaction process. Interaction means
participation of both teacher and student and both are
benefited by this. The interaction takes place for
achieving desired objectives” – Flanders, 1970
 DEFINITION

TEACHER:
“the teacher is the most important element in any educational program. It
is the teacher who is mainly responsible for implementation of the
educational process at any stage”-NCTE
TEACHER EDUCATION:
“all the formal and non-formal activities and experiences that help to
qualify a person to assume responsibilities of a member of the educational
profession or to discharge his responsibilities more effectively”.
-Goods Dictionary of education
TEACHER PREPARATION:
Refers to the policies and procedures designed to equip prospective
teachers with the knowledge, attitudes, behaviors and skills they require
to perform their tasks effectively in the classroom, school and the wider
community.
 CHARACTERISTICS OF A TEACHING
PROFESSION:

 It essentially involves an intellectual operation.

 It draws material from science.
 It possesses an educationally communicable technique.
 It tends towards self-organization.
 It essentially performs a social service.
 It involves a lengthy period of study and training.
 It has a high degree of autonomy.
 It is based upon a systematic body of knowledge.
 It has a common code of ethics.
 It generates in-service growth.
Need for Preparing Professional
Teachers
 The major goal of professional preparation of a teacher is
to ensure that teachers are fully prepared in accordance
with professional standards by providing research base and
formal body of knowledge .
 The critical features of professional development of
teacher are:
Context

Building on personal qualities of a

teacher

support

Research
CRITICAL FEATURES:
 Context:
The existence of frames of references, such as professional standards and a
knowledge base, is important in giving directions to the professional
development of teacher educator.

 Building on the personal qualities of teacher educator:

Personal qualities of teacher educator are important, such as will power to
learn and interest in their subjects and in students. It is better if professional
development builds on the existing knowledge and experience of teacher
educators.

 Support:
It is better to learn with and from support of colleagues, peer coaching,
support from mentors of beginning teachers.
 Research:
Carrying out research into one’s own practical appears to enhance the
development of the professional role and the preparation of professional
teacher.
ROLE OF REGULATORY BODIES IN TEACHER
EDUCATION PROGEAMME (IN NURSING)

NATIONAL INTERNATIONAL
 Central govt.  International Council for
Nurses (ICN)

 Indian nursing council

 American Nurses Association
(ANA)
 State govt
 Canadian Nurses Association
(CNA)
 TNAI

 National League for Nursing

 institutional laws (NLN)
Vital Role of Regulatory Bodies
 Set and enforce standards for nursing education.
 To ensure the public's right to quality health care service.
 To support and assist professional members.
 Monitor and enforce standards of nursing practice.
 Set the requirements for registration of nursing
professionals.
 Nursing regulatory bodies are responsible for the licensing of
nurses within their respective state. The nursing regulatory
bodies receive their authority from legislation.
ORGANIZING PROFESSIONAL ASPECTS OF
TEACHER PREPARATION PROGRAMMES:
Teaching Education/Training

• TEACHING SKILLS

• PEDAGOGICAL
THEORY
• PROFESSIONAL SKILLS
Teaching skills: 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: 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: It includes 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, counselling skills, interpersonal skills,
computer skills, information retrieving and management skills and above all
lifelong learning skills.
AIMS OF THE TEACHER
EDUCATION PROGRAM

Solid knowledge of a discipline

Extensive practical experience

The program seeks to develop pre-service teachers who:

 Are competent, caring and qualified educators.

 Are well prepared in their subject knowledge.

 Are able to implement 'best teaching practices' in their

instruction.

 proficient readers, writers, listeners, and able to model

expertise in these fundamental aspects of educational
practice.

 Are knowledgeable about the impact of technology on

education and how to use technology in an effective manner.
 OBJECTIVES OF TEACHER EDUCATION:

Teacher education has to become more sensitive to the

emerging demands from the school system. For this, it
has to prepare teachers for a dual role of;
 Encouraging, supportive and human facilitator in
teaching learning situations who enables learners
(students) :
 to discover their talents,
 to realize their physical and intellectual potentialities
to the fullest,
 to develop character and desirable social and human
values
 to function as responsible citizens.
 OBJECTIVES ………..

 An active member of the group of persons

who make conscious effort to contribute
towards the process of renewal of school
curriculum to maintain its relevance to the
changing societal needs and personal needs
of learners, keeping in view the experiences
gained in the past and the concerns and
imperatives that have emerged in the light
of changing national development goals
and educational priorities.
STAGES OF TEACHER EDUCATION:

Initial teacher training/education

Induction

Teacher development or continuing

professional development
1)Initial teacher training:
Initialteacher education is also known as pre-service
teacher education. It may be organised according to two
basic models.
 ‘consecutive’ model, a teacher first obtains a qualification
in one or more subjects (often an undergraduate bachelor’s
degree), and then studies for a further period to gain an
additional qualification in teaching (this may take the form
of a post-baccalaureate credential or master’s degree).
‘concurrent’ model, a student simultaneously studies both
one or more academic subjects, and the ways of teaching
that subject, leading to a combined bachelor’s degree and
teaching credential to qualify as a teacher of that subject.
2) Induction phase:
 Induction phase is the process of providing training and
support during the first few years of teaching or the first year
in a particular school. Teaching involves the use of a wide
body of knowledge about the subject being taught, and
another set of knowledge about the most effective ways to
teach that subject to different kinds of learner. Elements of
such a programme can include:
- Mentoring: The allocation to each beginning teacher of an
experienced teacher, specifically trained as a mentor, the
mentor may provide emotional and professional support and
guidance.
- A peer network: For mutual support but also for peer learning.
- Input from educational experts e.g. to help the beginning
teacher relate what she learned in college with classroom
reality.
3) Continuous professional development:
 Continuous professional development is an in-service process for
practicing teachers. Continuous professional development is the
process by which teachers reflect upon their competencies, keep them
up to date, and develop them further. A growing research base
suggests that to be most effective, continuous professional
development activities should:
- Be spread over time
- Be collaborative
- Use active learning
- Be delivered to groups of teachers
- Include periods of practice, coaching and follow up
- Encourage experimentation
- Respond to teacher needs.
 
Different aspects of teaching
programs:
Curriculum Revision

Professional Competence

Professional Development

Leadership Training

Career Development
DRAWBACKS OF TEACHER EDUCATION
 Poor standards with respect to resources for colleges of
education.
 Unhealthy financial condition of the colleges of education.
 Incompetent teacher educators resulting in deficiency of
scholars.
 Negative attitude of managements towards development of
both human as well as material resources.
 Improper selection of the candidates (student teachers) to
be admitted.
 Traditional curriculum and teaching methods of teaching in
the teacher education program.
 Inadequate duration of the teacher programme.
 Haphazard and improper organization of teacher
education.
 Unplanned and insufficient co-curricular activities.
Suggestions for Improving
Quality of Teacher Education
 Teacher education, like higher education and technical education
must be the responsibility of the central government.
 Uniformity among teacher education institutions must be ensured
and maintained in terms of curriculum, duration and timings of
the program.
 Curriculum development on a continuing basis to keep pace with
current trends.
 Government should look after the financial requirements of the
institutions.
 Teacher educators must be well qualified and experienced with
language proficiency.
 Institutes of low standards should be reformed or closed.
 Regular and rigorous inspection by NCTE should be done on
a regular basis.
 Selection procedure must be improved and inter views,
group discussions along with the common entrance test and
marks should be introduced.
 More emphasis should be given to practice teaching till
mastery is reached with appropriate feedback.
 The internship should be of sufficient time (six months) and
student teachers must be exposed to the full functioning of
the school.
 Evaluation in teacher education should be objective, reliable
and valid.
 Research in teacher education should be encouraged.
SUMMARY & CONCLUSION
 A professional teaching qualification does not make you a
professional, in the true sense of the word. Belonging to a
particular profession does not automatically guarantee that
the service you provide is a professional one. Hence,
teaching as a professional is a hard thing to do because it
encompasses many roles to be done well. As a teacher, and
a professional, you are likely to be judged by your words and
actions. At all times, in your interactions with children,
parents and members of public, practice self-restraint, self-
control, and assertiveness in declaring that all you do, after
all, is in the best interest of the children in your care.
REFERENCES:

 Jaspreet Kaur Sodhi. Comprehensive Textbook of Nursing Education. 2017. New Delhi.
Jaypee Brothers Medical Publishers (P) Ltd. First edition. Pg. no. 376-391.
 Sudha R: Principals and Concepts of Nursing education; 175-200
 Basheer. S. Text book of Nursing Education. 1 edition (2012). New Delhi: EMMESS
Medical Publishers; p. 240-255.
 Basavanthapa BT, "Nursing Education" 2nd edition. JayPee Brothers Medical
Publishers(P) LTD. Pg241-242.
 K.P.Neeraja, Textbook Of Nursing Education, 7th edition, Jaypee publication,Delhi.

 Teacher Education in India. Available from https

://shodhganga.inflibnet.ac.in/bitstream/10603/83326/8/08_chapter 1.pdf [cited 5 Mar
2020]
 Teacher education in India. Amrita Roy. Available from
https://www.slideshare.net/AMRITAROY26/teacher-education-in-india [cited 6 Mar
2020]
 Dr. Mohit Dixit. TEACHER EDUCATION IN INDIA PROBLEMS AND
SUGGESTIONS. - International Journal of Research (IJR) Vol-1, Issue-4, May 2014
ISSN 2348-6848
 Elakkuvana Bhaskara Raj.D, "Text Book of Nursing Education" 1st edition. Pg373-374
EVALUATION:

 Name the three stages of TEP.

 What are the critical features of TEP.
  THANK YOU