Teacher Education

Abstract

New Education Policy and Teacher Education

Full text

Created By: Monika Tayade
Rethinking Teacher Education in India:
National Education Policy 2020

Introduction
 The role of teachers is also different than it was decade back.
 So thus the way we interact with the students in the classroom has changed too.
 Teacher plays integral part in imparting education to the student.
 A teacher also acts as role model for the student.
 A teacher can be looked upon as inspiration, motivation, guide, leader,
philosopher and friend.
 A teacher is involved many activities in teaching profession

Introduction
 After completing graduation & post graduation and qualifying NET or SET
examination one becomes eligible to apply for lecturers in graduate colleges &
Higher Education Institution.
 But are these qualifications enough to prepare individuals to become teachers
for the next generations?
 Does graduation & post graduation program equip future teachers to play the
important role as teachers in colleges or do they need more skills and knowledge
to keep growing in teaching profession.

 Contemporary educational outcomes are different than those of several decades ago.
 Knowledge about the world and the society - we are constantly developing our knowledge.
 Just think about the responsibility involved in so many jobs.
 Today's learner requires different avenues to seek knowledge so thus teachers must be
equipped with more essential competencies for teaching learning process.
 School curriculum emphasizes higher order thinking & problem solving skills.
 Nowadays there is more emphasis on co-scholastic aspects along with scholastic aspects of
education.
Introduction

Background
 Research has shown that good teaching makes a big difference in students learning &
acquisition of knowledge.
 To create good and effective teaching system, it is required that the teacher training
programs are well developed
 So that future teachers are competent in pedagogical skills, professional skills & content
knowledge.
 Learning is as old as there is existence of human being.
 Learning cannot be separated from human being as infant start learning from the time of his
/her birth.
We are aware that learning is lifelong process and we know that humans are lifelong learner.

Background
 There are different learning types, learning styles & approaches to learning.
 Each individual has his own way of learning & understanding of concepts.
 For learning to be effective it is important that study habits and techniques should be
such that it facilitates learning.
 Keeping in mind the need of 21st century learner the curriculum of Teacher Education
program has been designed
 To prepare prospective teacher that are equipped with pedagogical skills, professional
skills, different teaching strategies & instructions & subject knowledge.

Background
Education Policy is based on the recommendations suggested in reports from Education
Committees & Education Commission.
 The recommendations given by the Kothari Commission (1966), the Chattopadyay
Committee (1985), the National Policy of Education (1986, 1992), Acharya Ramamurti
Committee (1990), Yashpal Committee (1993) & the National Curriculum Framework
(NCF 2005) have played significant role in evolving Teacher Education in India.
 The Teacher Education program should be designed so as to improve pre-service teachers’
effectiveness for classroom teaching.
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Points to Consider
 The students are witnessing the transformation in the way education is imparted to them.
 Due to changes in the education process, it is need of the time that teaching should also be
carried out in innovative ways so as the learner is at the core of teaching process.
 Teacher education program prepare individual for classroom teaching.
 Pre-service teachers undergo training for entering the teaching profession.
 Teacher education programs in India have undergone various changes regarding curriculum,
duration of the program and the delivery of the program as per the recommendations of various
committees & commissions.

Key Recommendations in National Education Policy 2020
 NEP 2020 proposes the revision of all aspects of the education structure, & to create a new
system that is aligned with goals of 21st century education.
 Following aspects such as, ‘recruitment & deployment’, ‘service environment & culture’,
‘Continuous Professional Development’, ‘Career Management & Progression’, ‘Professional
Standard for Teachers’, ‘special educators’, ‘approach to Teacher Education’ are discussed.
 We will discuss recommendation for above aspects

Recruitment & Deployment
 A merit based scholarship with preferential employment will be provided in local areas for
B.Ed. programmes.
 Teachers from rural areas will be provided with local housing near or on the school premises
 Transfer will be conducted through online computerized system to ensure transparency.
 TET (Teacher Eligibility Tests) will be made more effective in terms of content and pedagogy
 TET (Teacher Eligibility Tests) will cover teachers across all school stages (i.e., Foundational,
Preparatory, Middle or Secondary).
 There will be consideration of TET and NTA test scores for subject teachers.
 Teachers in private school will also be required to qualify TET, undergo a demonstration/
interview.

Service environment & culture
 There will be need of effective service conditions at school level, quality infrastructure,
hygiene, cleanliness, ICT (Information and Communication Technology) devices that will
enhance learning, recreational facilities for teachers &students including one with special
disabilities.
 There will be adoption of innovation including school complexes, rationalization of schools,
effective school governance, resource sharing and community building.
 There will be more involvement of teachers in governance of schools & school complexes.
 Teachers will not be given non teaching activities so that they can focus on teaching learning
process.
 Teachers will be more dependent in choosing pedagogy which they feel will best suit the
students and enhance their learning.
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Continuous Professional Development
* Teachers will be encouraged for self improvement, progression & learn latest innovation in
the field of teaching learning process.
* There will be provision of workshops, online modules that will be offered in multiple modes
* Online platform will be developed for teachers so that they can share their ideas &
innovative practices.
* CPD (Continuous Professional Development) opportunities will cover latest pedagogy.
* For professional development within their own interests every year teachers will be expected
to participate in at least 50 hours of CPD opportunities that will be covering latest pedagogy.

Career Management and Progression
 For recognition of outstanding teachers, a merit based structure of tenure, promotion &
salary structure will be developed.
 A system for assessment of performance will be developed for structure of tenure,
promotion and salary structure by the State and UT Government, which will be based on
peer reviews, attendance, commitment & other forms of service given by teachers to the
school.
 The fact will be focused that all stages of school education will require best quality
teachers & all school stages (i.e., Foundational, Preparatory, Middle or Secondary) will be
considered equally important.

Professional Standards for Teachers
 NCTE (National Council for Teacher Education) in consultation with NCERT
(National Council of Educational Research and Training), SCERT (State Council of
Educational Research and Training), teachers and expert from various field of education will
develop a set of (NPST) National Professional Standards for Teachers by the year 2022.
 The standard would highlight expected role of teachers at different levels & competencies
required for that stage.
 It will include standards for performance appraisal that would be carried out on a regular
basis.
 Promotion and salary hike will be based on appraisal.
 The professional standards will be reviewed and revised in the year 2030 and thus after
every ten years.

Special Educators
There is requirement of special educator in the areas such as subject teaching for school
children with disabilities.
Special educator should be aware of subject teaching knowledge & understanding of
subject related aims of education & also equip themselves with understanding of special
requirements of children with disabilities.
Thus above areas such as subject teaching & knowledge about special requirement of child
ren with disabilities could be developed as secondary specialization for subject or the general
teachers.
 The above areas will be offered as certificate courses, full time, part time, blended courses
in the pre-service as well as in-service mode.

Approach to Teacher Education
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•The duration of the Teacher Education will be as follows:
* 4 year integrated B.Ed. will be minimum degree qualification for teaching that includes
student teaching at local schools, by 2030.
* 2 year B.Ed. for applicants with existing bachelor’s degrees in other specialized subjects,
* 1 year B.Ed. for those who have completed the equivalent of 4 year multidisciplinary
bachelor’s degrees or have obtained a master’s degree in a specialty.
•It is recommended that Teacher Education will be moved into multidisciplinary colleges
and universities by the year 2030, multidisciplinary higher education institutions offering
the 4 year integrated B.Ed. programme to also provide blended and or ODL mode of
teaching to students in remote areas.

We have seen tremendous changes in teacher education program that are run across
Teacher Education Institutions in India & even at international level.
 We can hardly imagine the same mode of teaching & instructions used today for teaching
that were used decade back.
 If we need to make our teacher education program as par with international level or as per
with the trending global need we need to accept the change and formulate Teacher Education
Program as per the changing need.
 There is continuous need of the trained teachers as required by the schools from time to
time.
 There will be continuous demand of professionally qualified teachers in future also because
we see many new schools are coming up.
Conclusion