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PARA.I2MS 34 T!ACH!R !.5CATI3 I PR!S! T C3 T!6T (75ALIT8 ! HA C!M! T I T!ACH!R !.5CATI3 )

JAS9IR :A5R$ ; RA:HI"
1

Assistant Professor, Department of Education, Partap College of Education, Ludhiana, Punjab, India
2

Assistant Professor, Department of Education, S D College of Education, !arnala, Punjab, India

A9STRACT
"here #as a time #hen the teacher$s role #as to pass do#n to the %ounger generation & the 'no#ledge, e(periences and m%tholog% of a slo#l% e)ol)ing societ% "he pace of change in contemporar% societ% has made this role redundant "he modern teacher must be, among other things, a change&agent It does not matter #hether one is addressing the situation in a de)eloping or an industriali*ed nation, the problem remains the same +hat are the ne# dimensions of his , her role, and ho# is the teacher to be trained to fulfill that role In e(amining the changing role of the teacher #e need to see the changes as being a response to, and an attempt to confront, the pressures of a societ% undergoing constant transition "hus the demand for -ualified and -ualit% teachers has been continuousl% on the increase the #orld o)er It is thus necessar% that -ualit% concern is e(plicit in e)er% aspect of teacher education programs

:!8<3R.S: "eacher, "eacher Education, .ualit% Concern I TR3.5CTI3

Enlightened, emancipated and empo#ered teachers lead communities and nations in their march to#ards better and higher -ualit% of life "he% re)eal and elaborate the secrets of attaining higher )alues in life and nurture empath% for the fello# beings "eachers are the torch bearers in creating social cohesion, national integration and a learning societ% "he% not onl% disseminate 'no#ledge but also create and generate ne# 'no#ledge "he% are responsible for acculturating role of education /o nation can e)en marginall% slac'en its efforts in gi)ing necessar% professional inputs to its teachers and along #ith that due status to their stature and profession "eacher education is the bac'bone of the societ% It is the -ualit% of teacher education that decides the -ualit% of human resource in a countr% "he management and sustenance of -ualit% in teacher education is a great challenge for the polic% planners and managers in the changing scenario .ualit% has become the #atch#ord of current educational gro#th not onl% in India but also at the global le)el If #e are to sur)i)e in this competiti)e, mar'et oriented and technolog% dri)en #orld #here boundaries of countr% are fastl% disappearing, then there is no e(istence #ithout -ualit% .ualit% and e(cellence in the education sector is one of the major initiati)es of the 0o)ernment of India in its plans "o achie)e the outcome of enhanced -ualit% at all le)els of education, 0o)t of India has been focusing its attention on -ualit% and e(cellence in higher education and teacher education 1arious attempts ha)e been made in teacher education programme to impro)e the status of teacher education in India "he /PE 213456 has suggested establishing DIE"s 2District institute of education and training6,

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Jas=ir :aur ; Ra>hi

C"E 2Colleges of "eacher Education6 and IASE 2Institute of Ad)anced Studies In Education6 for pro)iding teacher education at )arious le)els !esides these, uni)ersit% department and national le)el organi*ations are also conducting in& ser)ice education programme !ut -ualit% is still poor 7an% issues are in)ol)ed in the teacher education programme #hich should be tac'led #ell if #e #ant to ensure -ualit% in teacher education Some of these are &

ISS5!S I T!ACH!R !.5CATI3 PR32RAMM!

Pro=lem of Selection& 8ur selection of teachers is -uite defecti)e "here is no standard screening criteria for the selection of Indian teachers Defecti)e selection procedure ma% lead to the deterioration of the -ualit% of teachers "herefore proper selection of teachers should be made on the bases of aptitude test and personal inter)ie# .uration & 8ur teacher education programme is less length% and precise than the training of other professionals In this short duration of nine months it is difficult to fulfill the broad objecti)es of education So our educational bodies should gi)e a serious thought of increasing the duration of our teacher education programme Incom1etenc? of Student Teacher& "here is a gap bet#een theor% and practicing component of training institution Students are not #ell prepared to face the comple(ities of real life So this gap must be fulfilled at priorit% basis Pro=lem of Practice Teachin@& Period of teaching practice obser)ed in our teacher education institution is )er% limited and a ritual onl% 8ur super)isors lac' the )ision for this important component of teaching "he% don9t ha)e enough time to obser)e and pro)ide needed feedbac' to practicing pupil teacher So a clear frame#or' should be de)eloped regarding teaching practice phase in teacher education institutions Teacher .emand and Su11l?& "here is a mismatch bet#een the demand and suppl% of trained teachers& area #ise, subject #ise and perspecti)e #ise "his is primaril% because of inade-uate database of re-uirements for teachers So it becomes the responsibilit% of the state to create database and liaison #ith the teacher education colleges Isolation of Teacher !ducation .e1artment & 8ur departments hardl% de)elop lin'ages #ith schools, peer institutions, uni)ersities and other institutes of higher learning as also the communit% :o#e)er much remain to be done in this direction "he curriculum of the school, its actual transactional modalities, e(amination s%stem, management process and its ethos need to be the main thrust areas of teacher education programme "eacher education institutes should #or' in collaboration #ith the larger societ% Lac> of InnoAatiAe Practices & 8ur teacher educator9s still practice obsolete methods of teaching "he% are not inno)ati)e in their ideas, thoughts and approaches /eed of the hour is to incorporate latest technolog% in teaching learning process Less 311ortunities for Professional .eAelo1ment & "o produce the -ualit% teachers #e must focus upon their ma(imum professional de)elopment E)er% teacher must ta'e the opportunit% to continue his,her professional de)elopment throughout his,her career "eachers should be open to ideas, to refine decisions ma'ing s'ills and to become more effecti)e in integrating theor% and practice Mushroomin@ of Teacher !ducation Institutions& "he last decade has e)idenced the mushrooming gro#th of teacher education institutes leading to a )er% unhealth% suicidal trend that is commerciali*ation Education has come into control of people #ho do not ha)e an% concern #ith -ualit% of teacher education ;or them colleges are

Paradi@ms of Teacher !ducation in Present ConteBt (7ualit? !nhancement in Teacher !ducation)

mone% ma'ing machines "his gro#th has created a ne# categor% of students popularl% 'no#n as non attending So there should be a chec' on opening of such institutions Pro=lem of Infrastructure& Although #e ha)e a long list of teacher education colleges but majorit% of them lac's the re-uired infrastructure to carr% out teaching learning acti)ities ;acilities are there but onl% in papers Infrastructure is made a)ailable onl% at the time of inspection As soon as the team lea)es the college, there is nothing "his disease can be curbed onl% #ith the proper inter)entions from the bodies go)erning the teacher education programme So these are some of issues or challenges that our teacher9s education is facing "here is need to come for#ard and ta'e some concrete steps 7ore attention must be paid to defining and assessing global competence in teaching and learning "raining teachers for the global age also re-uires that teacher educators #ho are preparing future teachers in our colleges need to de)elop the capacities as #ell as the 'no#ledge, s'ills and dispositions to help pupil teacher ac-uire them 8nl% #a% out for this is securing international collaboration "he "eacher Education programs need to integrate innumerous s'ills and competencies It is necessar% to shift to more po#erful learning paradigms, such as, linear to h%permedia learning, instruction to disco)er% and construction, teacher centered to learner centered education, absorbing material to learning ho# to na)igate and learn, learning as ta(ing to learning as fun, teacher as transmitter to teacher as facilitator +e need to bridge the gaps bet#een to ha)e and to be "here is a need to bridge the gaps bet#een "eaching St%les and Learning St%les pro)iding differentiated differential learning e(periences to learners of all the learning st%les& audio, )ideo and 'inesthetic< cogniti)istic, beha)iouristic and constructi)istic< accommodators, di)ergers, con)ergers and assimilators Education should be )alue added Character building should be on of the primar% aims of education E)er% teacher Education institution ought to ha)e )alid identit% 1alid identit% means )alid institutional land = plant, )alid setting, )alid inputs, )alid processes and )alid products In )ie# of the abo)e ground realities and inline #ith the laid out priorities the /ational Assessment and Accreditation Council 2/AAC6 in collaboration #ith the Common#ealth of Learning 2C8L6, set out to de)elop -ualit% indicators for teacher education "he indicators are the outcome of the recommendations of senior teacher educators and e(perts in education from ele)en Common#ealth countries E(perts from Australia, !angladesh, !ots#ana, India, >en%a, 7auritius, /amibia, /igeria, Sri Lan'a, Singapore and ?nited >ingdom 2? > 6, participated in the initial #or'shop and subse-uent de)elopment ?sing these indicators, #hich are introspecti)e, the institution can create internal -ualit% structures for the appraisal of the -ualit% pro)isions of the s%stem, #hich in turn #ould lead to continuous monitoring and impro)ement "he main objecti)e in de)eloping these indicators is to pro)ide a tool for continuous -ualit% impro)ement and to energi*e and sustain the institutions -ualit% enhancement efforts "his document contains t#ent% fi)e -ualit% aspects and se)ent% fi)e -ualit% indicators spread under the si( 'e% areas of functioning of a teacher education institutions "he >e% Areas 2>As6 represent si( dimensions of a teacher education institutions functioning encompassing all its academic as #ell as administrati)e and management acti)ities In de)eloping the -ualit% indicators the /AAC @ C8L team too' into account the functioning of se)eral pioneering teacher education institutions across the Common#ealth countries #hich ha)e de)eloped and put to use mechanisms for -ualit% training pro)ision and effecti)e functioning of their institutions +ithin each identified 'e% area specified functional aspects ha)e been detailed as .ualit% Aspects 2.As6 Criterion I : Curricular Aspects Criterion II : "eaching&Learning and E)aluation

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Jas=ir :aur ; Ra>hi

Criterion III: Aesearch, Consultanc% and E(tension Criterion I,: Infrastructure and Learning Aesources Criterion , : Student Support and Progression Criterion ,I: 0o)ernance and Leadership

C3 CL5SI3 S
"he abo)e discussion clearl% indicates the enormous tas' ahead of the institution of teacher education, integrating all aspects in the course to achie)e the goal of education "eacher #ith competences and commitment, encompassed b% professional ethics are the need of hour "he challenges are e)er changing and ne)er ending "hus both teacher education and teacher educators re-uire and s%stematic re)ie# of their benchmar's follo#ed b% a serious planning and consideration about restructuring and resetting of teacher education institutes "his can bring about drastic changes in teachers and impro)e the -ualit% of teachers at all le)el of education

R!4!R! C!S
1 !uch, P 213456 "eacher Education in the &Conte(t of the /e# Education Polic% /e#;rontiers in Education 42&4B 2 C !one, " A 2134B6 Changes in the "raining of "eachers International Ae)ie# of Education CC 2C6, C41&235 Chi', A+ 2134D6 Teacher Education and the World of Technology; Ideals and Reality. Paper presented at the +orld Assembl% of the International Council on Education for "eaching !ritish Columbia, Canada E D Corrigan, D 2134D6 Politics and "eacher Education Aeform Teacher Education. C5 216, 4&11 Crople%, A F 213416 Lifelong LearningG A Aationale for "eacher "raining British Journal of Teacher Education. B216 5 0uthrie, 0 213426 Ae)ie#s of "eacher "raining and "eacher Performance in De)eloping Countries International Review of Education. 242C6, 231&CH B Pali#al, 7 A 2134D6 Teacher Education on the Move: A. ?ppal Publishing Compan% 4 Sungoh, S 7 22H1H6 .ualit% Issues in "eacher Education 1DC&1D5 Aetri)ed from httpG,,dspace nehu ac in,handle,1,CCD1 3 /AAC and C8L 22HHB6 .ualit% indicators for teacher education Aetri)ed from naac go) in,sites,naac go) in,files,.ualit% Indicators for "eacher Education pdf lo!al "iew IToday and To#orrow$ /e# DelhiG