INTRODUCTION

“A good teacher is like a candle-it consumes

itself to light the way for others”
 TEACHER
PREPARATION
PROGRAM
PRESENTED BY
Farha Usmani
P.HD SCHOLAR
JAMIA HAMDARD
TEACHER
A teacher is a person who selects and
organizes learning methods consciously
planning and controlling a situation directed
to the achievement of optimum student
learning.
 Teaching is concerned with growth and
development of whole personality of the
student-her mind, spirit, character and
effective behavior. It is a mixture of art and
science.
ROLES AND RESPONSIBLITIES OF
THE TEACHER

Instructional Role Faculty role

TEACHER

Administrator
Individual Role
Role
 Instructional Role
 Planning and organizing courses
 Creating and maintaining a desirable group climate
 Adapting teaching and instructional materials.
 Motivating and challenging students to pursue &
sustain learning activities.
 Explaining, clarifying & interpreting
 Demonstrating & explaining procedure
 Serve as guide for student projects
 Supervise student’s performance
 Evaluate teaching and learning outcomes.
 Faculty role
 As a staff member of organizational hierarchy-
chairman/dean or member of one or more
committees like curriculum, board of examiners,
etc.
 Counselor of students
 Researcher
 Resource person to outside groups
 Representative to professional nursing
organizations
 Public health relation agent.
Administrator Role

 Maintenance of records of students’ progress.

 Provision of reference for students.
 Participate in time table planning
 Attending and contributing to all educational
meetings.
 Attending educational social functions as
required.
 Conducting different committee meetings.
FUNCTIONS OF TEACHER
 Explaining, informing
 Initiating, directing & administering
 Giving security
 Clarifying attitudes, beliefs & problems
 Diagnosing learning problems
 Making curriculum material
 Evaluating, recording and reporting
 Enriching community activity
 Arranging & organizing classroom
 Participating in educational institutional activities
 Participating in professional life.
 CHARACTERISTICS OF A TEACHER

I) Instructional ability II) Interpersonal skills

/communication skills
 Communicates effectively  Friendly attitude
 Clear goals, expectations,  Mentoring approach
deadlines, desired outcomes
 Motivational
 Organized
 Knowledgeable of course  Supportive
materials
 Respectful
 Interacts with students
 Enthusiastic, energetic,  Receptive to people and
eager ideas
 Well-prepared
 Open minded,
 Self-confident
 Non-judgmental
 Creative
CHARACTERISTICS OF A TEACHER
III) Personality traits V) Nursing competence
/professionalism
 Attentive  Good role model
 Nurturing  Dedicated
 Demonstrates concern  Clearly enjoys nursing and
teaching
about students
 Skilled clinician
 Flexible, easy-going VI) Evaluation procedures
manner  Provides study guides/
 Sense of humour outlines
 Provides timely,
IV) Accessibility constructive, and specific
 Approachable, feedback
welcoming  Gives tests that reflect
course objectives, lecture
 Has designated office materials, and study guides
hours
 COMPETENCIES OF TEACHER
COMPETENCY 1: Facilitate Learning
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT &
SOCALIZATION

COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES

COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN &
EVALUATION OF PROGRAM OUTCOMES
COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS
COMPETENCY 6: PURSUE CONTINUOUS QUALITY
IMPROVEMENT IN THE NURSE EDUCATOR ROLE
COMPETENCY 7: FUNCTION WITHIN THE EDUCATIONAL
ENVIRONMENT
 COMPETENCY 1: Facilitate Learning
 Implements a variety of teaching strategies appropriate to learner needs
 Engages in self-reflection and continued learning to improve teaching
practices that facilitate learning
 Uses information technologies skillfully to support the teaching-learning
process
 Practices skilled oral, written, and electronic communication that reflects
an awareness of self and others
 Creates opportunities for learners to develop their critical thinking
 Shows enthusiasm for teaching, learning, and nursing that inspires and
motivates students
 Uses personal attributes (e.g., caring, confidence, patience, integrity and
flexibility) that facilitate learning
 Develops collegial working relationships with students, faculty colleagues,
and clinical agency personnel to promote positive learning environments
 Maintains the professional practice knowledge base needed to help
learners prepare for contemporary nursing practice
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT &
SOCALIZATION
 Identifies individual learning styles and unique learning
needs Of multicultural, educationally disadvantaged,
physically challenged, at-risk, and second degree learners
 Provides resources to diverse learners that help meet their
individual learning needs
 Engages in effective advisement and counseling strategies
that help learners meet their professional goals
 Creates learning environments that are focused on
socialization to the role of the nurse and facilitate learners’
self-reflection and personal goal setting
 Assists learners to develop the ability to engage in
thoughtful and constructive self and peer evaluation
 COMPETENCY 3: USE ASSESSMENT &
EVALUATION STRATEGIES
 Uses extant literature to develop evidence-based
assessment and evaluation practices
 Uses a variety of strategies to assess and evaluate
learning in the cognitive, psychomotor, and affective
domains
 Implements evidence-based assessment and evaluation
strategies that are appropriate to the learner and to
learning goals
 Provides timely, constructive, and thoughtful feedback
to learners
 Demonstrates skill in the design and use of tools for
assessing clinical practice
COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN
& EVALUATION OF PROGRAM OUTCOMES
 Ensures that the curriculum reflects institutional philosophy
and mission, current nursing and health care trends, and
community and societal needs
 Demonstrates knowledge of curriculum development including
identifying program outcomes, developing competency
statements,
 Writing learning objectives, and selecting appropriate learning
activities and evaluation strategies
 Revises the curriculum based on assessment of program
outcomes, learner needs, and societal and health care trends
 Implements curricular revisions using appropriate change
theories and strategies
 Creates and maintains community and clinical partnerships
that support educational goals
 Collaborates with external constituencies throughout the
process of curriculum revision
 COMPETENCY 5: FUNCTION AS CHANGE
AGENTS AND LEADERS
 Participates in interdisciplinary efforts to address health
care and educational needs locally, regionally, nationally,
or internationally
 Evaluates organizational effectiveness in nursing education
 Implements strategies for organizational change
 Provides leadership in the parent institution as well as in
the nursing program to enhance the visibility of nursing
and its contributions to the academic community
 Promotes innovative practices in educational environments
 Develops leadership skills to shape and implement change
 COMPETENCY 6: PURSUE CONTINUOUS QUALITY
IMPROVEMENT IN THE NURSE EDUCATOR ROLE
 Demonstrates a commitment to life-long learning
 Recognizes that career enhancement needs and activities
change as experience is gained in the role
 Participates in professional development opportunities
that increase one’s effectiveness in the role
 Balances the teaching, scholarship, and service demands
inherent in the role of educator and member of an
academic institution
 Uses feedback gained from self, peer, student, and
administrative evaluation to improve role effectiveness
 Mentors and supports faculty colleagues
 COMPETENCY 7: FUNCTION WITHIN THE
EDUCATIONAL ENVIRONMENT
 Uses knowledge of history and current trends and issues in
higher education as a basis for making recommendations
and decisions on educational issues
 Identifies how social, economic, political, and institutional
forces influence higher education in general and nursing
education in particular
 Develops networks, collaborations, and partnerships to
enhance nursing’s influence within the academic
community
 Determines own professional goals within the context of
academic nursing and the mission of the parent institution
and nursing program
 QUALITIES OF A TEACHER
 Passion
 Humor
 Confidence
 Critical reflection
 Positive attitude
 Social skills
 Adaptability
 Dedication
 Emotional intellect
 Patience
 PREPARATION OF PROFESSIONAL TEACHER

 The teacher education includes the methods

of improving the knowledge and teaching
skills of teachers, creating interest and
favorable attitudes towards teaching–learning
process, developing a sense of belonging,
learning to work in team, focusing on
personality development, and developing
proficiency in various methods of teaching
and evaluation, value orientation, and
counseling skills.
 Aims and objectives
 To uphold the standards of education through prepared
teachers.
 To revise and restructure the curriculum of teacher
education.
 To prepare a national system of educating teachers based
on the cultural diversity and unity, technological changes,
and societal needs.
 To prepare competent teachers and enable them to
perform effectively as a teacher.
 To improve the process of teaching–learning by employing
appropriate instructional strategies.
 To create a sense of responsibility and professional status
for the teachers.
 To promote the impact and effectiveness of teacher
education program.
 History of the preparation of teachers in
India
 Gurukul system: The teacher was called guru and education
took place in his house (kul). This scholarly person among
the villagers who received training became guru.
 1815–1854: Introduction of normal school in the country:
Teacher training became an integrated part of the system of
education. In 1812, Calcutta School Society was established
at Calcutta, which made provision for the training of the
teachers on the basis of monitorial system. Training schools
for the training of teachers were found at Chennai in 1825,
by Munro.
 1882: Separate teacher education programme for
elementary and secondary school teachers was introduced
by the IEC (Indian Education Commission).
 Government Resolution of Education Policy in 1904 by Lord
Curson.
 Up to 1950: British system of education was followed.
The teacher education in India was shaped to the current
status by the efforts of the following commissions and
initiatives
 1947: Establishment of Indian Institute of Education.
 1948: Formation of University Education commission.
 1950: Introduction of in-service education.
 1952: Secondary Education Commission.
 1964: Indian Education Commission.
 1961: National Council of Educational Research and
Training.
 1968: National Policies on Education.
 1980: National Commission on Teachers.
 1986: Review of National Policies and Education.
 1993: Parliament of India through an act set-up
National Council for Teacher Education.
 TEACHER EDUCATION SYSTEM IN INDIA
 Pre-primary teacher education
[higher secondary, one year]
 Primary teacher education
[higher secondary, two years ]
 Secondary teacher education
[graduation, one year]
 Higher education programmes
[One-year M.Ed. Course, Two-year M. A in Education,
Two-year Ph.D. Course after M.Ed./M.A. ]
 Vocational Teachers Training
[One-year Diploma in Physical Education (DPE), Training
courses to prepare teachers of Music, Dancing, Painting and
Fine Arts, One-year training course to prepare teachers for
Home Science, Certificate courses in Arts & Crafts]
Preparation of professional
teacher in Nursing
 Training
S.No. Nursing Programs Eligibility Criteria
Duration
Diploma In Nursing DGNM/B.Sc Nursing
Education And
1 Minimum one year of experience in One year
Administration
(DNEA) Hospital/Community Health set-up.

B. Sc (Basic) 10+2 Class Pass with 45% aggregate in PCB

2 4 years
nursing

Regular (10+2 + GNM) 2 years

B.Sc (Post Basic)
3
nursing Distance (10+2 GNM + 2year Exp) 3 years

B.Sc. Nursing / B.Sc. Hons. Nursing / Post Basic

B.Sc. Nursing with minimum of 55% aggregate
marks.
4 M. Sc. NURSING 2 years

One year of experience after Basic B.Sc. Or Post

Basic B.Sc. Nursing.
1 year (Full time)
5 M. Phil M. Sc.
2 years (part time)
M. Sc./ M. Phil
6 Ph D 3-5 years
 ORGANIZING PROFESSIONAL ASPECTS OF TEACHER
PREPRATION PROGRAM

The organizational aspects of teacher preparation

are divided into three levels:
 Pre-service education.
 Induction programme or orientation education.
 In-service education or continuing professional
development.
 1) Pre-service education
There are two models, which guide the organization of pre-
service education:
 • The ‘Separate model’ refers to the teacher education, which
is offered as an additional qualification to students who have
already completed their basic degree course, like BA, bsc, etc.,
in any major subjects such as English, History, Economics,
Psychology, Sociology etc.
 • The ‘Synchronized model’ integrates the aspects of teacher
education into the basic degree course itself and the students
graduating are already qualified to function as teachers.
 • In nursing education, the synchronized model is followed
and the curriculum of bsc nursing and msc nursing has
incorporated the aspects of teacher education and
preparation, enabling the students coming out of these
courses as qualified teachers to teach in schools/colleges of
nursing.
 Curriculum for pre-service education

 In school education, it includes the curriculum for elementary

teacher education, teacher education for primary stage,
secondary stage, senior secondary stage, vocational courses, etc.
 The curriculum of pre-service education includes the nature,
scope, problems and issues of childhood education;
psychological aspects of childhood; planning and
implementation of curriculum; promoting physical, mental,
emotional, aesthetic, language, social and moral development of
children; and enhancing neuromuscular coordination, sensory-
motor training, habit formation, health and hygiene.
 The practical work includes field observations, practice
teachings, drawing and painting, music, creative activities,
storytelling, dance and drama, games and physical activities,
plays, field trips, block making and related games, and activities
for children with special needs.
COMPONENTS OF PROFESSIONAL ASPECTS IN
PRE-SERVICE EDUCATION

Curriculum
62%

Psychological
Internship
3% 30%
Learner

Philosophical Socio
economic
2.5%
2.5%
 M.Sc nursing as TPP
1. curriculum (62%)
A. All subject of theory
 Study year wise
 Theory and practical

Remark as
Year Subject Theory Practical
per INC

- - - - -
B. Assessment methods
 Internal assessment
 External assessment
C. Scheme of examination (how much marks is distributed
to each subjects.)
 2. Internship (30%)
Year Subject Practical experience
 Clinical posting
ANP  Patient care services
 Case study
 Case presentation etc.
1st year

 Lesson plan
 Workshop
Nursing education  Critical analysis
 A.v aids
 Practice teaching etc.

 Field work
Specialty  Patient care
 Hospital management etc.
 Tool presentation
 Validation of tool
Nursing research
2nd
 Budgeting
Nursing management
 Field work etc.
3. Psychological
 Nursing education, specialty, ANP

4. Socio economic
 Nursing management- budgeting, Community
health and ANP

5. Philosophical
 Nursing education, ANP, nursing research,
specialty
Other program for preparation of teaching faculty
in nursing
 The BSc nursing curriculum includes a subject on
communication and educational technology in the
second year of study and administration of
nursing schools and colleges in fourth year of
study.
 The subject content includes review of
communication processes, interpersonal relations,
human relations, guidance and counseling,
principles of education and teaching–learning
process, methods of teaching, assessment
methods, information, education, and
communication for health, in-service education,
and management of nursing educational
institutions.
 Cont…
 The faculties with BSc nursing qualification are
eligible to teach general nursing and midwifery
(GNM), BSc nursing students after gaining one year
of experience. The faculty with MSc nursing
qualification can teach BSc and MSc nursing
students and work as lecturers, associate
professors, and professors in their respective
specialties.
2) Induction program or orientation education

Induction training (3 days)

 It is a brief standardized introduction to any
educational institution’s philosophy,
purposes, policies, and regulations given to
each worker during his first 2 or 3 days of
employment in order to ensure his
identification with institution’s philosophy,
goals, and norms
Job orientation (2–24 weeks)
 The program will strengthen the competencies already learned
in pre-service education. The induction program may include
the following:
a) Mentorship: The novice teacher works under the guidance
of an experienced teacher who is trained to offer
professional guidance, clear their worries, doubts and extend
moral, and emotional support.
b) Preceptorship: A period of practical experience and
training, especially in the clinical nursing that is supervised
by an expert or specialist in a particular field.
c) Peer group support: Assigning the new teacher in a
department or group of teachers to learn teamwork and
learning from peers.
d) Practice teaching: The initial few teaching sessions of the
newly joined faculty to be evaluated by the experienced
teachers for improving the performance by rectifying
deficiencies.
e) Self-reflection: Evaluating own performance through
reflective journaling method.
 3) In-service or continuous professional
education
 In-service or continuing professional education means a form of
education that helps those in the field of education to update their
knowledge, skills, and competency by learning about the new and
developing areas of teaching–learning and its related aspects.
The scope of CNE programmes in nursing education includes the
following:
 Responding to societal changes and scientific advancements in
relation to health.
 Maintenance of high-quality of nursing care.
 Fill the gaps in past performance of nurse educators.
 Fast-growing educational technologies and adaptation of nurses to
use the technology.
 Increase productivity of nurse educators.
 Motivation of nurse educators.
TEACHER EVALUATION
 Self-evaluation
 Self-evaluation is defined as judging the
quality of one’s work, based on evidence and
explicit criteria, for the purpose of doing work
better in the future.
 Purposes of a self-evaluation system
 To assess the areas of improvement in teacher
education and to identify the training needs.
 To stimulate professional growth of teachers.
 To orient teachers in the emerging technologies
of education.
 To provide a chance for the teachers to discuss
and rectify their problems.
 To monitor the progress of quality in education.
Criteria for self-evaluation
 The standardized criteria or self-developed criteria’s can be
used after establishing validity and reliability of the tools.
 Some of the standardized tools are available for self-
evaluation such as ‘Professional knowledge and
understanding’, ‘Professional and personal attributes’,
‘Professional action’, and ‘Standard for leadership’.
Tools for self-evaluation
 Checklists and rating scales can be used to assess the
classroom teaching, participating learning by the students,
quality of audiovisual aids, and outcomes of learning.
 Feedback of the students can be obtained on a scale of
satisfaction.
 Observation by colleague about the teacher performance.
 Advantages of self-evaluation
 Opportunity to identify areas of difficulty by the teachers.
 Increases self-confidence of teachers.
 Chances to modify the methods of teaching.
 Promotes teamwork and flexible working environment.
 Increases the awareness of teachers on the latest teaching
techniques.
 Enhances the skill in curriculum planning an
implementation.
 Promotes opportunity to understand the student’s
feelings and help in modifying teachers’ attitude and
approach to the students.
 Peer evaluation
 The performance of the teachers can be evaluated by the
other teachers working in the team. The evaluation of
teacher performance by the peer group can be done once
in a year as summative assessment or at designated
intervals as formative assessment. The
 Peer evaluation can also be the part of performance
appraisal of the teachers. Student’s feedback is also a
form of peer evaluation.
 Peer reviews of teaching encompass evidence-based
evaluation done by the colleagues about fellow teachers’
performance. The peer evaluation should be based on
standards, which includes objective methods, unbiased,
and the findings must be highly valid and reliable.
Process of peer evaluation
1. Selection of areas for peer review

 The areas may include the workload of

teachers, number of subjects taught, number
of students in the class, etc.
 The process of teaching can also be reviewed
including the course plans, the methods of
teaching, methods of evaluation, and the
materials used for the evaluation. The critical
incidences in teaching practice also can be
evaluated.
2. Planning and designing the methods of
review
 Thisstage involves selection of methods of peer
evaluation including quantitative and qualitative
methods.
Planning and designing for peer teaching evaluation
Course content
 Does the instructor demonstrate command of subject matter?
 Does content reflect current research/knowledge of the
discipline?
 Is the purpose of the session evident?
 Is the content consistent with the course syllabus?
Teaching methods
 Are transitions between ideas smooth?
 Are relevant examples given and used to clarify concepts?
 Is the presentation organized?
 Is the instructor enthusiastic about the subject?
 Is material adapted to student needs?
 Are supplemental materials/audio visual aids/technology used
effectively?
 Does the instructor notice and adapt to student feedback
accordingly?
 Given the type and size of class, are the methods selected
appropriately?
Learning environment
 Is the classroom atmosphere participatory?
 Do students seem engaged with the topic?
 Does the instructor encourage questions and check-in
with students?
 Is the instructor attentive to cues of boredom or
confusion?
 Was the session thought provoking and stimulating?
 Was the environment conducive to critical thinking and
student-centred learning?
 Is the instructor sensitive to issues of diversity and
inclusiveness in order to promote a safe learning
environment for students and to check whether the
assessment tool/strategy is integrated into the lesson?
 3. Evaluation of the teacher’s Performance

 The actual observation of the teacher’s

performance by their colleagues is carried out
in this stage. It should be based on the
predetermined objectives, method of
observations, number of observations,
sampling units, and conducted in an unbiased
manner.
 4. Interpretation of the observations of
the teacher’s performance
 The content of the observation of teacher’s
performance needs to be interpreted appropriately
and who will interpret and how the interpretation
to be made requires careful planning and the
criteria and standards for interpretation needs to
be established and followed subsequently. The
faculty needs to be trained in making
interpretation of the observations based on the
standards and expectations.
5. Feedback given to the teacher and Discussions
on improvement

 The feedback of the observed teacher’s

performance must be communicated to the
respective teachers in an objective and
unbiased manner. The language of
encouragement must be used while giving the
feedback, and the negative motivations should
be avoided.
 6. Re-evaluation of the performance of Teachers

 The feedback must be followed by a chance

given to the teachers to modify their teaching
practice based on the suggestions given. The
repeat observation has to be done in the same
way how the first observation was carried out.
It will ensure uniformity in the teacher’s
performance and learning outcomes.
 Evaluation of the learning outcomes

 The students’ performance needs to be

evaluated to ensure the desirable learning
objectives are achieved and the students
demonstrate the necessary competencies and
outcomes of learning. The skill development of
students in applying theory into practice also
can be evaluated. In nursing, the patient care
competencies of the students can be assessed as
the learning outcome.
 CRITICAL ANALYSIS OF VARIOUS PROGRAMMES
OF TEACHER EDUCATION IN INDIA

 Pre-service education
 Lack of uniformity due to variety of
programmes with diverse curriculum leading
to variations in entry level qualifications
required for different levels of education.
 Reduced focus on faculty development.
 In comparison with the theoretical aspects,
less weightage is given to practical aspects of
education.
 Less orientation towards classroom realities.
In-service education
 Requires more coordinated efforts.
 Training must be based on the findings of
needs analysis.
 Designing of in-service education must show
difference in meeting the expectations of
various levels of teachers.
 Privileging based on in-service education can
be introduced.
 Approaches for improving the quality of
teacher education

 Creation of ideal institute for teacher education in every

state by the central government.
 Development of centers of resource for teacher education
for learning materials.
 Promoting need-based continuing education and
strengthening of teaching capacities of educators.
 Updating of pre-service education program.
 Encouragement of follow-up studies and follow up
activities.
 Conversion of all the teacher education program to
university level.
 Making available of online distance education for
continuous education.
 Institution of all-inclusive colleges of education.
 Formation of state boards for teacher education.
 Continuous updation of teacher education curriculum.
 Increasing importance on direct teaching experience.
 Recuperating the quality of support systems for teacher
education.
 Strategies to motivate teachers.
 Strengthening of databases to support policies and
decision-making.
 Introducing licensing and grading system for teachers to
professionalize teaching.
 Continuous appraisal of teacher education institutions
and their programs.
 CONCLUSION

 The preparation of teachers with established

curriculum and best possible methods of
training them in the teaching methodology
will promote their self-confidence and better
interaction with the students, optimum
utilization of resources, and successful
achievement of the desirable learning
outcomes of the course.