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Training the teacher to be able to meet the changing world order needs scientific
vision and humane perception. The technological advances and the changes
they have brought about have affected the economic structure. The role of
women and the expectations from the members of the modern society has
changed. The very basis of society, the family is undergoing a total change and
this has to be kept foremost in mind before thinking of anything related to
education both of the teacher and the taught. We have to work together to
develop the professional ethos and standards of teaching so that the demands of
the new world order are met satisfactorily. Survival of the learners is at stake and
the onus of empowering them is on the professional acumen of the teachers.
Our first commitment and aim as teacher educators should be towards complete
elimination of child labour through Universalisation of Education and similar
burning issues in our country. Our training should be designed to sensitize our
trainee teachers to know the impact of these challenges confronting our country
and the methods to be employed for eliminating them. We know that unflinching
support of the community groups is needed to combat these challenges. The
parents, community leaders, ward members, Panchayati presidents, youth, local
political leaders, Self Help Groups and TEACHERS all of us have to come
together in a planned manner. The trainee teacher has to be trained to know the
importance of meeting these challenges and bringing together the community for
effecting a positive social change. The evolution in teacher attitudes is needed
since interactions with parents through extensive meetings are important for
achieving universalisation of education. Trainee Teachers have to be trained to
meet every parent in the village and locality and motivate them to send their
children to schools. They have to be trained to respect and welcome parents
and community members to schools which was not a part of the training
schedule earlier. Teacher education has to become realistic and address the
actual needs of the student teachers and the role they are expected to play in the
changing Indian scenario to be able to cater to the needs of the waking Indian
giant whose head was in the space age and the tail in the stone age.
2
Profile of Participants
There are thousands of teacher education institutions in the country with a
student population of hundreds of thousands. The exact figures are changing
because of the recent explosive growth of such institutions in the private sector.
The NCTE approved student intake for the elementary course is 50 per section
and for the secondary course 100 per section. A large number of institutions have
been permitted to run more than one section for each course.
Post-programme Certification
At the end of a one-year programme of secondary teacher training the successful
candidates qualify for a Bachelor’s Degree in Education (B Ed) of the university
to which the concerned institution is affiliated.
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Employment Opportunities and Salaries
The NCTE has made these qualifications mandatory for all teachers. Candidates
with a master’s degree in a school subject and a degree in education can
become teachers in higher secondary schools at both the state and central
levels. Salaries paid to teachers and teacher educators vary widely from system
to system and even from state to state. Salaries payable to teacher educators,
whether in the government or private sector, are governed by NCTE regulations.
Time on Task
Teacher Educator Workload is an average sixteen to eighteen class periods for
theoretical instruction, demonstration lessons, lesson plan preparation guidance
with a period of forty to forty five minutes i.e. less than 20 hours a week. Just
over one hour per week is spent on non-teaching duties. Less than fifty percent
of teacher educators are involved in research of any kind.
Strengthening of NCTE
A comprehensive institutional strengthening program with incentives for
improvement would appear to be called for in Staffing (training, technical
assistance), MIS, I.C.Ts, networking with other teacher accreditation institutions
worldwide.
References
Carlson S. (2009) Teacher Education for the Secondary Level in India. World
Bank, Udaipur, India.