Quality enhancement in teacher education

Quality Enhancement in Teacher Education
NAAC for Quality and Excellence in Higher Education 1
Assessment and Accreditation in Determination and Maintenance of
Norms and Standards for Teacher Education
- A. N. Maheshwari
Education is a fundamental right of each human being. In the constitution of
the Republic of India it was envisaged that the State would provide, within 10
years from its commencement, free and compulsory education to all children
up to the age of 14 years. Recently, by an act of constitutional amendment, the
Parliament has made universal elementary education compulsory. Many
countries of the world have gone a step beyond and made ten years of general
education compulsory. In our country there are 300 million children in the
school age group. The challenge now is to provide educational access for
universal elementary education to 200 million children and to follow it by
universal secondary education. Even achieving universal primary education
has been an uphill task, as because of budgetary constraints the State has
not been able to invest in this sector at the desired level and education as an
effective instrument for national development could not be fully realised. For
setting up a school funds are needed for putting in place the required physical
and instructional infrastructure that make a school a school. Physical
infrastructure comprises a school building suitable for holding instructional
activities, classrooms and playground, and instructional infrastructure
comprises learning resources, textbooks, teaching aids and most crucial of all
professionally competent teachers. If, for making a thumb rule estimate of
number of teachers required for arranging schooling of 300 million children,
it is assumed that for education of every 30 children at least one teacher is
required. At this rate the country would need 10 million teachers. There are 5
million teachers in service now. Therefore, at least another 5 million teachers
are needed if compulsory general education is to be provided to all children.
Children of different age groups learn differently. Therefore, role of teachers
for taking care of teaching-learning at different stages of education vary
correspondingly. For teaching pre-schoolers competencies required in a teacher
are different from those that are required by an elementary school teacher,

NAAC for Quality and Excellence in Higher Education2
which are different from those required by a secondary school teacher, which
are different from those required by a senior secondary school teacher and
which are different from those required for teaching at the tertiary stage. For
each stage of education specialised teachers are required for teaching different
school subjects such as languages, mathematics, science, social science,
humanities, physical education, fine arts etc. In addition, for taking care of
education of children with special needs in an inclusive environment teacher
requires special skills, particularly, the ability of identifying the learning need
of each child and selection of learning aids appropriate for that child. There
are many tasks that a teacher performs that go beyond imparting the basic
skills of reading, writing and arithmetic, commonly associated with what a
teacher normally does in a primary school. Teachers are expected to teach as
per the curriculum, take care of all round development of children, develop
abilities such as learning how to learn, problem solving, creative thinking,
which are crucial for living effectively in the world rapidly changing with the
developments in science and technology. A person who does not possess the
skills and competencies required for the tasks expected of the teacher cannot
be called a teacher. Therefore, in the present context of schooling it would be
counterproductive to the objective of education to reject that teaching is a
profession and teacher is a professional.
It would be considered atrocious to accept that persons are born as medical
doctors or to allow persons who have not undergone medical education to
practise medicine. But there is a divided opinion on whether persons are born
teachers. It is not questioned when persons are entrusted with the
responsibility of imparting education to children, without insisting on pre-
service teacher education. In the academic qualifications laid down by the
University Grants Commission for appointment of teachers for teaching
students of higher education there is no requirement of professional skills for
teaching. When qualified medical practitioners are not available even for
meeting exigencies, unqualified persons are not appointed for performing tasks
of a qualified medical professional. Diagnosis of patients and prescribing
medication to them by an unauthorized person is a legally punishable offence.
But it is not considered unreasonable to entrust the responsibility of teaching
innocent children to persons without insisting on their possessing the required
academic background and/or relevant pre-service teacher education. The
justification given for appointing untrained or unqualified persons as teachers

or giving them names such as Shiksha Karmi, one of the many nomenclatures
for para-teachers, is the lack of availability of qualified teachers for working
in schools in villages and in remote habitations. Perhaps, for changing this
type of mindset, from time to time, several Education Commissions have
stressed the importance of teacher education and professionalisation of teacher
education programmes.
The Parliament appreciated the role of quality teacher education in providing
quality teachers for quality school education and passed an Act in 1993 for
setting up of the National Council for Teacher Education (NCTE) as a statutory
body. The broad mandate given to the NCTE is to achieve planned and co-
ordinated development of the teacher education system throughout the country,
the regulation and proper maintenance of norms and standards in the teacher
education system and for matters connected therewith. The Act has given to
the Council statutory powers for framing regulations required for planned
and coordinated development of teacher education and issues connected with
the professional role of teachers. Since the inception of the NCTE, Regulations
have been framed from time to time for carrying out the functions assigned to
it in the Act. The regulations that have been issued broadly cover qualifications
for appointment of teachers for different stages of school education, the norms
and standards for professional development of teachers and teacher educators
through teacher education programmes, procedure for grant of recognition
to institutions by the Regional Committees for conducting teacher education
programmes through face-to-face and distance education modes, fixation of
fees for teacher education programmes etc.
The responsibility of regulating quality of teacher education through norms
and standards came to the NCTE when teacher education system had already
seen its mushroom growth. Teacher education underwent expansion in
different parts of the country that too in heterogeneous conditions and was
even used by some institutions as a money spinner programme, as surplus of
income over expenses could be ensured by running it in a diluted form. Role
of NCTE was generally perceived as a threat, as it involved conflict of interests,
and was opposed as it curbed unfettered freedom for exploiting teacher
education for commercial purposes. It is to the credit of the NCTE that the
principal stakeholders in the quality of teacher education, the state
governments, the universities and the school system, have appreciated the
importance of the role of the NCTE in determining the norms and standards

of the teacher education programmes and putting in place a structured system
for regulating programmes of teacher education as per regulations on norms
and standards. Teacher education programmes basically comprise of three
components, theoretical foundations, content-cum-pedagogy and school
experience (teaching practice and internship). The NCTE has laid down the
norms and standards for each programme.
The professional profiles of teachers are based on the tasks to be performed
by them. The curriculum of professional programme is a road map available
to teacher education institutions for transforming students having the required
entry qualifications into the teachers as per the profile. The norms and
standards of pre-service teacher education programmes lay down the
guidelines for setting up an institution with the minimum facilities required
for transacting the curriculum of that programme effectively. In operational
terms NCTE recognition process ensures that an institution, which wants to
start a programme in teacher education, possess the essential physical and
instructional infrastructure for developing skills and competencies through
effective transaction of the curriculum of that programme. Broadly, the
regulations lay down the admission eligibility, calendar of instructional
activities to be arranged during the course, qualifications of teachers for the
course and the instructional facilities such as the classrooms, laboratories,
library, hardware and software required for using online and offline learning
resources etc. It may be appreciated that the NCTE norms and standards
ensure the necessary conditions required for transaction of the programme;
but whether a recognised institution is effectively transacting the programme
can be best assessed by the potential employers of the products of that
institution and the examining body of that course. The employers would look
for the competencies and skills, which the professional programme is expected
to develop and the examining body ensures through a system of assessment
the level of attainment of the curricular objectives. One of the reliable indicators
of the quality of pre-service teacher education imparted by any institution is
that of the acceptance of its products by the school system, as it would employ
only those students of that institution as teachers who meet its requirements.
Thus, the quality of performance of its alumni establishes the reputation of a
teacher education institution. It may be appreciated that the NCTE determines
the norms and standards for a programme by consulting experts and the
existing institutions running that programme. It has evolved a system of self-

appraisal by its recognised institutions. Feedback received from the institutions
through their annual self-appraisal reports reveals the ground realities of
implementation of the conditions of recognition and is used as input for
making the norms and standards for raising the quality of the programme
realistically. All the same it was felt that a system of rating by an independent
autonomous body recognising teacher education institutions will bring
credibility in functioning of the institutions and the quality of the programme.
Assessment and accreditation of institutions, licensing for practising a
profession have been institutionalised in other professional programmes such
as those of medicine, engineering, architecture etc. Teaching being a profession
and teacher being a professional, the system of assessment and accreditation
of teacher education institutions by an independent body such as National
Assessment and Accreditation Council (NAAC) is being made an effective
instrument for raising of quality of teacher education programmes and for
enabling institutions in using their physical and instructional infrastructure
optimally and professionally. For achieving these professional objectives an
MOU was signed on 16th August 2002 by the National Council for Teacher
Education and the National Assessment and Accreditation Council. As follow
up activities to the MOU, the NCTE and the NAAC have developed a manual
for self-assessment of teacher education institutions, constituted a steering
group for planning and monitoring assessment and accreditation of teacher
education institutions and planned the Pune Conference on the theme ‘Self-
appraisal and Accreditation of Teacher Education Institutions as a
Development-oriented Process’.
The scheme of assessment and accreditation will help institutions to carry
out their strength, weakness, opportunity and threat analysis, and in making
their programmes more attractive to the students and to their potential
employers. The norms and standards evolve with strengthening of the capacity
of the system and commitment for raising the quality of the programme, which
will be revealed by the system of assessment and accreditation. The NCTE is
now looking forward to using assessment and accreditation as an effective
instrument for determination and maintenance of norms and standards for
teacher education programmes.

Self-Evaluation, External Quality Assurance and Accreditation:
A Development-Oriented Process for the
Indian Teacher Education System
– V. N. Rajasekharan Pillai
The teacher education system in the country is extremely vast and diverse,
covering over 2500 institutions at different levels of elementary, secondary
and post-graduate programmes with a total intake of over 1.9 lakhs. The system
is managed by several agencies like Government departments, Universities
and other autonomous establishments specifically created for the purpose.
The very fact that about 4.5 million teachers are employed in the schools in the
country shows the enormity of the system. The momentous developments
and rapid advances in the field of education and training of teachers and the
revolutionary changes in the modes of imparting and receiving instructions
pose multitudes of challenges for the teacher educators and institutions.
Resistance to move with time and technology from various quarters and the
lack of systematic awareness of the national and global challenges have created
a lot of imbalance on facilities, standards and quality of teacher education
institutions, just as in any other sectors of education. It is in this background
that the National Council for Teacher Education (NCTE) was established as a
statutory body under the provision of the NCTE Act 1993 in 1995 with the
main objectives of achieving “planned and co-ordinated development of the
teacher education system throughout the country, for the regulation and proper
maintenance of norms and standards in the teacher education system and for
matters connected therewith”.
The Council is concerned with adherence by the institutions to the norms and
standards stipulated by it. The NCTE Act also provides for setting up “suitable
performance appraisal systems, norms and mechanisms for enforcing
accountability on recognized institutions”. The mandate given to NCTE is
very broad and covers the whole gamut of teacher education programmes
including research and training of persons for equipping them to teach at pre-
primary, primary, secondary and senior secondary stages in schools and non-

formal-education, part-time education, adult education and distance education
courses. In line with the provisions in the Act and considering the international
trends in achieving quality and excellence in Teacher Education, the NCTE
with the help of eminent educationists and teacher educators has recently
evolved norms and procedures for accreditation of teacher education
institutions.
The concept of accreditation of educational institutions is relatively new
phenomenon in the country. The purpose of accreditation is to find out how
far an institution is performing beyond the minimum stipulations for achieving
quality and excellence. It is a process for improving the quality of education
and ensuring the suitability and quality of the products of the educational
process to fulfill the purposes expected of them. It is a quality certification
given by the accreditation agency to an institution, a course or a programme.
This is done after carrying out appropriate criteria-based evaluation.
Accreditati0on is an assurance of quality of both the institutional processes
and outputs. Accreditation ensures accountability and efficiency with reference
to the intrinsic and extrinsic functions of the institutions. It enables the society
to find out the extent to which society’s expectations from the educational
system are met and imparts credibility to the system. It safeguards by ensuring
quality and standards of the trained individuals from the educational
institutions. Accreditation also assists the stakeholders, students, parents
and employers in identifying, acknowledging and encouraging institutions and
programmes, which fulfil norms and standards and make proper use of their
services.
Accreditation of Teacher Education Institutions
Accreditation in teacher education is primarily concerned with ensuring the
quality of teachers trained from institutions and their fitness or suitability to
serve the purpose expected from them.
The expectations from the teacher are manifold and multifaceted. As the
Delors Commission (Learning: The Treasure Within”, UNESCO 1996) suggests
“The importance of the role of the teacher as an agent of change, promoting
understanding and tolerance, has never been more critical in the Twenty-
first Century. The need for change from narrow nationalism to universalism,
from ethnic and cultural prejudice to tolerance, understanding and pluralism,

from autocracy to democracy in its various manifestations, and from a
technologically divided world where high technology is the privilege of the
few to a technologically united world, places enormous responsibilities on
teachers who participate in the moulding of the minds and characters of the
new generation. The stakes are high and the moral values formed in
childhood and throughout life become of particular importance”
The teacher at any stage is expected to bring out the best in the child and
youth and help them to realize their maximum potential – physical, intellectual,
spiritual. The teacher education system should ensure adequate supply of
such professionally trained teachers to teach and guide those who study in
schools and institutions of higher learning. The main concern is therefore to
build teacher capability to translate curricular intents into appropriate learning
experiences for children to enable them to acquire the desired knowledge, skills,
attitudes and aptitudes.
In order to achieve this, the teacher education system should be situated in
and driven by the special quality features of the teacher education enterprise.
Teaching is a profession and teacher education is process of professional
preparation of teachers. A profession is characterized by an organized body
of knowledge on which undertaking is based an appropriate duration of formal
and rigorous professional training along with practical experience in the field.
The knowledge base of teacher education is built by professionals through
systematic observation, study, reflection, practical experience, experimentation
and the content modes. The processes of teacher education are shaped by
reflective practice. This points to the crucial position which teaching, training,
research, development, experimentation, extension and dissemination occupy
in a teacher preparation programme and their interdependent relationships.
All these – knowledge base, rigour of training, thrust on field practice/
performance and attitude and skill development – define the quality contours
of teacher education.
The important question before teacher education as it is practised is what
value addition does it impart to teacher’s academic learning vis-a-vis the actual
needs of the classroom and the school system. In the case of primary/
elementary education, for example, these are: teaching large sized classes,
teaching in difficult contexts like multigrade classrooms, bi and multi lingual
settings, schools in remote areas, teaching disadvantaged children, classroom

management, working with parents, enlisting community support,
implementing incentive schemes and so on. These complexities of the Indian
classroom apply appropriately to teacher education at other levels also. The
fact that teacher education for different stages of education from pre-school
to college involves stage- specific knowledge, understanding, skills, attitudes
and values to be developed in the teacher and appropriate physical, academic
and human resources to develop them, adds to this. In sum, the minimum
basis to the teacher education enterprise is the quality of teacher performance
in the classroom and this is what accreditation is primarily concerned with.
Accreditation in teacher education is justified on several counts. In the first
place, presently there exist no benchmarking standards or criteria for
institutions desirous of pursuing excellence; to compare themselves with their
peers and accreditation will fill this gap. Institutions also feel the need for
mutual sharing of their special and innovate features which function as a
motivating factor to strive to achieve higher performance standards. It is
common knowledge that the examination results by themselves do not provide
a comprehensive picture of the institutional profile. The accreditation will
promote the culture of self-appraisal and self-evaluation of performance by
institutions, determined pursuit of standards of excellence set by themselves
and mutual sharing of institutional experiences. It will also play a leadership
role in the creation of a climate conducive for healthy competition among
teacher education institutions to pursue quality and excellence and influence
one another with their good practices.
The accreditation process makes exacting demands on institutions in terms
of institutional context and educational effectiveness. Accreditation involves
assessment and gradation of an institution with reference to different
parameters and taking into account the multi-dimensional phenomenon of its
functioning. The assessment process addresses both the intrinsic and extrinsic
requirements of institutions, these being the functioning of the institution and
relevance and utility of the output. It seeks to assess the extent to which
institutions pursue excellence in their job of imparting quality education in a
culture of positive competition. The most significant aspect of the whole
process is self-appraisal by institutions themselves through self-study
combined with unbiased, informed and transparent review by peers.
In fulfillment of the provisions laid down in the NCTE Act 12(k) “to evolve

suitable performance appraisal systems, norms and mechanisms for enforcing
accountability on recognized institutions” for quality assurance of teacher
education institutions, the NAAC and the NCTE have entered into an MoU
for executing the process of assessment and accreditation of all teacher
education institutions coming under the provision of the NCTE.
The Methodology of Accreditation
The three stage process for assessment and accreditation is as follows:
l Preparation of the Self-appraisal Report by the teacher education
institution for submission to NAAC
l Validation of the Self-appraisal Report by peers visiting the institution,
and
l The final decision of NAAC based on the Self-appraisal Report and the
recommendations of the team of peers.
The first and the most important step in the process of assessment and
accreditation is the preparation of the self-appraisal report by the institution
along the guidelines formulated by NAAC-NCTE. The self-appraisal report
consists of an institutional profile and a self-analysis based on six criteria.
This will be an internal exercise by the institution, which is expected to be
carried out with honest introspection. It aims at providing an opportunity for
the institution to measure its effectiveness and efficiency, and to identify areas
of its strengths and weaknesses. Teacher education institutions who really
understand themselves – their strengths and weaknesses, potentials and
limitations - are likely to be more successful in carrying out its educational
mission than the ones without such self-awareness. Self-appraisal is thus
envisaged as the backbone of the process of assessment and accreditation.
It is through the self-appraisal report that one understands the institution. In
fact, the self-appraisal informs and orients the peer team during the visit to
the institution. Hence the institution needs to present the factual details of all
the aspects of its functioning, viz., the inputs, processes and the product
generated, in a meaningful way. As the entire exercise would be based on this
document, it should be prepared with utmost care. The self- appraisal report
gives details which will help make the exercise effective.

On receiving the self- appraisal report from the teacher education institution,
the accreditation agency will decide on the panel of peers and inform the
institution. If the institution has any reservation against any of the members,
it can record its objection, without suggesting alternatives. Choosing from
among the other panel members, NAAC will constitute the peer team. Before
the commencement of the visit, the peer team meets to discuss their observations
based on the self-appraisal report. Notes are compared and a list of strengths,
weaknesses and areas for further probing are identified.
During the visit to the institution the peer team looks for evidences for validation
of the self-appraisal report. The peers interact with the various constituents
of the institution and also check documentary evidence to understand the
functioning of the institution.
At the end of the visit, based on the self-appraisal report and the evidences
gathered the peer team makes a collective judgement on the accreditation status
of the institution. A copy of the descriptive report is handed over to the head
of the institution. The grading of the institution by the peer team and the
descriptive report are placed before the Executive Committee of NAAC.
The Executive Committee of NAAC reviews the report and takes a decision
about the grade of the institution. The grade is valid for a period of five years.
Units of Assessment
To assess and grade teacher education institutions, following the three step
process mentioned above and make the outcome as objective as possible,
NAAC and NCTE have jointly developed a customized self-appraisal proforma
and guidelines for self-analysis of teacher education institutions which elicit
the various inputs and processes that characterize quality teacher education.
The units of accreditation are as follows:
o University departments of Education with UG and PG courses
o Colleges of teacher education (affiliated and autonomous)
o Institutions other than (a) and (b) above, but offering a teacher education
program.

Criteria for Assessment
Assessment and subsequent accreditation are done with reference to a set of
criteria so that the standing of an institution can be compared with that of
other similar institutions. NAAC-NCTE have identified the following six criteria
to serve as the basis of its assessment procedures:
l Curriculum Design and Planning
l Curriculum Transaction and Evaluation
l Research, Development and Extension
l Infrastructure and Learning Resources
l Student Support and Progression
l Organisation and Management
Curricular Design and Planning
This aspect requires information on how the curriculum design of the institution
offers diversity and flexibility to trainees. It also seeks information on the
practices of the institution in initiating and redesigning teacher education
courses that are relevant to the regional and national needs. The details looked
into are:
l Admission procedure
l Details of working and teaching days
l Student ability level
l Features of current syllabi and mechanisms for its monitoring and mid-
course correction
l Developing new courses; gestation time and running new courses
l Curriculum design
l Institutions’ mission and goals
l Feedback mechanism
l Institution-school-communication
l Inter/multi-disciplinarity components

Curriculum Transaction and Evaluation
This criteria deals with the efforts of the institution in providing appropriate
teaching-learning experiences through curriculum transaction to trainees. It
also looks at the adequacy and competency of the faculty who handle the
various programmes of study as well as the efficiency of the evaluation
methodology of the institution. Besides, this criteria deals with educational
innovation, attainment of specific mission and goals, plan for institution
growth in future. The details sought are:
l Curriculum transaction – aspects, components and details.
l Faculty, professional development and seminars, conferences, etc. for
others.
l Faculty appraisal – techniques
l Focus on specific aspects: value education, civic responsibilities,
personality development, community orientation, learn-to-learn, etc.
l Evaluation scheme: Theory - assignments and project work, Practice
teaching, curricular activities, work experience, SUPA, tutorial, seminar,
etc.
l Other teaching-learning innovations
Research, Development and Extension
This aspect seeks information on the activities of the institution with reference
to research, development and extension. It also deals with the facilitating
aspects of the institution to promote research, development and extension
related activity and their outcomes. The information required pertains to:
l Research related activities: research by faculty, research by scholars
(M.Ed., M.Phil., Ph.D.), financial inputs for research and research
projects (completed, in progress and outlay)
l Extension: Types of extension activities, support to G.O.’s and N.G.O.’s,
NSS and NCC
l Development: various material development activities

Infrastructure and Learning Resources
This aspect requires data on the adequacy and optimal use of the facilities
available in the institution to maintain the quality of the academic and other
aspects of the campus life. It also seeks information on how every constituent
of the institution - students, teachers and staff, benefit from these facilities.
The features looked into are:
o Infrastructure – existing and projected expansions
l Financial inputs for future development especially academic growth
l Maintenance
l Utilization
l Upkeep of campus
o Learning resources
l Library and its facilities
l Library annual budgets: books and periodicals
l Reprographic, audio visual material and internet related facilities
l Library stock
l Computers – availability and use
l Laboratories – availability, maintenance and utilization
Student Support and Progression
The highlights of this criterion are the efforts of the institution to provide the
necessary assistance for good student experiences in the campus and to
facilitate their progression. It also seeks information on the student and alumni
profiles. The aspects looked into are:
l System efficiency: results, NET and SLET related, annual exams
l Alumni association
l Feedback mechanism (from trainees)
l Financial help and types

l Guide and consultancy services and personal and academic counseling
l Placement services and its use.
l Admission – related facilities and their publicity
l Recreational / leisure time facilities especially indoor
l Activity clubs: cultural and literary
Organisation and Management
This criterion requires data on the policies and practices of the institution in
the matter of planning, human power requirement, recruitment, training,
performance appraisal and finance management. The details sought are:
l Internal coordination and monitoring mechanism
l Steps for improvement of organization and management
l Academic calendar
l Faculty recruitment
l Professional development of non-teaching staff
l Fee structure
l Heads of expenditure and excess/deficit budget
l Internal audit
l Welfare programs and grievance redressal system
l Endowment and Reserve Funds
l Internal Quality check and TQM
l Modern managerial concepts and practices
l Twinning programs, student exchange programs and collaboration with
SCERT, NCERT and NIEPA
The self-appraisal report should conform to the criteria chosen for assessment.
If the inputs from the institution under the six criteria are collated, it should
give adequate details on all the features of an institution such as its policies,
practices, programmes, resources and performance. This would facilitate the

teacher education institution to appraise itself of its standing besides helping
the assessors to make a proper assessment.
Conclusion
The entire activities of self-evaluation, peer review, assessment and
accreditation have to be seen as ingredients of a development-oriented process
for the teacher education institutions. It has to be viewed as a participatory
process. The philosophy underlying the whole process is ameliorative and
enabling rather than punitive or judgemental, so that all constituencies of the
teacher education institutions are empowered to maximize their resources,
opportunities and capabilities. The accreditation process helps the institution
to know its strengths, weaknesses, and opportunities through an informed
review; it identifies internal areas of planning and resource allocation; it
enhances collegiality on the campus. The outcome of the accreditation process
provides the funding agencies with objective and systematic database for
performance funding. Accreditation process initiates institution into innovative
and modern methods of pedagogy. It gives the institution a new sense of
direction and identity. It provides the society with reliable information on the
quality of education offered by the institution. As a result of the accreditation
process the employers have access to information on standards in recruitment.
It also promotes intra-institutional and inter-institutional interactions.

Assessment and Accreditation of Teacher Education Institutions
- R. S. Khan
Preamble
Teacher education institutions have historically belonged to the relatively less
regulated sector of the academia. The very complexity and diversity of their
task has considerably accounted for this. Depending upon the specific stage
of school education the TEIs cater to, they belong to the higher education or
school education sector in a State. A TEI may be an independent institution
devoted wholly to the cause of preparing competent teachers or it may be a
part of a larger set-up e.g. a multi-faculty college. The National Council for
Teacher Education (NCTE) was established in August 1995 with the mandate
to ensure planned and coordinated development of teacher education across
the country. The various aspects of this broad mandate given to the NCTE
have been specified in the NCTE Act (1993). For example, in fulfillment of the
provision in 12 (k) of the NCTE Act ‘to evolve suitable performance appraisal
systems, norms and mechanism for enforcing accountability on recognized
institutions’ for quality improvement of TEI, the NCTE joined hands with the
National Assessment and Accreditation Council (NAAC) through an MOU
and initiated the process of assessment and accreditation of all TEIs recognized
by it.
In order to make the entire process of assessment and accreditation of TEIs
transparent, the NCTE and the NAAC collaborated and developed a
customized Self-Appraisal Manual for TEIs. The two-day National Conference
held at Pune during December 2002 was a curtain raiser for the launch of the
quality-oriented process of external assessment. The response from various
TEIs that sent delegates to the National Conference indeed augurs well for
teacher education. One may say that assessment and accreditation of TEIs is
an idea that has finally arrived and it shall impact teacher education in India
in a truly remarkable manner.

Why Assessment and Accreditation
The forces of globalization and liberalization have eroded the insularity of the
education sector in India. Professional programmes across the board have
been influenced by these processes in a big way. Like the Indian industrial in
products, professional education programmes in India have now to compete
internationally. It is easy to understand why management programmes were
the first to be impacted by liberalization and globalization and why leading
business schools in the USA, the UK and Australia come to India for selecting
promising candidates for their programmes. What has happened in the areas
of management education and medical education in India may be repeated in
years to come in teacher education as well. The drive to recruit Indian teachers
for American, European and Australian Schools during recent years has
revealed that TEIs that perform well would have better credibility and their
students would get ready employment. People these days want to buy brand
products because a brand stands for quality. Similarly, in future TEIs would
be known for the quality of their programmes. The process of ‘accreditation’
reflects quality assurance of an educational programme. It is only a matter of
time that candidates would prefer to join TEIs that have been accredited by
the NAAC. Accreditation by NAAC would thus have the same credibility that
‘AG Mark” has for various consumer goods.
The twin process of “assessment” and “accreditation” are inseparable as well
as intertwined. Assessment comes first because its outcome is the basis of
accreditation. “Self-appraisal”, which ought to be the first step in the process
of assessment, has a tremendous contribution to make, in promoting objectivity,
self-analysis, reflection and professionalism on the part of TEIs. The Self
Appraisal proforma maps out different inputs as well as process norms that
constitute indicators of the quality of a teacher education programme. The
very act of becoming aware of various aspects of quality vis-à-vis various facts
of a teacher education programme can have an “educating” influence on those
who fill up the Self-Appraisal proforma. It helps them to form a view about
their strengths and weaknesses. This may soon be followed by the urge to
integrate the markers of quality with the programmes of the concerned TEI.
Besides, the fact that some TEIs may have better accreditation rating than
others, It can also support quality improvement and strengthen the urge to

excel oneself. Those TEIs that have top accreditation rating would be
eager to at least maintain their rating and if possible to further improve
upon it during the next round. On the other hand TEIs with a lower
rating would surely attempt to improve their programme and get a higher
rating the next time.
The Process of Assessment and Accreditation
The process of assessment and accreditation is essentially a three-stage
process as described below:
Stage I: In pursuance of its decision to seek NAAC Accreditation, the
TEI prepares the Self-Appraisal Report alongwith various enclosures
and annexures to provide information and supporting evidence. Usually
a two-or-three-member committee of teachers at the TEI does this job
in consultation with the Head or the Principal and the Management.
The filled in Self-Appraisal proforma and the Self-Analysis report are
sent to the NAAC for consideration and further necessary action.
Stage II: A team of peers comprising two or three experienced teacher
educators visits the TEI to validate the self assessment report submitted
by the institution. The peer team validates personally whatever has
been mentioned in the Self-Appraisal Report since members of the peer
team are not connected with the TEI visited by them, their validation is
objective as well as consensual. The team may invite the concerned TEI
to supply additional information or supporting documents so that the
gaps, if any, in the Self-Appraisal Report are reconciled.
Stage III : The Self-Appraisal Report as well as the recommendations of
the peer team are analyzed by the NAAC Executive Committee according
to pre-determined criteria for various categories of TEIs and the final
accreditation rating is determined and communicated to the TEI.
How Does it Benefit a TEI?
Assessment and Accreditation generate enabling inputs for the TEI to
help it improve its programmes qualitatively. The process of assessment
and accreditation can be best described as a process of informal review.
It enables the TEI to carryout a SWOT (Strengths, Weaknesses,
Opportunities and Threats) analysis for itself. When a TEI looks back

upon the entire exercise, it finds it has become more aware of its strengths as
well as weaknesses; it provides it a new zeal for better performance and its
functioning does improve as a result. Lastly, it enables the TEI to use its
instructional and infrastructure facilities optimally.
So far as the teacher educators of the TEI are concerned, the process of
assessment and accreditation encourages them to become professionally more
competent and take up responsibility for their professional development. Thus,
the TEI as well as its faculty benefit tremendously from the process of
assessment and accreditation.
Crieria of Assessment
The Self-Appraisal proforma includes six criteria that subsume and account
for current practices that can lead to quality improvement in teacher education.
These are listed below:
a) Curriculum Design and Planning
b) Curriculum Transaction and Evaluation
c) Research, Development and Extension
d) Infrastructure and Learning Resources
e) Student Support and Progression
f) Organization and Management
In fact, the items under these criteria not only seek information about the
current practices but also familiarize the TEI with the desirable practices,
which are hallmark of quality teacher education and therefore have found a
place in the proforma. Therein lies the ‘education’ role of the Self-Appraisal
Report.
The set of items under these criteria make the entire exercise change-oriented,
and quality-facilitating. These items will surely be reviewed and revised
periodically as the teacher education system grows stronger and become more
responsive. It shall re-define its goals as well as re-evolve the practices.

Conclusion
Like human beings, educational institutions too prefer a state of perpetual
‘homeostasis’. Change and homeostasis do not go together. Therefore
resistance to change is quite natural but the urge to improve can surely
influence this resistance to change, Assessment and Accreditation of TEIs
should be seen as a step towards using external quality assurance mechanism
as an input for improvement. The recent shift in policy favouring performance
based funding can change ‘apprehension’ about assessment and accreditation
to somewhat greater receptivity, which in time can lead to ready ‘appreciation’
of the process. The NCTE has meanwhile stipulated that all recognized TEIs
should get themselves assessed and accredited by NAAC within five years.
One hopes that the next few years would see TEIs in India coming forward
voluntarily to seek accreditation by NAAC.

Capacity to exercise discretionary judgement in educational situations
of unavoidable uncertainty is a sure sign of the
professional teacher educator
– V. K. Sabharwal
Why Professional Development of Teacher Educators?
Professional Development (PD) of teacher educators has recently emerged as
a key concern in teacher education. Without it, it would be impossible to achieve
professionalisation of teacher education. The issue of how to make teacher
education more professional has become a key concern of the National Council
for Teacher Education (NCTE). If teacher education is professionalised, it
would produce teachers with professional outlook and professional work
ethics. But before such teachers are groomed through teacher education,
teacher educators themselves must become professionals. Their practices
should be more aligned with the criteria and the work ethics that characterize
professionals. The NCTE recognises the teacher educator as the lynchpin in
teacher education and it is aware that the level of professionalisation of the
teacher educator would determine the professional quality of teacher
education. Providing the best of resources to a teacher education institution
would not improve its quality; it is the quality of the professional teacher
educator, his mind and his practice that would make a telling difference. The
NCTE collaborated with the National Assessment and Accreditation Council
(NAAC) recently to initiate the process of quality improvement in teacher
education through the twin processes of assessment and accreditation.
Before taking up the issue of professional development of teacher educators,
I would like to emphasise that there is a teacher in every teacher educator.
The teacher and the educator in a teacher educator are not at loggerheads
with one another; one is the perfect foil to the other; they balance one another.
The tension between the work of the teacher and that of the educator can
trigger a reflective dialogue in the mind of the teacher educator. The teacher
emphasises practicality in classroom, the educator exults in theory. The

inherent tension between theory and practice in teacher education must fructify
in the mind of the teacher educator and leaven his vision. This will provide a
fertile soil in which professionalisation of the teacher educator can strike deep
roots and thrive.
Professional Development vs. In-Service Education
Professional development (PD) of the teacher educator has been talked about
a good deal and it was way back in 1949 that in-service education started as a
result of the recommendation of the University Education Commission. “A
teacher, to keep alive and fresh, should become a learner from time to time.”
Almost five decades of in-service education with PD inputs from Academic
Staff College have failed to yield the expected results. This costly programme
has revealed that in-service programmes are essentially based on a deficit
approach. The in-service model assumes that teacher educators too need to
be taught by competent experts. It does not view teacher educators as a source
of their PD. Besides, the in-service model involves disengagement of teacher
educators from their daily work, thereby encouraging the feeling that PD is
something distinct and separate from their work. Instead of making teacher
educators draw upon their daily experiences and the context of work, the in-
service model presents PD as something unconnected with their work and
setting. What is more, it violates the principles of adult learning. Adults need
opportunities for independent meaningful learning, interaction with fellow
professionals, and collaborative learning based on exchange of experiences
and discussion of problems faced by them. In-service model thus goes against
the very grain of true PD.
Teacher Educators’ PD: How to go about it?
The PD of teacher educators should be built about what they do. A teacher
educator does many things : chief among these are two viz., he teaches and he
enables young novices to teach and feel the ‘heart’ of teaching and nurture it.
My reply to ‘what is the heart of teaching?’ would be ‘learning’. Learning is
indeed the heart of teaching because a teacher educator must keep the learner
in him alive, wide-awake and active, and align his teaching and learning.
Besides, every teacher educator knows that in this profession not to swim is
to fall back. Teacher educators do not just teach; they foster hope, provide
emotional support, nurture commitment and celebrate success and joy. In

professional and takes charge of his professional development. To me, ‘critical
reflection’ and ‘constant striving to promote the pedagogy of inquiry’ are the
two distinguishing characteristics of a professional teacher educator.
Critical Reflection and Professional Development
“Reflection’ is a process that provides a mirror to us and enables us to
understand ourselves, our actions and our circumstances in new ways. It
enables us to become self-critical through introspection. Reflection for a teacher
educator, is concerned with resolution of problems of professional action. In
fact, the professional actions that call for critical reflection fall outside the
technical professional knowledge. These actions occur in situations that
concern alternative ways of action; they are characterized by uncertainty,
conflict or uniqueness. Critical reflection can thus enable us to rethink our
professional practice. Constructivism takes the stance that a teacher cannot
pour his knowledge into the mind of his student. The learner’s active
involvement in his own education and his grappling with and resolution of
the problems would determine his learning. Given that any group of learners
has different learning styles, different needs and interests, different ways of
perceiving and restructuring perceived problems, different intelligences (cf.
theory of multiple intelligences) and different routes of learning in view of
differences in their experiential repertoire, a professional teacher educator
has all the reasons to re-examine his theory and re-invent his practice from
time to time.
Promoting Pedagogy of Inquiry
‘Constant striving to promote pedagogy of inquiry’, the second major attribute
of a professional teacher educator, subsumes the ability for critical reflection
and is concerned with creating and promoting a culture of inquiry in teaching.
Critical inquiry begins when a teacher educator explores how to organise his
practice to guide his future professional action. Teacher educators become
learners when they inquire about the effectiveness of their pedagogic practice
and exert themselves to improve it. “Why this?” “Why not that?” “Under what
circumstances?” “For which students? – the attempt to answer all these
questions can help create a culture of inquiry. Learning invariably involves
engaging oneself in mapping out an unknown territory. In the changing social,
economic and political contexts in which teacher educators work, there exists

Role of TEIs in Teacher Educators’ P.D.
True that the efforts of the individual teacher educator play a lead role in his
PD, but the contribution of the TEI is no less important. In fact, if we examine
the customized proforma for self-appraisal of TEIs which is the result of NCTE-
NAAC collaboration, we’ll find that significant role has been apportioned to
TEIs for PD of teacher educators. After all, the initiative taken by and the
support provided by the TEI can help reinforce the urge for PD among teacher
educators. Of the six criteria on which the self-appraisal proforma is based,
faculty professional development constitutes a major component of
‘Curriculum Transaction and Evaluation’. Faculty appraisal, another
component under the same criterion, when institutionalized is bound to
promote critical reflection and striving to evolve pedagogy of inquiry. If one
carefully scrutinizes the Self-Appraisal Proforma, one would find that the
process of self-appraisal “expected to be done with honest introspection” would
sensitise teacher educators to various facets of PD. The Self-Appraisal Report,
the process of preparing it, can help TEIs “really understand themselves –
their strengths and weaknesses, potentials and limitation”. As of now the
teacher education scenario in our country is amazingly heterogeneous; hence
quality assurance and PD are imperatives. The entire process of assessment
and accreditation of TEIs and the instrument specially developed for this viz;
Self-Appraisal Proforma can play a promotional role, as rightly envisaged by
NCTE and NAAC, in supporting quality improvement and professional
development. These really augur well for the health of our teacher education
system.
There would however remain certain enduring imponderables in the world of
teacher education. Learner-centred pedagogy, inclusive education, faculty
appraisal, are some of the issues that defy definitive answers. The changing
contexts of teacher education, more information hungry learners and their
increasing levels of curiosity, greater expectations by parents, society and policy
makers from teacher education would keep our efforts to improve the system
open-ended. Amidst these uncertainties, PD of teacher educators can sharpen
the cutting edge of our individual as well as collective performance.
Promoting Teacher Educators’ PD
PD research has helped identify attributes and principles of effective PD

practice. Effective PD practice promotes collegiality and collaboration; it
encourages risk-taking and experimentation; it involves teacher educators in
decision-making on the basis of their experiences and it help them to reflect
on as well as put into practice what they learn; it helps them re-examine their
knowledge-base and provide supportive learning environment for PD of their
colleagues. Because effective PD promotes critical reflection on one’s
professional experiences, it can help teacher educators work for the learning
society both through example and through persuation.
Even though the self-Appraisal Proforma cites Self-appraisal, organizing and
participation in seminars, workshops, and conferences, writing research papers
and reflective articles, membership of professional and academic bodies and
in-service training as major techniques for PD, the contribution of ‘reflection-
on-action’ in the context of daily classroom teaching, discussion and review-
based development of academic calendar for the TEI and planned sequencing
of theory and related practicum and sessionals cannot be treated as
inconsequential. Mentoring related experiences can also promote PD of teacher
educators in substantial measure. Assisting fellow teacher educators in their
PD and organizing PD programmes for school teachers and developing
curriculum can yield an invaluable set of PD related experiences.
The foundation of PD must be laid during the teachers’ pre-service programme
itself. Encouraging students to examine premises and assumptions, looking
for inconsistencies and contradictions, maintaining a learning journal, reflecting
on one’s day-to-day classroom performance during practice teaching, observing
students in order to provide individualised, customised learning experiences
to them are some of the numerous ways of orienting students to become
critically reflective. On these experiences should be built further PD experiences
through pre-service programmes for teacher educators. Self-regulated learning,
planning and participation in various in-service and PD programmes for
internal faculty and teacher educators from other TEIs, planning, organising,
and partcipation in practice-teaching programme for trainee-teachers,
exchange of experiences with peers, maintaining a learning journal for directing
one’s PD, taking up school projects and action research for resolving felt
educational problems, sustained reading of journals, using on-line PD
resources etc; are some of the strategies for promoting teacher-educators’ PD
through pre-service. Participation in M.Ed. and M.Phil Seminars, and Ph.D.
colloquia can help scholars cut their teeth into PD.

After one has become a teacher educator, one can attempt to understand the
vision about teacher education that permeates the programmes of a TEI. One
can reflect on it, enrich it, promote it through one’s practice. Organising peer
discussions, and PD activities for oneself, for colleagues and later on, for
teachers and teacher educators of other institutions can also further one’s
PD. Writing and publishing one’s work would soon follow as one’s research
activities become more focussed. Year-end reviews, faculty appraisal, planning,
implementing and monitoring the term and session plans are other activities
that support teacher educators’ PD. Once a teacher educator is bitten by the
PD bug, the avenues for PD indeed multiply.
The Journey Ahead
In the end, it would be worthwhile to remember that PD promotes change
and both individuals as well as institutions normally resist change. Therefore,
attention to changing the system with focus on PD activity can really make a
difference for quality teacher education. The principles of human learning
hold good for all humans. They learn through direct experience and by
constructing their own meaning from those experiences. Teacher education
as such must faithfully reflect the ways through which teachers too can
undertake their PD. In fact, PD is now a career long process and institutional
mechanisms and processes can accelerate it. The level of professionalisation
of the teacher education programme(s) in any institution would depend upon
the shared and collective efforts of the faculty for their PD and their success
at making the TEPs quality oriented. The in-service model surely has a
supplementary role to play in PD but the onus for PD would ultimately be on
the faculty and their collegial effort to reflect upon and to improve their
performance.

Some Quality Issues in Teacher Education
- K. Gopalan
Introduction
Teachers are the kingpins of any educational system. It is said that teachers
affect eternity; nobody can tell where their influence stops. Our new National
Policy on Education (NPE) 1986/1992 says that no nation can rise above the
level of its teachers. Therefore, teacher education to produce teachers of high
quality is of utmost importance. Detailed and in-depth studies undertaken in
recent years have shown that the quality of pre-service and in-service teacher
education programs in our country is deteriorating and that the professional
commitment and overall competence of teachers leave much to be desired.
Therefore, everything necessary has to be done to ensure that our teacher
education institutions produce teachers of high quality and calibre. Conscious
initiatives are necessary to influence the quality of teacher education at various
levels.
New methods and materials of teaching-learning
Education today has become more complex due to the vast societal changes
and the new insights in the field of pedagogy. There is an explosion of
knowledge in every field. New knowledge is generated in every field in every
country of the world. There have been tremendous advances in science and
technology, and more so in information and communication technology (ICT).
All these developments have brought about substantial changes in the methods
and materials of teaching and learning. Unfortunately, our teacher education
institutions have not been able to keep pace with these developments.
Researches on classroom processes and present practices of teaching indicate
that teaching in our schools remains didactic and that emphasis is still on
memorisation of facts, and assessment of these through achievement tests.
ICT literacy
Today our classroom processes are mostly based on “chalk and talk”. This

has to change. All teachers have to be made ICT literate. All pre-service and
in-service teacher education programs should include intensive training in
the use of modern tools of ICT including off-line and on-line electronic
resources such as CD-ROMs, multi-media, Internet and world-wide-web
(WWW).
Stage-specific teacher education programs
It is known that children must be talked to at their level of understanding and
provided learning experiences they can process, respond to and make meaning
of. There exist significant qualitative differences at various stages of school
education, ie. pre-primary, primary, upper primary and secondary, because
learning abilities and learning capacities of children at these stages are different.
In the context that children change as they grow from one stage of development
to another, the corresponding professional competencies needed by teachers
to teach at various stages of schooling considerably differ qualitatively, and
quite a few of these are unique to a particular stage. Thus teacher education
programs have to be stage-specific to be useful and effective. This is not
happening in our country. For example, teacher education for middle classes
(VI to VIII) is neither covered by BEd nor by primary level teacher training.
Stage-specific pre-service teacher education (PSTE) programs should be
launched without any further delay. After stage-specific PSTE programs such
as MEd (Pre-school), MEd (Elementary) and MEd (Secondary) are launched
for teacher educators, the norms and standards in respect of teacher educators
should be revised and made stage-specific. For example, MEd (Elementary)
should be prescribed as the essential professional qualification for elementary
level teacher educators.
Learner-centred pedagogy
We have been talking about child-centred or learner-centred pedagogy for the
past well over 16 years; but even today our classroom practices mostly remain
what they were 25 years ago. Large over-crowded classes, ill-trained and
untrained teachers, poorly equipped classrooms, single teacher schools, and
multi-grade teaching are some of the stark realities that severely restrict the
use of learner-centred pedagogy. It is high time that we switch over from teacher-
centred education to learner-centred teaching and learning. Teachers need to
be trained and facilitated to handle learner-centred pedagogy.

Inclusive education
Another central concern of teacher education relates to what is known as
‘inclusive’ or ‘integrated’ education. Inclusive/integrated education should
cover not only children with mild disabilities (who are ‘educable’), but also
street children, children from remote and nomadic populations, and children
from other disadvantaged and marginalised areas or groups. There is an
emerging consensus that children with special educational needs should be
included in the educational arrangements made for the majority of children.
This is the essence of inclusive/integrated education.
Inclusive/integrated education is a pre-condition for social justice and
empowerment. It is a growing concept and evolving practice, and it needs to
be supported in every way and by all means. At present, the capacity of teacher
education programs to take care of disabled and disadvantaged children in
inclusive/integrated settings is quite limited. To do justice to inclusive/
integrated education and to provide it to the challenged learners in the manner
it was conceived, teacher education programs have to be suitably strengthened
incorporating relevant components. Needless to add that challenged learners
receiving inclusive education should be facilitated in their learning by providing
them with necessary equipment and customised learning materials.
Para teachers
The scheme of appointing para teachers started in the 1980s when Rajasthan
started the ‘Shiksha Karmi Project’ in 1987 to overcome the problem of
dysfunctional schools due to teacher absenteeism. Under this project, a local
person with class VIII qualification in the case of male candidates (and even
less in the case female candidates) was appointed ‘Shiksha Karmi’. The main
purpose of this project was to achieve universalisation of primary education
and improvement in primary schooling by adapting the form and content of
education to local needs and conditions. Unfortunately, of late, para teachers
are appointed under several schemes and for a variety of reasons including
financial. In some States like Madhya Pradesh para teachers are appointed
even up to higher secondary stage mainly to economise on teachers’ salary!
Para teachers are not adequately qualified academically and they are totally
untrained. No scheme of appointing para teachers should be resorted to as
an economy measure. It is estimated that there are more than two lakh para

teachers all over the country. They pose a serious threat to quality-related
aspects of school education. If the growing trend of appointing para teachers
is not checked, quality aspects of teacher education are sure to be jeopardised.
No para teacher should be regularised as a teacher against a regular post
unless he/she acquires the qualifications prescribed for that post.
Subject-specific teacher education programs
Quality in pedagogy largely depends on the professional competence of
teachers. Competence here includes academic qualifications, pedagogical skills
and commitment. In the years to come, teacher education programs may have
to be more and more subject-specific. The teacher education institutions may
have to offer more specific programs separately to prepare teachers in the
areas of science, social science, languages, physical education, and vocational
streams. Such subject-specific courses in teacher education will provide greater
scope and appropriate opportunities to delineate and discern suitable
theoretical inputs and conceptualisation in relation to practices in education.
They will facilitate the process of bringing theory and practice together.
Imbalances in teacher education: Teacher education in India is plagued with
imbalances and mismatch. There are large variations in the States/UTs in
respect of teachers’ qualifications at different stages of education, recruitment
procedures and conditions of service. There are also variations in the parity
and cadres of teachers and teacher educators, and transfer and secondment
policies. Such differences are bound to exist in a large system of education in
a country like India, which is a huge subcontinent. However attempts should
be made to bring them to comparable levels at least in respect of the major
dimensions of the teaching profession. Data on the existing variations should
be collected State-wise and then suitably collated with a view to bring them to
comparable levels.
Education in human values: India is a multi-cultural, multi-lingual and multi-
religious society. The pluralistic nature of Indian society needs to be reflected
in the pedagogical approaches to make learning meaningful. We need to
develop culture-specific pedagogy for the various stages of education. In our
culturally plural society, education should foster universal and eternal values
oriented towards the unity and integration of our people. Prospective teachers
have to be made aware of the critical issues facing our society and have to be
consciously exposed to education in human values.

Enriching pedagogical inputs: It is time to initiate a process of continuous
curriculum changes in the teacher education programs. Regular discourses
and discussions should be held to enrich the academic and pedagogical inputs
of teacher education at various levels and stages. Teacher educators should
be encouraged to undertake doctoral and post-doctoral research to provide
direct inputs for the improvement of teacher development programs. For this
purpose, fellowships at senior levels should be instituted and provision made
for sabbatical leave. Educational research should be made field-related and
practice-oriented.
Coordination of in-service and pre-service teacher education programs: At
present, there is hardly any coordination between in-service and pre-service
teacher education programs. To be effective, these two categories of programs
should supplement and complement each other. Teachers need to continuously
enrich their competencies and enhance their professional performance. Efforts
should be made to actualise mobility of teacher educators across the various
stages of education.
Pre-school teacher education: Pre-school or pre-primary teacher education is
the least developed sector of teacher education in our country. As on March
31, 2002, we had only 66 recognised pre-primary teaching courses all over the
country. Pre-primary education covers two areas: early childhood care and
education (ECCE) and nursery education. Pre-primary education is an
essential preparatory stage for the development of a child. Pre-primary teacher
education should strive to develop teachers who are sensitive to the
developmental needs of children and are competent to provide enriched
childhood experiences that facilitate their further growth and development.
High quality pre-primary teacher education programs need to be introduced
and promoted in a big way all over the country.
NCTE initiatives: The NCTE was established as a statutory body on August
17, 1995. This is perhaps the most significant development that has taken
place in the field of education after India became independent. The main
objective of the statutory NCTE was to achieve planned and coordinated
development of teacher education throughout the country and to ensure proper
maintenance of norms and standards in the entire teacher education system.
During the past more than seven years of its existence, the statutory NCTE

has taken several initiatives to take care of the quality aspects of teacher
education at all levels. Unfortunately, it is not at all adequately equipped to
carry out the mandate given to it.
Conclusion
To conclude, numerous are the issues relating to the quality aspects of teacher
education. The current debate in teacher education is on quality. We have to
bear in mind that quality is never an accident; it is always the result of
intelligent effort. Quality is essentially the product of adequate investment of
capital, talent and hard work. Quality is not a destination; it is a continuous
journey. We never reach there. We have to keep on upgrading the quality of
teacher education on a continuing basis. Assessment and accreditation of
teacher education for quality assurance has become imperative to help maintain
and further improve the quality of teacher education. It is great that the NAAC
and the NCTE are working together closely to achieve this purpose.

Curriculum Transaction for Quality Teacher Education
– A few considerations
- M. S. Yadav
Introduction
The NCTE has formulated norms and standards for various teacher education
programmes (TEPs). These are used to grant recognition to teacher education
institutions for offering TEPs. This process of granting recognition to TEI is
to ensure the minimum level of infrastructure, academic facilities and the
human resources of requisite qualifications. Availability of these facilities and
resources in TEI is an assurance to enable it to create curriculum transaction
processes of certain standard. However, actual quality of curriculum
transaction in a TEP would largely depend upon the effectiveness of utilisation
of resources by teacher educators individually and collectively for creating
conducive training environment and supportive synergetics. This calls for
professional competence of teacher educators and their ingenuity.
Further, for encouraging the TEIs to offer innovative programmes and courses
in teacher education, NCTE has provided for necessary regulations to recognise
such TEPs. The B.El.Ed. of Delhi University and B.Ed. (Enriched) of
Banasthali Vidyapith, Rajasthan, are instances of such TEPs recognised by
the NCTE.
With these organisational supports by NCTE in place, what could be attempted
to enhance the quality of teacher preparation, is the scope of the present paper.
Also, the paper offers considerations in the context of ‘assessment and
creditation’ of TEIs undertaken jointly by the NAAC and NCTE.
1. During the last few decades, the system of TE has expanded in most
parts of the country. The incidence of untrained teachers that exists in
some States is mainly due to reasons other than teacher training avenues.
Therefore, ‘access’ to teacher education facilities, or, to put it in different
words, quantity of these is no longer a crucial problem. However, the

quality of teacher preparation at all stages of education presents a serious
challenge. In fact, it has persisted through the entire post-Independence
period.
2. The theme ‘curriculum transaction for quality teacher education’ included
for discussion at this conference suggests that perhaps, a renewed effort
can be made while the endeavor of ‘accreditation and assessment’ is in
its initial stage. In this context it may be relevant to mention that the
basic intent of accreditation involves the following:
l To take the TEI beyond the minimum level of performance, and
make it proceed towards excellence in the tasks of teacher
preparation.
l The products of TEIs, namely, trained teachers must fulfil the
expectations of stakeholders in a larger social system.
l The TEI places itself in a self-initiated and self-accepted process
of making its performance referents known not only to itself but
also to other stake holders for its distinctive features of
performance.
l It seeks greater linkage between the quality attributes of teachers
and curriculum transaction.
It is with reference to these broader goals of accreditation, curriculum
transaction in teacher education needs to be viewed. In the section to follow,
a few considerations and concrete actions are presented with a view to
exploring feasible ways of improving curriculum transaction in TEIs.
3. As mentioned earlier, concerns of qualitative improvement in teacher
education have persisted. The concerns are well articulated and
documented. Significant ones are the following.
4. a) Theory of education as taught through courses in TE is not
integrated with practices of schooling.
b) Teaching-practice as organized generally for student-teachers is
not in consonance with emerged view of teaching-learning.
c) The nature of ‘professional development process’ is not sufficiently
focused on preparing teachers.

Substantial efforts have been made by national level institutions like
NCERT and state level institutions like SCERTs, with active support of
teacher education system in the country, for capacity building of teachers
through pre-service and in-service programmes of TE. Yet, the system
of teacher preparation in TEIs leaves much to be desired. What could be
done in the present context is the focus of the next sections.
5. So far three National Curriculum Frameworks in TE have been brought
by NCTE (1978, 1988 & 1998). Another similar exercise was carried out
by the UGC in 1989. In all these national documents, the position taken
is that the ‘Frameworks’ have to be treated as broad guidelines and actual
curricular details be worked out by TEIs under different systems. While
certain changes in teacher education curricula and its transaction are
noticeable here and there, general pattern of teacher preparation still
needs to be changed further. Let us consider a few other points to make
teacher preparation more responsive and feasible.
6. Perhaps, a more feasible approach to introduce a change in TE curriculum
would be to develop quality material in TE, keeping in view the major
thrust in teacher preparation. And, the material thus prepared could be
discussed in fora of teacher educators and others concerned with TE. It
may enrich the discourse in TE and also provide concrete referents for
shaping the curriculum at various stages of school. It may consequently
lead to a process of change in TE curriculum by teacher educators in
more concrete terms. With this major consideration the NCTE has
developed an approach to teacher preparation at secondary stage.
Featurs of the approach
l Theoretical inputs are drawn from cognate disciplinary areas like
psychology, philosophy, sociology, economics, political science and history.
These are converged around “pedagogical themes.” This is to facilitate
the process of integration between theory and practice of education.
l Convergence of varied theoretical inputs is sought to be made in the
perspective of education which is derived from the nature of education,
namely, it is purposive; it is practice/ activity oriented; it is socially
contrived; it is human endeavour; it has its own establishment and
organisatin.

l Theoretical inputs from cognate disciplines when combined with
considerations arising from educational perspective, undergo a
translation and turn into ‘conceptual inputs’, relevant to education. Such
‘conceptual inputs’ are basic or foundational to the development of
‘professional competence’ in student-teachers.
l Conceptual inputs’ are derived from teacher roles, viz.,
E Teacher and instructional process.
E Teacher in school.
E Teacher and the community.
E Teacher in socio-political and cultural context.
E Teacher as a professional.
These roles when analyzed led to certain concepts, concept clusters and other
conceptual formulations. Also, interconnections across teacher roles and
conceptual inputs were discerned and identified. We visualized that the
‘conceptual inputs in TEP could be presented in integrated manner if roles
related ‘themes’ were brought into focus.
l Knowledge-base in pedagogical process is primarily ‘professional
knowledge-base.’
The pool of conceptual inputs identified was further clustered on the basis of
their similarity, purpose to be served and utilized in teacher preparation.
Appropriate titles of pedagogical themes were given to the clusters. As many
as 30 themes were identified covering all of the above mentioned role areas.
The reading materials (in chapter form) on instructional role of teachers have
been prepared. The themes covered under this role are the following :
l What is teaching? (Conceptualizing teaching)
l How does learning occur?
l How to teach ?
l Curriculum Dimensions
l Knowing how much is learnt.
Each chapter consists of 60-80 computer processes pages. The reading

material in these chapters has been reviewed by ten experts, two for
each theme. For remaining themes the reading materials would be
developed in the next phase of the project.
If these materials are discussed in advance level workshops of teacher
educators, the curricular materials suited to their TEIs could be
developed for use in curriculum transaction. This could be carried out
by assessing the relevance of the material, adapting it and augmenting
it wherever required. The greatest advantage visualised in the process
is two fold. One, NCTE mobilises the expertise available across the
country; it gets the quality curricular inputs developed; and enriches
discourse in TE through interactive fora. Two, the main responsibility
of developing curriculum and determining transaction strategies remains
with teacher educators in the field, which legitimately is theirs.
Need to reorganize teaching practice
The approach to teacher preparation presented at ‘6’ above, has direct
implication to reorganise practical experiences that are offered to
student-teachers generally in the form of lesson-based teaching practice.
Theoretical inputs drawn from cognate disciplines are varied across
disciplines as well as within a discipline. These inputs enlighten a
student-teacher about various view points. The reading materials on
pedagogical themes referred to under 6 enable him to converge these
view points around pedagogical themes and internalise them to form
educational perspective for his understanding and action as a
practitioner in education.
This involves three stage development, viz.,
Ø conceptual understanding
Ø specific skills and action abilities
Ø composite professional competence
Towards the goal of helping student-teacher acquire composite
professional competence, teaching practice as a component of teacher
preparation need to be orgnaised in a more flexible way. This composite
competence is suggestive of certain attributes to be developed in a

student-teacher, viz., reflection, creative and appropriate use of skills and
insights, and decision-making to act. For this purpose, varied experiences
about teaching under different conditions would be qualitatively more
appropriate exposure for developing ‘experiential inputs’ and stable insights
in student-teacher to become effective teacher. This may require flexible way
of organizing school-based experiences and assessing their adequacy for
enabling student-teacher to internalise professional knowledge as part of his
overall competence. For similar reasons, the formating of ‘lesson plan’ and
its placement in teacher training may have to be reorganized.
Towards change in mind-set
Often a question is asked whether TEIs through their teacher preparation
programmes offer inputs to student-teachers for developing attitudinal make-
up and value inculcation needed in them as professionals. Answer to this is
in affirmation; we do talk and discuss about attitudes and values during
teacher training. However, that the intended change in student-teachers takes
place cannot be asserted. There are several reasons for that, viz., the very
nature of these attibutes, conditions needed for effecting such behavioural
changes, organisational and instructional inputs required, etc. Let us see if
anything could be done under the present conditions in which TE system is
situated. Towards that a few consideration could be as under.
TEPs prepare teachers for teaching and participation in other activities related
to educational development. For this purpose, teacher must have appropriate
professional orientation. Towards achieving this considerable inputs are
included in curriculum of TE. However, these are generic and varied. These
inputs make the student-teacher wonder as to what he should do in actual
educative process. It becomes more complicated and complex when this
academically dilemmatic situation is seen in relation to what obtains in social
environment in which the school is ‘situated’ for its functioning. In this context,
let us consider the following.
Education is directional; so is teaching. This ‘direction’ is derived from the
parameters of social development in general. This limits the choice of academic
inputs; some of them become more relevant and certain others less. This is
very handy and convenient in education organisationally. We may follow it.
But ‘how’ to do that - remains a question yet. More about it in the next para.

The Constitution of India as an organic instrument provides directions for
overall societal development. It has specific directives, articles and other
supportive provisions and explanations in respect of education and its
operations. They emphasise inter alia very specific attitudes and values that
need to be nourished and developed through educative processes.
Fundamental Rights and Fundamental Duties and other specifications in the
Constitution are clear directions for organising educative processes. Teachers
need to be made conscious of them, practise them and help students acquire
them. Towards this goal appropriate inputs may have to be offered through
teacher preparation. In this regard what could be done is explicated next.
Relevant curricular inputs could be prepared through participative process by
competent teacher educators. NCTE, perhaps, should initiate such exercises.
Care needs to be taken that the inputs prepared are of good quality. They can
be utilised for discussions in advance level seminars and workshops, and
refined. Such inputs may form the basis of organising curriculum transaction
on values and attitudes during TEP. Emphasis in these interaction may be on
what a teacher and students have to reflect in their behaviours. The expected
outcomes may not be development of attitudes and values to a high pre-
determined degree. However, one can expect that the student-teachers will
get initiated to viewing educational processes and the problems encountered
in a professional way. It is this ‘mind-set’ that needs to be developed through
teacher training.
Concluding Remark
All that is said about pursuits of quality transaction for teacher preparation is
not explicated in stage specific manner. These would have to be worked out
in differential forms.
Also, such tasks for qualitative improvement in TE must be viewed as collective
pursuits. For instance, courses at Master’s level (M.Ed. & M.A.), Ph.D.
(Education) should be geared to contribute towards such goals of seeking
theorisation about educational practices and to develop effective practices.

Professional Development of Teacher Education and
Quality in Teacher Education
– P. K. Srivastava
Quality improvement is a survival practice for any organization in this
globalization, liberalization and privatization era for which the educational
institutions cannot escape from this global phenomenon. The quality of any
teacher education institution can be improved by substantial betterment in
outlook in training of the teachers. The success of any educational reforms is
directly proportionate to the quality teacher education programme.
The teacher education programme play a great role by providing essential
components of teaching process to the teacher trainees who are directly
responsible for producing future citizens to the nation. Hence it is essential to
develop the teacher education programme, which can cater the changing needs
of the society, as the change has been universally accepted as essential features
of modern life in a society. The twin slogans of development and modernization
can be heard echoing all over the world. They have a great impact on society
and on man’s way of life. In the present social system of westernization and
modernization, a conflict between traditional and modern values has been
growing with alarming intensity in our society for the last few decades.
For better progress, the developing nation needs adoption of modern science
and technology, which in turn changes social structures, norms and values.
The whole educational system needs to be re-structured itself to meet the
requirements of the changing goals, new technology knowledge explosions to
meet the social needs. Information explosion, changing nature of knowledge,
increasing organizational complexity, competitive accountability, public
demand for better service, advancement in technology and changes in
governmental regulations which has compelled the teacher educators to think
that education is not longer a stage for human development but a life long
activity.

For professional development and quality teacher education programme
various models for professional education have been developed. Some of them
are: 1. Curriculum development models of Nowlen ( Nasseh 1960). 2. Models
of professional practice presented by Schon ( cited in Cann and Seale 2000)
and models as traditions to reform the teacher education (Zeichner and Liston
1990). Clandinin ( 1990) described four alternative conceptions of teacher
preparation(1) Expert novice conception (2) subject matter knowledge
conception (3) Organisational models (4) reflective practice/teaching as
inquiry conception. In India for improvement and for professional
development in teacher education NCTE was established in 1996.
Inspite of various researches, professional development programmes for
teacher education and establishment of NCTE the teacher education
institutions are isolated from the community as the teacher education
curriculum and programmes are not relevant to the social issues. The trained
teachers are confined to employ the traditional teaching technology. In the
present the teacher education department have failed to achieve organizational
excellence, quality training programmes because of (1) government policy
(2) changing social values (3) influence of modernization, globalization and
westernization and lack of motivation in professionals and (4) various impacts
viz (a) societal impact (b) curriculum impact and (c) evaluation impact.
The success of any teacher education programme is largely dependent upon
the professional development and quality teacher education. This can be only
possible when the components, which are related with the teacher education,
will take the matter seriously and with strong determination to improve the
professional development. In the contemporary context the role of teacher
educator is on longer confined to train and supervise the teaching of the teacher
trainees, they are expected to facilitate, motivate experience and relate the
scientific and electronic developments and gadgets with the teacher education
programme for a quality teacher education. The teacher educators are expected
to play an active role. They are also expected to be committed to development
of the profession for attaining excellence. Besides these more powers should
be assigned for the fulfillment of NCTE norms. Secondly- The institutions
should be assessed impartially. The basis of assessment should be quality
and relevance. Thirdly- The teacher education departments should be
permitted to run in the form of professional institutions. Fourthly-Innovative

and effective programme should be introduced and recognized largely. Fifth-
The teacher education programme should not be made experimental centers.
Sixth-For quality in teacher education the curriculum should be thoroughly
reviewed and implemented. Seventh- In the electronic age the teaching should
be encouraged by using more advanced electronic gadgets. Computer
education can play an important role in the development of professional skills.
Eight – Various encouragement programme should be organized. Ninth- The
refresher courses in various subjects should be organized by UGC & NCTE
and lastly emphasis should be given on skill development. Language is one of
them for communication skill.

International Trends in Accreditation
– P. M. Sapre
Introductory remarks
I assume your familiarity with basics of assessment and accreditation and
NAAC’s approach to implementation. I would like to focus on three critical
concepts that are being debated in the context of assessment and accreditation
and then respond to some of the concerns and apprehensions that participants
in the process typically express. My experience leads me to believe that
accreditation is not an act of a superior body to judge and reward or condemn
an institution but a collective professional endeavour to enhance the credibility
and effectiveness of educational programmes. In its best sense, it is more
formative than summative. I give below selected trends and issues from an
international perspective.
First, the three concepts: accountability; autonomy, quality; closely interrelated
accreditation derives its power and legitimacy from the concepts of
accountability and professionalism.
Professions are defined in terms of
(a) knowledge expertise and performance competence,
(b) delivery of high quality service within the framework of a moral and
ethical code,
(c) autonomy for decision making, and
(d) commitment to personal and professional growth.
(e) accountability and autonomy are two sides of a coin;
(f) accountability without autonomy is meaningless, (responsibility without
authority)
(g) autonomy without accountability is dangerous!

Accountability
Dictionary definition: “accountable means liable to be called to account, or to
answer for responsibilities and conduct; answerable, responsible, amenable.”
Accountability exists when the service provider is obligated to respond to
criticism from those whom the provider serves.
Wiggins (1993): “The ability to hold the service provider responsible depends
upon a moral-legal-economic framework in which the client has formal power
to demand a response from the provider, to influence the providing, and to
change service providers if the responses are deemed unacceptable.” (common
in medical or legal professions)
Not so in education! Students have no such power; they have no recourse if
they are not satisfied with the services provided by the school.
Historically, individual teachers have been mostly immune from accountability.
Have you ever heard of teachers who had to change their ineffective teaching
methods, their classroom practices, or their questionable evaluation of students
because students demanded such changes?
Thus true accountability is dependent upon the client’s freedom and power to
exert influence on the service provider; it is not a system devised by the state,
or some other agency, to exert its influence.
Accountability systems differ in the way they respond to four central questions:
Who is accountable?
To whom are they accountable?
For what are they accountable?
With what consequences?
Currently, the who is generally the school as a collective entity; the whom is
the state agency (higher levels of the educational system); the for what has
recently shifted (USA) from delivering designated educational inputs and
processes to producing specific levels or improvements in student learning
outcomes, (In India, the dominant paradigm is accountability for maintenance
and control) the question of consequences is still moot .

This is the dominant paradigm in the United States: Bureaucratic Outcomes-
Based School Accountability; in India, it is simply bureaucratic accountability
– accountability to higher levels of authority (within the organisation , not
outside) and for inputs rather than results, which are always outside the
organisation.
In order to look at some of the imperfections of this model, we need a normative
framework that spells out the essentials of an accountability system. Here
they are:
a. generation and dissemination of information relevant to teaching and
learning: to change what happens in schools, interaction with this
information must occur at the level of individual teachers;
b. motivation of teachers and others to pay attention to this information
and put in the required effort to achieve better outcomes;
c. development of knowledge and skills to promote valid interpretation of
new information (Valuable information often remains unused because
educators lack the knowledge base for interpretation and incorporation
of new ideas and findings);
d. allocation of resources where they are most needed (this is applicable at
all levels of the educational system, down to individual teachers).
Tensions and problems of Bureaucratic (School-based) Accountability
Relationship between collective accountability and individual action. The
assumption is that targeting the school will generate necessary and desired
changes in the behaviour of individuals. Two questions arise: how will school
accountabilty mechanisms reach beyond the collective level to mobilise change
among individuals? What conditions must be in place for this connection to
occur?
External control seeks to influence internal operations. Problematic relationship
between external and internal sources of control. Externally generated rules
often conflict with the organisation’s internal norms of behaviour.
Nature and quality of information produced and dispensed are inadequate
for effective adaptation and learning. Little attention to information on
instructional practices; most information is in the form of mandates and
directives that are more procedural than substantive.

Patterns of interaction and normative structures that encourage sustained
learning and adaptation by teachers are not created..
Reliance on negative incentives undermines innovation and risk taking in
threatened schools and diverts attention to organisational survival rather than
student learning and also fails to foster individual motivation.
Professional Accountability, the Alternative Model
Rooted in the assumption that teaching is too complex an activity to be governed
by bureaucratically defined rules and routines. Effective teaching rests on
professionals acquiring specialised knowledge and skill and being able to apply
these to the specific contexts in which they work.
In mature professions, the requisite knowledge is articulated in professionally
determined standards of practice; members of those professions assume
responsibility for the definition and enforcement of those standards.
In education, the focus of teacher accountability is three-fold:
Process of instruction: interaction with students around instructional content
(all teacher behaviours intended to cause student learning).
Knowledge – base: acquisition and application of knowledge and skills for
effective practice.
Professional interaction
Ø Placing needs of students centre stage,
Ø Collaborating with other professionals to address those needs, and
Ø Committing to the improvement of practice.
Mechanisms of professional accountability
system level: teacher preparation, teacher certification (licensure), and peer
review.
school level: mentoring, collaboration, and collective problem solving;
combination of individual educators assuming responsibility for following
standards of practice and collective initiatives and monitoring.

Benefits and Limitations of Professional Accountability
Benefits
Ø Draws attention to both - instructional practice collective responsibility
for outcomes
Ø Enhances patterns of interaction that allow effective sharing and use of
information
Ø Expands the incentives for improvement, with particular emphasis
onintrinsic motivators —commitment to students, identity and self
esteem,and shared sense of belonging
Limitations
Ø Overall weakness of professionalism in education
Ø Absence of a strong knowledge-base
Ø Problem of equity: failure of professionalism more pronounced in
“disadvantaged” schools
Ø Outcomes-based accountability is able to address systemic purposes and
needs more readily than professional accountability
Ø Neither the public nor its representatives are prepared to fully trust
professional educators
Where do we go from here? combination of bureaucratic and professional
accountability; NAAC’s approach seems to be focused in that direction.
Autonomy
A defining characteristic of professionalism; refers to freedom for decision
making in the course of delivery of service; the freedom, in turn, creates
accountability for the consequences of the decisions
Sharp distinction must be drawn between administrative and professional
autonomy:
Autonomy assumes high degree of competence and is cherished only by the
competent; they are willing to take the accountability that comes with it. To
the incompetent, it is a threat; they are more secure under an authoritarian
system where there is no risk because no significant decisions are made!

Quality
Basic or essential character, the distinguishing element or characteristic, of
something – a product, service, organisation, or entity. Consumers look at
these elements in deciding whether or not to buy particular products or services
(if there is a choice!)
“Quality often is not measured at all, but is appreciated intuitively.” (Bennis)
l quality is perception, not logic: it resides outside the product or service
l it is relative, a matter of degree (low or poor, medium, high)
l it is subjective: criteria used by people vary according to values/culture
l contextual: based on mission and goals
l measured inferentially from indicators (criteria); each institution must
decide how it wants to be assessed
The Challenge of Accreditation
Sources of tensions in any assessment situation:
l Incompetence, poor performance record
l Uncertainty about possible consequences
l Credibility of assessors; conflict between authority and expertise
l Transparency: shared or confidential
l Subjective or objective; arbitrary or data based
l Top down or bottom up?
l Non recognition of special needs and concerns due to predetermined
data collection; also possible indifference to non conventional and non-
tested approaches and experimentation
NAAC has the leadership to alleviate these apprehensions, often born of
inadequate or distorted information and create a climate of trust between the
assessor and the assessed. Make the self-study report and peer review truly
professional activities, devoid of status and authority considerations. By the
same token, teacher educators and administrators must see themselves less
as employees and more as professionals, shift the locus of control from external
to internal, commit themselves to continuous enhancement of competence –
this is true self-empowerment. A complementary, not competitive, relationship
between NAAC, NCTE, and teacher education institutions can help achieve
the goal of accreditation – to improve school effectiveness.

Accreditation of Teacher Education
Institution in India: Some Issues
- S. K. Pradhan
Today concern for quality has permeated all sector of life. Everybody has now
become quality conscious. It is quite a positive sign that such changing trend
of late has also penetrated the system of education and teacher education.
Since long the teacher education institutions encrusted and immunized
themselves from repeated criticisms hurled against them. In fact they
demonstrated indurate characteristics towards change and progression in the
direction of achieving excellence. It is rightly observed by the Education
Commission (1964-66) that, “the quality of pre-service teacher education has
not only improved …..but has actually shown signs of deterioration”. This is
also endorsed by the National Council of Teacher Education (NCTE, 1996).
While suggesting overhauling of the system of teacher education the NPE (1986/
92) recommended for rechristening of NCTE as a statutory body. Thus, NCTE
was formally constituted in the year 1995 with the official mandate to take all
necessary steps to improve the standard and quality in teacher education. It is
around the same time organizations like NBA (National Board of Accreditation)
and NAAC (National Assessment and Accreditation Council) came into
existence with the mission to improve the quality and standard of education at
different levels. Thus, the concept of Assessment and Accreditation (A&A)
got introduced to our system of education especially higher education including
professional, technical and teacher education.
Though the idea of accreditation of academic institutions is a very common
phenomenon in countries abroad it stirred the hornets’ nest in India. Initially
and even till today there were/are a lot of cynicism and skepticism about the
concept of A&A (Stella, 2001). It may be because of lack of awareness or may
be due to certain misconception about the purpose of A&A.
What is Accreditation?
Universally accreditation is a process of evaluation that determines the quality
of an academic institution or programme using pre-determined standards. It

is normally carried out on a peer-review basis by competent non-government
agencies like that of national, regional, state or local professional association/
organization. It is more of a collegial activity conducted by institutions that
have voluntarily organized to form and to support accrediting body. The
accrediting agency first prepares standards for institutions and subsequently
applies these standards while evaluating individual academic institution/
programme seeking accreditation (TEAC, 2002).
However, the concept of accreditation in India is slightly different. The task
of accreditation of teacher education institutions is rested with the NAAC
according to a MoU executed by the NCTE. Both the NAAC and the NCTE
are not non-government organizations. The NCTE is established as an
autonomous organization with statutory power whereas NAAC is established
as another autonomous organization by the University Grants Commission
of India.
Secondly accreditation is a mandatory condition by NAAC and NCTE whereas
it should have been voluntary as found elsewhere. In stead of institutions
voluntarily coming forward to undergo A&A they are compelled to go through
this under various pretexts. This is the matter of contention and
disenchantment on the part of the institutions and their functionaries for which
they are often critical, skeptical and defensive about the whole idea of A&A.
At the same time unless something like accreditation is officially imposed no
one would voluntarily come up to undergo it in our set up. Besides, our
institutions are mainly patronized by the government and are over protected
from a competitive and challenging environment. As a result of such policy
there is lack of accountability and the overall quality is at stake.
Rationale for Assessment and Accreditation
Assessment and Accreditation mainly aim at assuring quality that has become
the order of the globalized world under WTO (World trade Organization) and
GATS (General Agreement on Trades in Services) regime. India can not escape
this international trend. It is learnt that we are going to throw open our
education sector to global players by 2005 AD. Therefore, the TQM (Total
Quality Management) culture must permeate through our system of education
and that is what is exactly being done by the agencies like NAAC and NCTE.
The NAAC has enumerated the benefits of A&A in the following manner:

l helps institutions to know their strength, weaknesses and opportunities
through an informed peer review process;
l gives institutions a new sense of direction and identity;
l initiates institutions into innovative and modern method of pedagogy;
l enhances collegiality on campus;
l helps institutions to identify internal areas of planning and resource
allocation;
l provides society in general and employers in particular with reliable
information on quality of education offered;
l promotes inter and intra institutional interactions;
l provides funding agencies with objective data for performance based
funding.
Thus, AA promises to bring moral accountability in teacher education
institutions to deliver the best.
Mechanisms of Accreditation
Currently NAAC’s A&A involves the process of benchmarking, setting norms
and defining performance indicators, process measurement and grading
institutions.
Benchmarking: Benchmarking is a process of locating the best-in-class practice
or features of others who are leaders in a field with whom appropriate
comparison can be made. In the context of teacher education it means
identifying best features of a model teacher education institution and using
those as the term of reference for the assessment of quality.
Setting Norms and Performance Indicators: This is the stage of identifying
the aspects or parameters of the institution to be assessed and thereafter
specifying criteria of assessment for each parameter. Currently NAAC has
identified six such parameters and specified criteria thereof for assessment of
teacher education institutions (See Table-1).

Table-1: Parameters and Criteria of Assessment of Teacher
Education Institutions
Parameters Criteria of Assessment
P-I.
Curriculum
Designing
and
Planning
1. Admission procedure
2. Details of working and teaching days
3. Student ability level
4. Features of current syllabi and mechanisms for its
monitoring and mid-course correction
5. Developing new courses; gestation time and running
new courses
6. Curriculum design (Institutions’ mission and goals,
Feedback mechanism, Institution-school
communication, Inter/multi-disciplinary components)
P-II.
Curriculum
Transaction
and
Evaluation
1. Curriculum transaction – aspects, components and
details.
2. Faculty professional development and seminars,
conferences, etc. for others.
3. Faculty appraisal – techniques
4. Focus on specific aspects: value education, civic
responsibilities, personality development, community
orientation, learn-to-learn, etc.
5. Evaluation scheme: Theory - assignments and project
work, Practice teaching, curricular activities, work
experience, SUPW, tutorial, seminar, etc.
6. Other teaching-learning innovations
P-III.
Research
Development
and
Extension
1. Research related activities: research by faculty, research
by scholars (M.Ed., M.Phil., Ph.D.), financial inputs
for research and research projects (completed, in
progress and outlay)
2. Extension: Types of extension activities, support to
Government Organizations and N.G.O.s, NSS and
NCC
3. Development: various material development activities

Parameters Criteria of Assessment
P-IV.
Infrastructure
and
Learning
Resources
1. Infrastructure – existing and projected expansions
(Financial inputs for future development especially
academic growth, Maintenance, Utilization, Upkeep
of campus )
2. Learning resources (Library and its facilities, Library
annual budgets: books and periodicals, Reprographic,
audio visual material and internet related facilities,
Library stock, Computers – availability and use,
Laboratories – availability, maintenance and
utilization
P-V.
Student
Support and
progression
1. System efficiency: results, NET and SLET related,
annual exams
2. Alumni association
3. Feedback mechanism (from trainees)
4. Financial help and types
5. Guide and consultancy services and personal and
academic counseling
6. Placement services and its use.
7. Admission – related facilities and their publicity
8. Recreational / leisure time facilities especially indoor
9. Activity clubs: cultural and literary
P-VI.
Organization
And
Management
1. Internal coordination and monitoring mechanism
2. Steps for improvement of organization and
management
3. Academic calendar
4. Faculty recruitment
5. Professional development of non-teaching staff
6. Fee structure
7. Heads of expenditure and excess/deficit budget
8. Internal audit
9. Welfare programs and grievance redressal system
10.Endowment and Reserve Funds
11.Internal Quality check and TQM
12.Modern managerial concepts and practices
13.Twinning programs, student exchange programs and
collaboration with SCERT, NCERT and NIEPA
Source: www.naac-india.com

Process Measurement: This is the actual process of collecting required data
from the institutions and then analyzing those to determine their standard.
The process measurement of NAAC involves two stages: (i) preparation of
self-appraisal reports by the institutions and, (ii) peer-teem assessment. At
the first stage the institutions are directed to prepare the self-study reports in
a prescribed format prepared by NAAC. After which the same report is
supposed to be sent to the NAAC for in-house analysis. At the second stage
the peer teams are constituted to make field visits to the institutions for validation
of self-study reports and to prepare a comprehensive report incorporating
their suggestions for improvements.
Grading: Finally the institutions are graded and accredited on the basis of
their obtained overall score after evaluation. A score of 55 or above qualifies
an institution for accreditation while a score of 75 or above puts an institution
in the top bracket that is accredited with 5 stars. Recently NAAC has also
introduced grading of the institutions on a 9-point scale ranging from C to
A++ (For details visit www.naac-india.com).
NAAC-NCTE Accreditation of Teacher Education Institutions: Some Issues
1. Uniformity of Standards Vs. Heterogeneity of Institutions: It is observed
that NAAC has prepared separate standards for three categories of
teacher education institutions viz. University Teaching Departments with
UG and PG courses, Colleges of Teacher Education (affiliated and
autonomous), and, colleges offering teacher education programme other
than the above two categories. But in India we have University teaching
Departments of Education, Institute of Advanced Studies in Education
(may be a college or University Department of Education) with UG, PG
and other courses, CTEs (Colleges of Teacher Education under centrally
sponsored schemes that may be affiliated or autonomous), Colleges of
Education with UG and PG courses but not covered under CTE scheme
and Colleges of Education offering UG course only but not CTEs. Each
of these institutions differs from other categories in terms of infrastructure
facilities, fiscal, management and other factors. Institutions like IASEs
and CTEs are comparatively better equipped in terms of infrastructural
facilities and so are the case with some selected University Departments
enjoying special status under various UGC schemes like DSA, SAP etc.
Therefore, the existing standards only for three categories of institutions

to the employer about the quality of education offered to the prospective
employees. But NAAC’s provision of multiple units of accreditation of
teacher education institutions may only add to the confusion of the
employer. The confusion is about comparing the merit of a candidate
with 2nd
class (or equivalent grade) degree from a 5 star (A++ ) rated
institution with that of another candidate with 1st
class (equivalent grade)
degree from a lower rated institution
Stability of Norms and Standards: It may be recalled here that NCTE
released a set of norms for recognition of teacher education institutions
in the year 1995 and later institutions were assessed and given recognition
on the basis of these norms. Subsequently NCTE has released new set of
norms in the year 2001 that are comparatively less stringent and at the
same time lack objectivity and transparency to some extent. Such
downward reviewing of norms raises legitimate doubt about the whole
exercise of laying down norms and their application for quality assuranc
. Additional Parameters: Other determinants of quality teacher education
institutions include research and innovations, development of innovative
and alternative instructional material and dissemination of ideas about
the latest development in the area of pedagogy and evaluation. Therefore,
research, development and extension should be treated as separate
aspects/standards foe assessment. Similarly, inter institution interaction,
faculty development and appraisal, faculty qualification and potential
etc. should be separately assessed to enhance the objectivity of the
assessment.
. Assessment of Criteria beyond the Control of Institutions: One of the
criteria of NAAC’s assessment of teacher education institutions is the
development of new course. In fact, development of a new course is not
totally dependant on the efficiency of the institution alone. In this context
institutions are required to take prior approval of the NCTE, the concerned
university and the government and that is either excessive time consuming
or simply discouraging. Hence, assessment of such criterion that is
beyond the control of institutions is questionable. It may be a valid criterion
of assessment where institutions enjoy autonomy and there is minimum
bureaucratic and government interference.

Conclusion
NAAC-NCTE assessment and accreditation of teacher education institutions
in India is undoubtedly a welcoming step in the direction of restoration of
quality in teacher education programmes. It will be the greatest achievement
if some awareness and openness is created in the functionaries of teacher
education institutions about the very philosophy of AA. Once they realize the
purpose of AA they will drop their defensive attitude and will turn proactive
to take all necessary quality control measures to achieve excellence. But at the
same time NAAC and NCTE should also see to it that their AA procedure is
objective, transparent, contextual, full proof, diagnostic, remedial and
constructive that help the institution to grow in an atmosphere of mutual
trust, confidence and cooperation.

Assessment and Accreditation: A Positive and Realistic Step Towards
Quality Teacher Education
– Smitha Phatak
Introduction
It is a universally accepted truth that the teacher is the maker of a man. The
quality and efficiency of education depends to a great extent on the quality of
the teacher. Thus proper teacher training programmes will help the teacher
to become an enriched, dedicated and committed professional. Over the years
the quality of teacher education has deteriorated hence changes in all aspects
of teacher education need to be made to face the challenges of the 21st
century.
Thus a process for improving the quality of teacher education and quality of
products of the educational enterprise is essential and a need of the hour.
Assessment and accreditation of educational institutions will certainly enhance
academic and educational quality thereby giving us competent, committed and
dedicated teachers.
Rationale of accreditation and assessment for teacher training institutions
There has been a proliferation of substandard teacher training institutions,
which has led to the unprecedented expansion of the education system. There
was an ever-increasing demand for trained teachers because of the belief that
teacher-training degree will serve as an ace to counter unemployment. This
increased the market value and popularity of teacher training but not the status
of the teaching profession. Imparting teacher education became a lucrative
business proposition. This led to mushrooming of teacher training institutions
without proper infrastructure and quality human resources.
The establishment of National Council of Teacher Education (NCTE) in 1995
as a statutory body was a landmark in the history of teacher education in
India. NCTE was set up for “achieving planned and coordinated development
of teacher education system throughout the country, the regulation and proper
maintenance of norms and standards in the teacher education system and

matters connected therewith”. NCTE has both the challenge and opportunity
to inspire and lead a turn around in teacher education.
The creation of National Assessment and Accreditation Council (NAAC) in
1994 was a welcome initiative on the part of the University Grants Commission
(UGC). The mission of NAAC is to contribute to the maintenance and
improvement of quality at all levels of higher education in India. Through its
activity it will encourage self-evaluation, accountability and innovations in
higher education on a voluntary basis.
Accreditation of an institution for quality assurance has created a great deal
of expectation among those who care deeply about quality and standards in
higher education. This is a process of assessing and enhancing academic
and educational quality through peer review after carrying out appropriate
criteria based assessment.
The NAAC and NCTE will be complimentary to one another so as to evolve
suitable appraisal system norms and mechanisms for enforcing accountability
of recognized teacher-training institutes.
Teacher’s accountability involves moral accountability and professional
accountability. Teachers need to look at teaching as a mission and not simply
as a vocation thereby enhancing effectiveness, efficiency and accountability.
Accountability and accreditation in teacher education is justified because
presently there exists no standard or criteria for institutions desirous of seeking
and pursuing excellence to compare themselves with their peers.
Consumer perspective in quality teacher education
The first step in our quest for quality in education is to decide who are the
consumers and what are their needs. Students are the most obvious and
primary consumers of a teacher training institution. Others such as employers,
community, organizations and governments are also stakeholders and their
demands as well as expectations are important to an institution to identify
the program and contents.
Identification of a process to meet the needs of the consumer is the next step.
A process comprises of sequential steps or activities. It has inputs to which
some value is added during the process. These could be tangible and intangible.
In the educational context a raw student entering a teacher training program

and passing out as a graduate is the tangible output while syllabus,
infrastructure, methodology of teaching and feedback from students/teachers/
employers are the intangible inputs.
Each of these inputs has to be carefully examined and standard policies and
procedures laid down and executed in a planned way. Periodic checks have
to be carried out to ensure reliability and effectiveness. Each of these inputs
needs to be seen in detail.
Student:Essential input as well as consumer of the educational process.
Admission criteria and the selection process for this input assume importance.
Apart from academic achievement of the students, their attitude to studies,
acquisition of knowledge, their values and other personal qualities have an
enormous influence in the learning process.
Teacher: The teacher is responsible for transacting knowledge to students.
Competence of the teacher, intellectual skills, emotional skills, maturity, skill
in handling students individually and in groups, motivation, aspirations,
attitudes and ability to learn values and behavior are some of the inputs that a
teacher brings to the learning process. Policies and procedures for recruitment
and selection of teachers have to be carefully implemented.
Infrastructure Facilities like well equipped lecture rooms, library and method/
language laboratories are important for quality education.
Environment and Culture of the Institution A quiet environment conducive
to learning and open culture that fosters excellence has a definite influence on
quality.
All the above factors contribute to quality teacher education.
Process of Assessment and Accreditation
The process of accreditation is demanding and involves assessment and
gradation of an institution with reference to different parameters. The entire
process is voluntary and institutions have to pay to get accredited. The
assessment process takes into account various criteria namely curricular
aspects, teaching learning and evaluation, infrastructure and learning
resources, student support and progression, organization and management,
healthy practices, research, consultancy and extension. The most significant
aspect of the entire process is self-appraisal by institutions themselves through
self study combined with unbiased informal and transparent review by peers.

Curriculum Transactions for Quality in Teacher Education
The heart of educational reform is in curriculum and its transaction of
academic program, course designing, planning and delivery. It is through
the teacher training program that the teacher gets transformed into an
enriched, dedicated and committed professional. There is a hue and cry from
the educational planners that the existing curriculum in teacher education is
outdated, inflexible and does not meet the demands of the contemporary
society. Information Technology (IT) has caused many changes in the
communication network system therefore teaching at all levels needs to be
modern, innovative and concurrent with the latest development to face the
emerging changes of the future. This will prepare teachers to meet the local,
national and global demands of the current century.
Practice teaching continues to be the weakest link of the entire system of
teacher education. Micro-teaching needs to be improved in terms of quality
and time.
Practice teaching does not meet the requirements of the school system, it
lacks appropriate blend of theory and practice and fails to develop
competencies for becoming an effective teacher. Also a wide gap exists
between the teaching competencies in practice and theory. Models of teaching
and innovative methods of teaching should be made an integral part of a
rigorous training program. They need to be used in actual classroom
situations. Teacher should be trained in Multimedia techniques, Computer
Aided Instruction (CAI) and more emphasis on IT needs to be given.
Self-learning through action research projects need to be taken up to develop
a spirit of inquiry and curiosity in the learner as well as the teacher.
Emphasis on preparation of innovative, economical and attractive teaching
aids having utility will certainly enrich and assist in the transaction of learning
experiences.
Practical assignments need to be carefully planned and selected so that they
are relevant to the core courses and have a direct application in the school
situation.
Thus accreditation should be primarily concerned with the quality of teacher
performance in the classroom.

Benefits of Accreditation as a Development Oriented Process
Accreditation shall ensure the quality of teachers graduating from teacher
education programs and their fitness to serve the purpose expected of them.
It gives an opportunity for institutions to identify their strengths and
weaknesses and promote a culture of positive competition and self-evaluation.
This introspective exercise aimed at enhancing accountability and improving
quality shall provide the institutions with opportunities for further development
and work as an effective tool to sense precursors of imminent dangers and
threats that may hamper the growth and quality of the teacher training
institution .In fact, many teacher training institutions are in the process of
developing programs and well equipped laboratories after undertaking the
self study task in the process of accreditation.
Conclusion
In India the last three decades have witnessed a decline in teacher education.
The journey towards accreditation of teacher education is indeed difficult.
However, this needs to be undertaken in order to bring about quality and
excellence in education. Accreditation will certainly prove to be a positive and
realistic step towards quality teacher education.

Part II : Strategies for Quality Enhancement

Neither Colonialism Nor Globalization:
Re-constructing Teacher Education in Indian Reality
– Anil Sadgopal
The formal teacher education programmes prevailing in most of the Indian
Universities owe their genesis to the British colonial traditions of the late
nineteenth century. The lesson plan and practice teaching components of the
B. Ed courses constituting the pedagogic backbone of teacher education in
India essentially continue to follow the colonial Herbatian model. In contrast,
many of the British Universities have changed and developed new models in
recent decades. The colonial framework also informs most of the diploma or
certificate courses for preparing teachers for primary and upper primary stages
as well. Educational psychology as viewed in the majority of teacher education
courses (with notable exception) is yet to break out of the obsolete behavioral
framework and start placing cognition and learning theory I the context of
socio-cultural environment and recent researches in brain functioning. It is
but natural that the M. Ed. Programmes as well have remained broadly
subordinate to this colonial paradigm. The Indian contribution and creativity
is mainly reflected in the courses dealing with philosophy and sociology of
education, with inclusion of readings on Indian educational philosopher and
social reality but, even here, the interphase of such readings with pedagogy
remains rather superficial and the basic paradigm continues to be
unquestioned.
The post-independence half a century did little to loosen the hold of this colonial
mindset. The onset of the age globalization and the declaration of the New
Economic policy in 1991 began to challenge the colonial model of teacher
education. The impact of global market forces, multi-national capital, satellite
communication and digital technologies have become the dominant determining
co-ordinates of knowledge inherent in all curricula including those of teacher
education programmes. This impact is concomitant with the process of
privatization and commercialization of education at all levels including pre-

school and school education, thereby converting education into a commodity.
This has led to restriction of the State-supported education into a commodity.
This has led to restriction of the State-supported education to the poor sections
of society and the phenomenon of increasing abdication by the state of its
Constitutional obligation towards education of equitable quality of all children.
Education is no more viewed as a tool of social development but as an
investment for developing human resource and global market. The dominant
features of education in the age of globalization may be listed as follows:
i) trivialization of the goals of education
ii) fragmentation of knowledge
iii) alienation of knowledge from social ethos
iv) determination of the character of knowledge by the market forces;
v) institutionalization of economic, technological and socio-cultural
hegemony of the global forces in the curriculum and
vi) introduction of parallel and hierarchical educational streams for different
social segments and marginalisation of children through competitive
screening.
Admittedly, however many of the features enumerated above were also evident
either in rudimentary or relatively more pronounced forms in the pre-
globalization phase as well. What globalization has done is the heightening
and sharpening of these tendencies. The teacher education programmes have
already begun to respond to these powerful changes in the school and higher
education system. The noteworthy feature of this process is the continuation
of the colonial paradigm of teacher education despite globalization. This
apparent contradiction may be resolved at two levels. First, it needs to be
appreciated that globalization is not exactly a recent phenomenon. In terms
of its ruthless pursuit of global market and control over natural resources,
globalization has much in common with colonialism. May be, globalization
can be viewed as a more evolved, powerful and subtle form of colonialism. In
this sense, it should surprise no one that globalization has both used and
adjusted with the colonial paradigm of teacher education to direct children’s
mindsets to achieve as objectives. Indeed, the basic tenets of the computer-
based programmed learning, pre-determined satellite communication and
media packages, fragmentation of knowledge into competencies and tasks

(e.g. Minimum Levels of Learning) and trivialization of human development
issues (e.g. fertility control, AIDS campaign, anti-pollution drives etc.) flow
out of the same ideology of behaviourusim that also informed the colonial
model of teacher education.
The second level at which the apparent contradiction between globalization
and colonization can be resolved is the realization that the role of teacher
education under both regimes has been one of service to the education system
that the ruling forces promoted and established to achieve their own purpose,
be it colonialism or globalization. Teacher education was never perceived to
play a pro-people transformative role. It is because of this subservient role
that the teacher education programmes are expected to prepare teachers who
will fit into the ‘slots’ awaiting colonial paradigm thus provides an appropriate
framework for continuing the subservient and status quoits role of teacher
education in the globalization era also.
The Indian teacher education programmes have hardly recognized the issues
such as disparity, socio-economic stratification and case hierarchies, patriarchy
and gender inequity, conflicts of cultural and ethnic identify, unemployment
and disemployment regional imbalances, distortions of development policy,
attrition of values inherited from the freedom struggle and cynical attack on
democratic institutions. The rise of communalism and the consequent attempts
to impose mono-cultural hegemony during the past couple of decades has
seriously began to threatened the multi-ethnic, multicultural and multi-lingual
character of Indian nationhood. The pedagogic failure of the teacher education
programmes to reflect such issues and concerns calls for a radical review of
the very premises, which formed the epistemological basis of their curricula.
The challenge of building up educational leadership that will be empowered
to analyze, question and de-construct the colonial (and now the globalised)
paradigm is yet to be even acknowledged in format for a dealing with teacher
education. The issue of curricular or pedagogic quality obviously cannot be
delinked from this challenge.
Let us begin by identifying some of the fundamental premises that will inform
a framework for constructing a pro-people transformative (and at the same
time, liberative) teacher education programme as an Indian response to the
challenge of globalizations. The response will be sustainable only if it is rooted
in our plural social reality, continues to be inspired by the values of the freedom

struggle, encourages philosophical, scientific and historical inquiry and reflects
commitment to both the Constitution as well as the concept of vasudhaiva
kutumbakam. A tentative list of such premises is given below:
(i) The subject knowledge gained by the student teacher before entering a
teacher education programme is neither adequate nor epistemologically
sound from the standpoint of becoming a teacher.
(ii) The theoretical and practical components will have a dialectical
relationship, these components qualitatively and continuously transform
the student-teacher’s understanding, sensitivity and pedagogic capacity
through mutual feedback,
(iii) The courses in philosophy, sociology, psychology and pedagogy will be
designed such as to enable the student-teacher to re-think about the
philosophical orientation of education, epistemological sources and
character of knowledge in the curriculum, social paradigm of education,
learning theories and pedagogic framework from the standpoint of the
transformative role of teacher education.
(iv) The student-teacher will be equipped with the necessary evaluative and
analytical tools in order to be able to utilize research as a method of
critically examining her/his role in the education system and to
continuously endeavour to reform
(v) The course design will adequately address intra-and inter-domain issues
relating to the three major domains viz cognitive, affective and conative.
(vi) The course design will provide ample space to the student teacher to
develop her/hi conceptual insights and cultural sensitivity into issues
on the school-society interface and also to build her/his capacity to deal
at practical level with the problems relating to this interface.
(vii) The course design will have appropriate inputs, both theoretical and
practical, to enable the student teacher to trans-create the understanding
and experience grained during the course to the real-life situation in the
school.
(viii) The programme will prepare the student teacher to act as a creative and
sensitive catalyst of transformation, rather than to passively compromise
with the curricular, pedagogic and socio-cultural constraints as prevailing
in the education system.

(ix) The programme will build up the capacity of the student-teachers to use
education as a tool for examining, questioning and ultimately resisting
the phenomena of socio-economic exploitation, impoverishment,
communalization, social, cultural and gender discrimination, destruction
of human environment through over-consumption and mindless
submission to the market forces.
(x) The programme will build up a basic understanding in the student-
teacher of the current status of education in the context of the socio-
economic and political reality of contemporary India and the world and
prepare her/him to continuously review the education system with the
objective of promoting education as a process of social change.
(xi) The programmes will enhance the student-teacher’s capacity for critical
thinking and build up critical appreciation of one’s own as well as others’
cultural history, the curriculum will be designed to effectively address
the issue related to the rich multi-cultural, multi-ethnic and multi-lingual
composite heritage of India in order to enable her/him to resist the
onslaught of the forces of cultural hegemony on Indian education.
(xii) The programme will build up a commitment amongst the student-
teachers to strengthen the vision f India, as enshrined in the Indian
Constitution and to struggle for promoting values necessary for creating
an egalitarian, democratic and secular society in India and the world.
(xiii) The programme will enable the student teachers to critically examine
the process of globalization and the associated technological and socio-
political changes and to construct through education a meaningful
response to its impact on the Indian Society.
All of the premises listed above provided us with a tentative but a rational
framework for re-examining the existing models of teacher education and the
curricular thereof. More significantly, this framework acknowledges
globalization as an epistemological challenge to Indian education. These
premises also constitute a broad framework for a meaningful re-construction
of teacher education programmes aimed at building up humane, creative and
enlightened teachers who would be prepared to catalyse social change through
education.

School Experience Programme and Quality in
Teacher Education
– G. L. Arora
Introduction
The most important component of a professional preparation programme is,
of course, the practical experience related to the demands of the profession
concerned. It is this component which distinguishes a programme of
professional education from a programme of liberal education. Teacher
education programme, undoubtedly, is a professional programme as it aims
to prepare individuals to join the teaching profession initially as teachers who
in due course of time may rise to the positions of supervisors, administrators
and trainers of teachers. Therefore, it must have a strong component of
practicum, which ought to be relevant to the demands of a teacher’s job.
Teacher Roles
To ensure relevance of the ‘practicum’ component of teacher education
programme, the practicum activities must correspond to the roles expected of
a teacher in the present day world. Needless to say that the teacher’s roles are
nothing but his performance areas. In the context of the present day school
realities and current discourse relating to the aims and objectives of education,
a school teacher in India is expected to perform the role of a manager of
classroom instruction; facilitator of learning; mobiliser and manager of
resources; designer and organiser of pupil evaluation; researcher and
innovator; planner and organiser of co-curricular activities; mentor and
counselor of children; service provider for the community and parents; and
curriculum developer;
To perform each of the above mentioned roles, the teacher is called upon to
carry out a series of tasks for which he needs to build a set of competencies.
An analysis of tasks vis-à-vis competencies should be undertaken to develop
the outline of the practicum component of the teacher education programme.

To perform the role of a manager of classroom instruction, a teacher shall
require competencies to undertake pedagogical analysis of the content to be
taught, to match the content delivery with the level of students’ cognitive
development, to communicate effectively, to mobilize and appropriately use
the requisite teaching learning material and to create and sustain students’
interest in learning. To perform the role of a learning facilitator, the teacher
shall require the competencies to create the situations conducive for self-
learning through dialogue, discussion, problem solving and investigation
individually or in groups. To support the performance of the above mentioned
two roles, the teacher needs certain resources, which he may mobilize from
different sources within the school such as school library, laboratory, museum,
etc. He may also mobilize certain resources from other institutions, local
community and print as well as electronic media. In addition, he shall have to
develop the competence to use appropriate learning material at proper time in
the best possible manner. He should have the capacity to utilize news stories
as springboards for discussions, etc, and provide guidance relating to sources
of information concerning the investigatory projects undertaken by students.
To evaluate students’ learning and to use it as a feedback on the quality of his
own instruction, the teacher should have the competency to frame suitable
questions and activities, assignments, etc. for both formative and summative
evaluation. It is a known fact of our system that it is the type of examination
which sets the agenda for curriculum transaction in schools. Therefore, the
teacher should have the competence to design such evaluation instruments
as have the potential to trigger self-learning and reflection on the part of
students.
A teacher may face certain difficulties in matters relating to his roles and the
tasks he is supposed to carry out. In some cases, the problems may be specific
to his situation and hence the textbook solutions based on the insights gained
through the study of theoretical courses may not take him nearer to the
resolution of the problems. Therefore, he shall have to develop the competence
to systematically investigate the problem by using the methods and procedures
generally used by the researchers. The context-specific problems relating to
students’ motivation, learning and behaviour, teacher’s instruction, inter-
personal relations and classroom management may be investigated by the
teacher. He may also develop innovative strategies and practices to solve his
day to day problems.

To ensure child’s total development, the teacher is duty bound to provide him
varied educational and aesthetic experiences for which he needs to develop
the competence to plan and organize a variety of cocurricular activities
including games, sports, excursions, etc. He should be in a position to meet
the information needs and provide them assistance to develop life skills and
tackle their personal problems on their own. Besides students, he is also
expected to provide guidance to the parents and community, specially in relation
to children’s education and upbringing. In our country, curriculum
development is generally considered a high level technical exercise which can
be taken up by experts only. This view allows the teachers to have a role in the
transaction of given curriculum and does not consider them competent enough
to participate in the development of curriculum and instructional material.
On the other hand, there is a view which allows a role to the teachers to
participate actively in all the processes of curriculum development. It is rightly
claimed that their participation in curriculum development shall go a long
way in making it relevant and realistic to represent an appropriate match
between its demands on the one hand and level of students’ cognitive
development on the other.
Process of Professional Preparation
What is the process of preparing an individual for a profession? In the past,
an individual desirous of joining an occupation used to work as an apprentice
with an experienced person in the field concerned. The process would start
with demonstration and observation by the trainer and the trainee respectively
and was followed by practice by the trainee under the supervision of the trainer.
In the light of feedback provided by the trainer, the trainee continuously tried
to improve the quality of his practice and thus used to master the trade in due
course of time. If necessary, the theoretical base of the trade was explained by
the master trainer along with the demonstration or while providing feedback
to the trainee after observing him at work. This process of professional
preparation was true in the case of middle level occupations. In the case of
higher level professions like medicine, the teacher had to teach and the student
had to learn theory before the teacher could start demonstrations. In the case
of teaching, the teacher’s act of transmitting knowledge or teaching per se
was considered as the demonstration of the art of teaching.

School Experience vis-à-vis Practice Teaching
The process of professional training outlined above also holds good in the
case of present day professional preparation programmes wherein professional
training is imparted to individuals in large groups. Work site or in-plant
experience forms the ‘core’ of any professional preparation programme. All
components of the programme are designed and conducted to address its
‘core’, viz the on site work experience. In the case of teaching profession, the
‘core’, is generally known as ‘Practice Teaching’, or ‘School Experience’ and
in some cases even ‘internship’. The concept of ‘Practice Teaching’, has
gradually given way to ‘School Experience’, which is more comprehensive
and professionally sound than the ‘Practice Teaching’, as it attempts to provide
experiences to the trainees in respect of all the tasks a regular teacher is
called upon to perform, while the ‘practice teaching’ programme is confined
to only one task, that is, ‘classroom teaching’. The concept of post-training
‘internship’ has not gained currency yet in the teaching profession but the
term is sometimes used for ‘school experience’, which is organised for a few
days or few weeks during the programme.
Components of School Experience Programmes (SEP)
Keeping in view the different roles a teacher is expected to perform and the
tasks relating to each role, the school experience programme must include the
following :
(a) Classroom teaching in different contexts such as teaching in large size
classes, multigrade situations, rural, urban and remote areas, mixed
ability classes, multicultural classes, etc.
(b) Observation of teaching and other activities of regular teachers of the
school.
(c) Observation of the teaching and other activities of other trainees and
offering comments, observations and suggestions for improvement. This
in fact is a mechanism for mutual learning as it proves useful for the
‘observer’ as well as for the ‘observed’.
(d) Participation in the school assembly as an observer and sometimes as a
speaker, compere organiser, etc., and sometimes preparing students for
presenting talks, news reading, thoughts of the day, songs, etc.

(e) Student counselling for which the students in need of counseling shall
have to be identified through observation and discussion with teachers.
The trainees may prepare case studies of one or two identified children
for which they may collect the requisite information from the children
concerned, their parents, teachers or peers. On the basis of insights
gained through the case study, the trainees shall devise the strategies
for providing guidance to the children concerned.
(f) A teacher is also expected to be sensitive to the problems of students,
fellow teachers, parents, school staff including head of the school. The
problems may relate to students’ learning, classroom management,
school discipline, inter-personal relations, school attendance and
absenteeism, relevance of curriculum content and effectiveness of
curriculum transaction. A teacher is expected to study the problems
systematically to work out solutions or to initiate appropriate remedial
measures. A teacher trainee should also be required to identify a problem
for systematic investigation or research, which, of course, shall be of
‘action research’ type. Besides, a teacher or teacher trainee, dissatisfied
with the existing mode of curriculum transaction, may attempt an
alternative mode or technique to achieve the desired results. If found
useful and effective, the teacher may use the technique regularly and
may also recommend it to the other teachers.
(g) The organization of various types of co-curricular activities also forms
an important component of teacher’s responsibilities as it is considered
essential to realize the over-all objective of education, that is, total
development of child’s personality. It is generally observed that all the
teachers do not possess the same level of competence for the selection
and organization of such activities. It would be sheer wastage of time
and effort if the activities are badly organised as it would not lead to the
realization of the stated objectives. The teacher trainees shall acquire
the requisite organizational skills by observing the teacher educators and
school teachers organizing various activities and then by organizing the
activities themselves
(h) The school is expected to seek parents’ involvement and cooperation in
all matters relating to the education of their wards such as their
attendance in school and progress in studies. Besides parents, the school
is also expected to ensure whole-hearted cooperation of the community,

specially of the members of the Panchayati Raj structures and area
education committees, if any. The school staff should encourage the
trainees to attend the meetings of parents and other committees as
observers. They should also be encouraged to interact formally or
informally, with the parents of the children whom they are teaching.
(i) Evaluation, an integral part of the instructional process, involves
evaluation of the students’ progress through oral, written or practical
examination. During the school experience programme, the prospective
teachers should be provided an opportunity to construct different types
of evaluation tools and before their use obtain feedback from the teachers,
supervisors and peers.
Preparation for school Experience Programme (SEP)
In the teacher education institution, the trainees’ preparation for the School
Experience Programme begins from the very first day of the session. However,
the following activities specifically meant for preparing the trainees for school
experience, need to be organised in every teacher education institution:-
(a) Observation of High Quality Teaching
It is imperative for the teacher education institution to provide adequate
opportunities to the trainees to observe the teaching of experienced and
reputed teachers. This may be arranged in one of the cooperating schools.
In addition, demonstration lessons by the teacher educators and
screening of video recordings of samples of ‘good’ teaching must be
arranged in the training institution. The observation should be followed
by detailed discussion on the strong as well as weak points of the
‘teaching’ observed by the trainees. The trainees maybe encouraged to
recall the positive and memorable aspects of the work of their own
teachers.
(b) Practising Teaching In Simulated Situations
After discussing ‘Teaching skills and competencies and ‘Microteaching’
in theory classes, the teacher educators should demonstrate the use of
different teaching skills in simulated situations. There should be proper
coordination among teacher educators regarding the selection of teaching
skills to be demonstrated by them so as to ensure that all the skills are
demonstrated by the teacher educators and practised by the trainees.

(c) Practising Black-board Writing
Writing on the black board or white board continues to be an important
teaching skill, which requires sufficient practice. This aspect of teacher’s
work assumes greater importance in view of the fact that the quality of
handwriting is not emphasized these days in schools. Besides simple
writing, the prospective teachers should also be made to practice making
diagrams, sketches, etc. on the board.
(d) Learning To Prepare And Use Teaching Aids/Materials
The teacher education institutions may organise a workshop to provide
training to the student teachers to prepare teaching aids like charts,
models, and to use display boards, etc. Besides, they should also learn
to use technological aids like OHP, Audio Casette recorder and player,
VCP etc.
(e) Learning To Operate Computers
To promote use of computers as an instructional aid, all the trainees
must be provided computer training so as to enable them to use it for
teaching and learning, both on line and off line.
(f) Criticism or Discussion Lessons
After practising different teaching skills in simulated situations and other
essential skills like writing on boards, preparation of teaching aids and
learning of computer operations, the trainees should be prepared to
deliver full lessons in the subjects of their specialization. Such lessons
shall be supervised by the concerned teacher educator and observed by
other teacher trainees. The discussion that follows the lesson delivery
provides an opportunity to the trainee to have the benefit of the comments
and suggestions of the teacher educators and also of their peers.
(g) Preparation For Conducting Action Research And Case Study
To prepare the trainees for this role, the teacher educators should first
discuss the concept, objectives, importance, scope and methodology of
Action Research and Case Study. Thereafter, the trainees may prepare
outline of some project which they may present in a workshop for
discussion in the presence of some outside experts.

(h) Preparation for Student Counselling
The preparation for student counselling shall have to be preceded by a
detailed discussion on the educational and psychological problems of
children, methods of their identification, concept, services and
methodology of different type of counselling. If possible, the teacher
educators may conduct a mock counselling session with a child or with
a volunteer trainee. The video films of a counselling session conducted
by a professional counselor may be shown to the trainee teachers. The
mock counselling sessions or screening of films should be followed by a
thorough discussion on the content and methodology of the ‘Counselling’
activity.
(i) Preparation for Seeking Cooperation of the Parents and Community
The trainees should be made to realize that children’s education is the
joint responsibility of the school, parents and the community. While the
trainees shall get the first hand experience of interacting with children’s
parents and members of the community during SEP in the cooperating
school, the teacher educators may provide some useful hints to the
trainees in this regard. The heads and experienced teachers of practising
schools may be invited to share their views and experiences regarding
school-community linkages with the trainees. In the SEP schools, to begin
with, the trainees may be required to assist the school staff in the
organization of meetings of PTA, School Education Committee or Village
Education Committee. They may be involved in the preparation of agenda
notes and minutes of such meetings.
(j) Preparation of the School Staff for Mentoring and Supervision
The tasks mentioned above, if organised effectively by the training
institution, shall prepare the trainees mentally and professionally for
SEP. The teacher preparation is the joint responsibility of the practising
schools and of the teacher education institution, therefore, the school
staff, who are supposed to be the mentors and supervisors of trainees,
also need to be trained to perform the tasks and roles expected of them.
The teacher education institution must organise a workshop of the
teachers of practising schools before sending the trainees for SEP.

Evaluating Trainees’ Performance in SEP
The teacher education institution is expected to evolve and use a reliable system
of the evaluation of trainees’ performance in various aspects of SEP, such as
the quality of lesson plans, effectiveness of classroom teaching or lesson
delivery, quality of peer observation, relevance and appropriateness of the
teaching aids, quality of evaluation instruments prepared and used, quality
of contribution in the organization of morning assembly and other activities,
quality of action research and case study completed, effectiveness of student
counseling and contribution in the organization of the meetings of PTA and
other committees. The teacher education institution shall have to decide the
weight of each individual task in the over all scheme of assessment, which
should be in proportion to its importance in the total scheme of teacher
preparation. For example, the task of classroom teaching shall obviously have
more weightage in comparison to the task of student counseling or
organization of meetings of PTA or other committees. The responsibility of
evaluating trainees’ performance should be jointly shouldered by the teacher
educator, mentor teacher and the school headmaster. Each evaluator shall
have the responsibility for specific aspects of SEP. For example, the teacher
educator and the mentor teacher should be jointly responsible for assessing
the quality of classroom teaching while the mentor teacher and school
headmaster should jointly assess the contribution of trainees in the
organization of school assembly, other co-curricular activities and meetings
of PTA.
Assessing Effectiveness of SEP
While assessing a teacher education institution for accreditation, it would be
imperative to assess the effectiveness of each and every task carried out by
the institution for preparing the trainees for SEP and also the quality of its
organization in schools. The self assessment proforma should include items
in respect of all the components of SEP on the one hand and in respect of all
the tasks which ought to be carried out by an institution. In addition, it should
also include items in relation to the scheme of performance assessment evolved
and implemented by the institution. The peer evaluators should also base
their judgement regarding the institutional effectiveness in the context of
SEP in the light of institutional responsibilities described in this paper.

Conclusion
In sum, the School Experience Programme (SEP) constitutes the most
important component of a teacher preparation programme. It is different
from the routine teaching practice programme as it makes an attempt to
provide experiences to the trainees in respect of all the roles they are expected
to perform, like the role of an instructor, facilitator of learning, organizer of
co-curricular activities, provider of counseling services, etc. Before sending
the trainees to the schools for SEP, the teacher education institutions are
expected to organize a number of activities in order to prepare them mentally
and professionally. The preparatory activities include demonstration of quality
teaching, practising of teaching skills, organization of discussion lessons,
organization of training workshops on action research, guidance and
counseling, preparation of teaching aids, etc. The scheme of institutional
evaluation in the context of SEP shall have to be based on the quality of its
implementation in schools and on the quality of preparatory activities carried
out by the institution

Teacher Education: Reformisms, Reforms
and Transformation
- S. C. Behar
Introduction
Teacher Education Scenario today is a cause for serious concern. I am making
this statement today. It could have been equally true in the year 1959 when I
had may first close encounter with formal Teacher Education Programme in a
renowned and one fo the oldest teacher training institutions established in
this country.
I believe (but I am open to correction) that the major reason for this is ad hoc
evolution of Teacher Education Programme based on some questionable
assumptions that were never articulated and therefore, were never seriously
debated.
Taking this as the starting premise, I can proceed only to make explicit these
assumptions, scrutinize them thoroughly and comprehensively and thereafter
present more acceptable radical alternatives. Such an exercise, however,
laudable, can present a long term blue-print of action and therefore, those
who are looking for immediate improvement in the situation may be impatient
with such alternative. I would therefore divide this paper in two parts. In
Part0I, I will not question the basic philosophy and assumptions of the present
pattern of teacher education but only discuss some measures of reforms that
can be put into practice without delay and without any structural or systematic
change. In Part-II, I will address the more serious and long term issue of
transforming Teacher Education to make it more scientific, logical and
conducive to excellence in not only elementary education but all stage of
education – from pre-primary to University Education. This would inevitably
take us to wider and deeper questions and issues of the philosophy,
perspective, assumptions, principles and processes of teacher education system
in the country.

Conceptual Frame
Without questioning the basic foundations and pillars on which the present
edifice of Teacher Education is standing, some improvements in the quality of
Teacher Education can be achieved, provided the desire for improvement is
genuine and real, not only formal, ritualistic and with a purpose to give an
impression of change. We must work for reforms, should not only proclaim
adherence to the need and theory of reform, which I have called reformism.
Reformism is the motion of movement like the waves on the surface of a water
pool without involving actual flow of water underneath. Everyone is always
in favour of reforms of this kind, which can be called reformism. Actual reform
will mean substantial upheaval, a large measure of flow of water from one
end of the water pool to the other, draining out water, cleaning the mud and
silt deposited at the bottom, stocking new varieties of fish, frowing lotus and
lilies and so on. To continue the analogy, transformation that we will discuss
in the second part of the paper, will mean designing a new water system which
may include flowing streams, fountains, rich and wide stock of aquatic flors
& fauna, mechanisms to ensure continual renewal of water, bringing in fresh
water, methods of discharge of silt and mud out of the system etc..,
Reforms: Towards Improvement
Once there is a genuine desire for improvement. There can be several directions
of reforms in the existing teacher education system. Many of them cut across
the stages of education, pre-primary to tertiary, while some of them have greater
relevance for elementary education. In view of the national engagement with
the task of elementary education we will concentrate on this stage, although
the suggested measures may have relevance for other stages also.
Para Teachers
Universalisation of elementary education is leading to geometrical progression
in teacher population at the elementary level. The costs involved are too heavy
to be absorbed in the financial allocations available or likely to be available in
the face of competing needs of other sectors. That is why most of the States
are resorting to the widely accepted but questionable method of appointment
and use of para-teachers. Unfortunately the NCTE regulations do not cover
para-teachers. It may also be feasible to fix qualifications for para-teachers,
when the genesis of, and the entire rationale presented for, para-teachers is to

remedy the maladie and change the rigidity and regimentation of existing
qualifications and recruitment methods that lead to large scale teacher
absenteeism, un-accountability of teachers and their non involvement with
the community.
It should however, not to be forgotten that the para-teachers in due course
will become teachers. This would therefore, become a convenient and widely
accepted alternative method of recruitment. This may add to the already
existing backlog of un-trained teachers.
Institution Teacher Education
Foressing this, it would be prudent to develop modular teacher education
programmes in which there is a mix of distance education, summer schools,
supervised practice teaching in the schools where un-trained teachers/para-
teachers are already working. A blended package of this kind in which
theoretical knowledge, competencies and professional skills are developed can
additionally address adequately the problem of mis-march between the
environment of the practicing schools attached to the teacher education
institutions and that of the schools attached to the teacher education
institutions and that of the schools where teachers are required to work after
their pre-service education. This has to be accompanied by an innovative system
of evaluation clearly focusing on testing the competencies, professional skills
and knowledge required of a good teacher. A written examination of 3 hours
duration is inadequate for the purpose. It will have to be replaced or
supplemented substantially (not nominally) by assignments given in the
morning to be completed in the library by evening Viva-voce, observation of a
number of classes being taught in different schools by the trainee following
different models of teaching in a number of subjects. The quality of teaching
should be graded not only by the expert examiner, but also by the learners.
An achievement test of the learners immediately following the teaching should
also be taken into account. The three modes may be given different weightages
but final assessment will be a composite product of all the three. Similarly, the
written examinations through assignments or question papers should also
clearly separately grade the levels of achievement in identified competencies
eg. ability to analyse, synthesize, apply knowledge to different situations, solve
problems, logical thinking, creative thinking etc., Tests, will have to be designed

accordingly for which teacher educators, examiners and paper-setters have
to be trained in the coming summer-vacation.
Examinations of this kind cannot be held in the present manner in a large
number of examination centres. There should be a limited number of evaluation/
assessment centres where trainees (teacher-pupil) will come during the period
fixed for the purpose, at least 4 times in the year. This will give flexibility to the
teacher-pupil to present himself/herself for assessment whenever ready.
Flexibility in teacher-education qualification
The magnitude of the problem of un-trained teachers can be reduced to a
much more reasonable level, if the State Governments could be persuaded to
give preference to persons having any qualification in teacher education at
the time of appointment as teachers/para-teachers. Even if they are trained
for secondary classes, they can be required to undergo a short bridge course
comprising knowledge, competencies and skills specific to elementary education
not acquired during earlier training and to help them to achieve maximum
transfer of learning/training. This will enable them to deal with the elementary
education classes with competence and confidence.
B. Ed Elementary Education
Redesigning B. Ed courses to suit the requirement of elementary education
can be another measure. This has already been tried by many institutions. In
the absence of dependable data of man power planning in the filed of teacher
education, I believe that the number of persons being churned out by the teacher
education institutions for secondary classes is much larger than require, while
the need of trained elementary education teachers is not being adequately met.
A policy of permitting only B. Ed (Elementary Education) and even encouraging
the existing institutions to switch over to the B. Ed elementary education course
would be a step in the right direction. When such teachers have to move to
secondary classes they can be required to undergo a bridge course to enable a
smooth switch over with competence.
Certification by NCTE
It is suspected, not without reasons, that a large number of teacher-education
institutions provide poor quality pre-service education. The most imperative
reform, therefore, is evolving an innovative method of evaluation by the NCTE

of those who are passing out from such teacher education institutions. This
may raise eye-brows of the Universities on the ground of erosion of their
autonomy. This problem can be tackled by the NCTE organizing a certifying
assessment procedure, analogous to NET of the UGC with the difference that
it should go on through-out the year and should be a thorough assessment of
theoretical knowledge as well as professional skills at limited number of
identified centers by highly dependable experts of the NCTE. Professional skills
should be tested by a method of prolonged internship in the schools where the
students performance will be as much an indicator as the opinion of the
observing expert. A compulsory duration of internship can also take care of
the shortage of trained teachers in the elementary schools and may even reduce
the requirement of the para-teahcers.
Upper Primary Teachers
Another reform measure claiming urgent attention is to prepare teachers to
take care of upper primary classes. A general purpose teacher of primary school
is to be equipped to be a proficient teacher of some subjects in the upper
primary classes where knowledge of a subject acquires greater significance.
This again can be achieved by Distance Education mode in association with
Open Universities and Distance Education wings of conventional Universities
B. Ed (elementary education) will be also a useful step, since the graduates
undergoing such a course are likely to have adequate knowledge of the content
of the subjects to be taught at the upper primary level. This can even be made
minimum qualification for appointment at upper primary stage.
Professional Preparation Vs. Content Enrichment
The quality of teacher education can improve substantially if it concentrates
on developing professional competencies in a person who has already acquired
good quality of general education in Higher Secondary Schools, general College
and Universities. At the risk of raising controversy, I would venture to suggest
that teacher education sector should not take the responsibility of teaching
school-subjects which should be left to the domain of the general education
institutions. To ensure that persons of only adequate knowledge of content of
a subject are admitted to the teacher education institutions, the screening test
for admission should assess the knowledge of the subjects which the candidate
intends to take up for teaching in the upper primary or secondary schools.

Training of Teacher Educators
The teacher educators must be immediately trained to be proficient in learner-
centered methods of education. Such training programmes should aim at
enabling them to adopt these methods not only in the primary and middle
schools but also for transaction of the teacher-education curriculum. I am
reminded of the Zero lecture B.Ed programme introduced by the Department
of Education, Devi Ahilya Vishwa Vidyalay, Indore under the leadership of
Dr. B. K. Passi. This also will require a very massive training of the teacher
education which, however, can be achieved during the summer vacation if
there is a determination to undertake reform measures instead of being only
an adherent of reformism.
In-Service Education
Pre-service education has only long term impact on the quality of elementary
education. That is why immediate measures will have to focus more on in-
service education of the existing teachers and up-gradation of their capacities.
Currently in-service education is sporadic, not logically inter-related without
yielding additional tangible benefits to the teacher.
Like pre-service education there should be a well-conceived comprehensive
curriculum of long duration (eg. Largely equivalent to B. Ed in duration
required for adequate quality for coverage) broken into modules carrying
varying credit weightages. Every pre-service programme should be
accompanied by comprehensive evaluation – both of theoretical certificates
diplomas and degrees depending upon the number of modules completed
and credits acquired will motivate the teachers for more pre-service education
and will also make the whole exercise logically and coherently interwoven.
The curriculum for in-service education should be need-based and focus on
clearly identified weakness in the filed. The teachers should have the option a
pre-testing to opt for only such modules of pre-service, that help him/her
remove the deficiencies and weakness identified in him/her.
From Regulatory Role to Quality Promotional Rule
Attention of the NCTE is focused on regulation of teacher education. It is
natural and necessary in the first phase of the existence of the Council, since
the earlier phase of unregulated growth of teacher education in the country

called for this intervention imperatively. It has now to shift major focus on
improving the quality. Some measures that can be taken immediately are:
(a) Grading of Institutions: The appraisal report of teacher education
institutions have to be redesigned to move in this direction. The approval
report should enable the Council and its Regional Council to grade
institutions from outstanding to poor.
(b) Using Outstanding Institution: All outstanding institutions must be
visited by dependable experts to verify the nature of excellence. Those
really found outstanding should be projected as demonstration
institution. The best practices of these institutions should be carefully
studied, compiled and circulated to other institutions for appropriate
adoption. In this process, teacher-educators of these outstanding
institutions should be used as resource persons. Visit to such institutions
by the teacher-educators of other institutions may also be useful.
(c) Poor Institutions: Fate to be decided: Poor institutions should also be
inspected by experts who should asses whether such institutions deserve
to be eliminated or can be improved. In case they can be improved, a
concrete plan of action should be prepared by the Management of the
institution which should be implemented with a time frame with
arrangement for close monitoring by the Council/Regional Council. These
deserving closure should be ruthlessly closed in which the co-operation
of the States will have to be a crucial element.
(d) Shift: Institutions graded as good or very good should also be asked to
submit a plan for improving their grade – from good to very good and
from very good to excellent within a fixed time frame, which should be
approved by the Council/Regional Council and implemented with a
provision for systematic monitoring.
(e) Teacher Educators’ Capacity building – Knowledge: The quality of
teacher education depends most heavily on the quality of teacher-
educators. A systematic plan to assess and improve their competence
should be prepared and implanted. Every month certain issues regarding
teacher education should be communicated to teacher-educators through
website/internet inviting papers from only the serving teacher-educators.

The entries received should be appraised by a jury of high quality. Those
teacher educators who have sent papers of acceptable standard should
be required to come for seminars to be organized on such issues regularly
at different places where experts of the NCTE should be able discuss
the papers and verify the authenticity of and credit for the authorship,
by cross-examining and thoroughly grilling the author.
This will in the long run enable us to identify good teacher-educator as
also provide material for an issue-based monthly journal which will a
meaningful platform for teacher-educators. Different educational
institutions should be encouraged to host such seminars which will also
give an opportunity to other teacher-educators and experts to have a
first hand acquaintance with the concerned institution.
Awards, prizes and certificates for very high quality papers can also
promote healthy competition.
(f) Developing Professional Skills: Inadequacy of practical professional
skills is too widely noted to need elaboration. Let us accept the adage,
“It is never too late”. A series of workshop innovatively designed can
enable identification of teacher-educators strong in certain professional
skills, which can be disseminated through a series of training workshops
of other teacher-educators. Let us take only one example
I believe that competence in learner-centred activity based teaching methods
is the weakest link in the whole chain. In order to identify teacher-educators
with high competence in different methods/models, workshops should be
organized where only those teacher-educators should be invited who claim to
have capacity to demonstrate these methods in the presence of experts.
Teacher-educators who really can use these methods proficiently should be
used as resource persons for massive training pro[gramme of other teacher-
educators in this regard.
Capacity to frame competency testing questions is another rare skill. This
approach can be adopted for development of other professional skills.
I am primarily pleading for creating an environment where quality, even if its
exists somewhere, does not remain confined to some institutions and gets
widely projected, disseminated and extensively used for infecting or injecting

others with this. It also motivates others and creates healthy competition for
quality. Numerous academic activities, not of the traditional kind, but designed
specifically for this purpose can be very useful instruments in this regard.
Transformation: Towards Alternatives
Let me start with a very bold or even and adventurous statement which is
bound to be widely attacked and criticized. I accept, in advance all criticisms
with all humility, willingness and open mind-ness to modify my position.
Raising the storm of such a severe controversy is in my view definitely
warranted.
I consider the existing teacher education system as un-scientific, illogical, based
on out-dated theories and principles of education, psychology, sociology and
other social sciences. It does not meet the requirement of the nation today.
It is based on a large number of faulty assumption and therefore, there is no
scope for reform. The only solution is dismantling the present system and
putting in place a radically different one.
Let us briefly look at the faulty assumption I am referring to. I will only list
them without giving evidence and logical arguments to substantiate them. I
would suggest that they should be taken as hypotheses which may be rejected
by marshalling evidence and arguments against them. The following, in my
view, are the assumptions on which the edifice of teacher education stands;
(i) The society considers persons with teacher education qualifications
as better teachers than those without such qualifications.
(ii) The duration of teacher education programme has a scientific basis
and is adequate to develop a good teacher.
(iii) Teacher educators who have never taught in a particular stage of
education are competent enough to train good teachers for that level.
(iv) Every state of education requires a different teacher education course
because;
(a) Every stage has requirements, which are preponderantly specific
than requirements that are general and useful and applicable to
all stages.

(b) The transfer of training or learning for a teacher trained for one
stage of education to another stage is minimal.
(v) A general course for all stages with provision for specialization / bridge
course for each stage cannot meet our requirement.
(vi) A collaboration between institutions of general education and teacher
education cannot take care of teacher preparation
(vii) Teacher Education curricula include the latest developments in
cognate disciplines like Psychology, Sociology, Communication
Science, Management, Public Administration etc.,
(viii) During the pre-service education, teachers are trained thoroughly in
teaching learning strategies based on latest research and studies.
(ix) Herbertian steps still constitute the best methods of teaching in
schools.
(x) 40 practice lessons can make teacher people acquire proficiency in
teaching to use all feasible methods.
(xi) The teaching ability of teacher people can be assessed by observing
his teaching of 45 minutes.
(xii) Internship is not essential or is not feasible.
(xiii) Teacher education courses can largely be covered by Teacher Centred
method and learner centred methods need not be used.
(xiv) Trainees have the capability to practice all teaching methods theories
of which are taught to them in the teacher-education institutions.
(xv) Curriculum framing skills and reliable methods of evaluation can be
learnt through theory is such a way that trainees can use them in
schools, whenever they wish.
(xvi) There is a substantial transfer of learning/training from a teacher
training institution to a realistic school setting.
(a) There is not need of specialization in professional skills like
curriculum framing, curriculum transaction and evaluation
methods of any level.

(xvii) Institution and experience are enough to develop a system of teacher
education without sufficient empirical studies, research and evidence.
(xviii) Faultless and impressive statement of goals level to achievement of
goals without establishing logical or empirical relationship between
the goals, the processes and the evaluation procedures.
(xix) Values, attitudes and the higher mental faculties can be developed
without directly targeting them.
(xx) Although the characteristics and attributed to an excellent teacher
make him/her look like a super human, there is no need to clearly
identify those characteristics and competencies that we wish to
develop in a course and those we deliberately wish to leave out.
(xxi) There is no need to prioritise amongst these characteristics,
competencies, attitudes, values nor is it necessary to give different
weightages to them.
(xxii) All the characteristics and competencies we wish to develop are not
mutually in-consistent and can co-exist.
(xxiii) We need not evaluate the level achieved in each quality, competency
and characteristics we wish to develop through a teacher education
programme.
(xxiv) For a teacher, knowledge of subject is more important than sensitivity
to the learners.
(xxv) Evaluation system should be the same for teacher education a for the
schools and general education course.
(xxvi) Co-curricular activities in the school can be organized by any teacher
without special training.
There can be many more such statements that are assumed by teacher
education today.
We shall now proceed to consider some alternative approaches. They have
not been comprehensively worked out. They are not necessarily mutually
exclusive. Components of different approaches can be combined. Yet I present

them as separate, independent and comprehensive models because each has
a distinct approach.
a) Induction and On-The-Job-Training: A short term (only one to two years)
teacher education programme is ritualistic and does not inspire
credibility and confidence in the society. It is better therefore, to recruit
height achievers of general education, provide them induction training
and enable them to acquire excellence in teaching gradually through
experience during which they are given continual guidance.
b) Professional Competencies: Pre-service teacher education programme
only focusing on professional competencies and skills required by a
teacher be developed and put in place for which collaboration with
institutions of general education be so organized as to provide
complementary role.
c) Licensing/Certifying Examination: Preparing teachers should be left
free without prescribing any course but there should be a certifying or
licensing procedure by the NCTE in which identified, competencies,
knowledge etc., necessary by a teacher is assessed in a more dependable
manner at limited number of centres through out the year. There should
be provision for credit accumulation, appearance in the tests a number
of times to acquire necessary credits. Competencies, qualities,
characteristics required of a teacher should be prioritiesed and given
different credits. A variation of this approach can be that theoretical
knowledge is tested earlier as a pre-requisite and only those achieving
acceptable standard are permitted to appear in the final test where
practical professional skills are appraised.
d) Comprehensive Teacher Education Faculty: A teacher education
programme be developed that starts from class 11 and goes up to Post
Graduation with similar stages and duration at par with general
education and only those in this stream be considered qualified to work
as teachers. In this model the starting point could be after 12th
standard
that from the graduate level.
e) Integration with general education: The theoretical part of the discipline
of education could be offered as an optional subject in general education
in all facilities. The course should be adequate to give the necessary

theoretical back ground. Professional skills be provided by teacher
education institutions or with attachments to a senior qualified teacher
licensed to act as teacher educator.
f) Communication Course: A course in communication abilities combined
with excellence in general education should be considered adequate
qualification for the job. Courses in communication abilities may be so
designed as to develop capabilities of communication in diverse situations
so that those who join the courses have several professional options
including teaching.
g) Personality Development Psychologist: Education is seen not as a
process of merely imparting knowledge but is perceived as a process to
develop all the aspects of personality. This requires a specialist as
thoroughly trained as a medical Doctor. Professional course of this kind
be developed based on the recent advances in behavioural sciences. As
a post script to the brief presentation of these approaches it should be
emphasized that in each of the approaches, the curriculum the
transactional methods and evaluation patterns should target on the
clearly stated objectives and the certificates should indicate the credit
achieved in each of them.
I am fully conscious that these ideas floated cannot be considered as adequate
responses to the faulty assumptions listed by me. Many entirely new paradigms
that take care of these faculty assumptions can be developed once the basic
approaches suggested above are scrutinized and selection of one or more of
them is made for comprehensive development and presentation. Scientific
rigour will demand experimental implementation of some of the selected
models and finalization only after scientific comparison. In fact some of the
components of the models are already floating around in our environment,
although they have not been systematically identified for comparative study
and for being used inputs in developing a new model. It is high time we take
up most of these challenging tasks.

Major Challenges and Dilemmas In Teacher Education
– Suman Shukla
Teacher education is the mother of all education so it should be set right
correctly. At present, our Teacher Education is facing challenges at regional,
national and international levels because we have not clearly understood the
concept of Teacher Education with reference to the concept of man to whom
it is framed, and the aim of our educational system. We are in a stage of
confusion, which is leading us to face the difficulties.
The challenges in Teacher Education are in the field of:
1. Aims of Teacher Education
2. Curriculum for Teacher Education
3. Methods of Teaching in Teacher Education
4. Selection of Staff for Teacher Education
5. Status of Teacher Educators
6. Approval of NCTE
7. Accreditation by NAAC
8. Dilemmas in Teacher Education and Solutions
I shall try to deal with some problems.
Aims of Teacher Education
We are in the age of globalization and unrest also. But globalization does’t
mean to change totally our system of education and bring the system of other
countries into ours. It means only to add some aims of teacher education with
the help of them we can stand side by side to our neighbours. Aims of teacher

education have always been according to the policy of the government. Our
policy of privatization leading to many problems faced by the NCTE. Concept
of payment seats and free seats, freedom to decide fee structure by private
institutions etc. giving rise challenges before NCTE, NAAC and common
people. Government is considering higher education as a non-merit good
including teacher education. They are convincing the people to run the
institutions on the funds collected by them and not to depend on Government
Grants. For this, institutions should raise their standard and then apply for
autonomy. This philosophy of treating higher education, as a non-merit good
needs a nationwide well studied debate in democracy.
In India once upon a time education was considered as a work of charity.
Good people, whether they were Kings, landlords or common citizens used to
pay for Darmshala, Gooshala, Pathshala without taking any return from them.
But the opening of educational institutions including institutions of teacher
education is like establishing the industries to fetch more return from them.
These institutions have failed to produce true teachers. Hence we have more
problems like industries being deviated from the real aim of teacher education.
Therefore aims of teacher education should be to train the prospective teachers
to help pupils who are the future nation to unfold what they possess through
a variety of teaching skills.
Curriculum for Teacher Education
University Grants Commission (U.G.C.) has sent model curriculum to all the
Teacher Education Institutions in India, and has given a fixed time to change
the old ones on the line of model curriculum. While changing the old ones
and adopting new ones some problems are faced by the teachers e.g. the
number of papers are increased, weightage on one paper is increased whereas
on other is decreased, some optional papers are added; distribution of marks,
way of allotment of marks etc. are changed. In doing so in some papers, same
basic concepts are missing where as some new concepts are not clear to the
educators. Though whole contents are not very much different from old one
only the compartments of the knowledge are changed.
In constructing a curriculum the need of the child and need of the hour both
should be considered. We should first know the “man” then his needs and

then which type of education should be given to fulfill his needs.
One of the needs of the hour is computer education. But what should be the
syllabus ? Is there any appointment for teaching this subject or other staff is
trained to teach this ? U.G.C. has given grant to buy computers but what
about the payment of bills of internet and electricity used for A.C. and
Computers ?
Curriculum should be according to the needs of the society. Today’s curriculum
in the field of teacher education requires the change according to technological
development. It needs also moral education, peace education, women
education, global education etc. It needs different methods of teaching.
Methods of Teaching in Teacher Education
Lecture, dictation and problem-solving methods are used in teacher education.
These methods prepare the future teachers as authoritarian, dominating, and
serve no purpose of real teaching. Hence dialogue and problem-posing methods
should be used in teacher education. These methods will make them
democratic, and help the pupil-teachers to be trained to unfold what the children
possess, and to encourage them for creativity. Therefore, we do not need the
Science of Teaching (Pedagogy) but we need in teacher education the Science
of Learning (Mathetics) for better understanding of teaching children and
ourselves also as teachers because we – teacher and taught - both learn from
each other.
Selection of Staff for Teacher Education
NAAC should see whether the university is following the concept of universal
university in appointment of faculty or it is merely regional university like
equivalent to regional or local school. Standard of a university depends upon
the learned faculty appointed from all over the nation at least if not from all
over the world. Pandit Madan Mohan Malviya, who founded Banaras Hindu
University, used to search the learned people from India’s one corner to other
and brought them to B.H.U. with great honour and appointed them.
Most of the learned people have stopped applying from other places as they
know that it is only wastage of time, money and energy. As it is rightly observed
a decade ago by former chairperson of U.G.C. Prof. Madhuri Shah that Central

Universities were “local-institutions”. One may imagine about the situations
of the State Universities & Colleges in this regard.
Pt. Madan Mohan Malviya made a rule that no member of Malviya family
would get any post in B.H.U. Why did he decide so? Answer was to save the
B.H.U. from becoming local-institution and a place of corruption.
Besides the above factor there are many more factors responsible for lowering
the standard of teacher education e.g. stagnation in qualifications of teachers.
Researchers in Universities can also improve its standard. So they should be
seriously examined to avoid the repetition of work and unmethodical research
works. They should be approved by a group of experts from different
universities. There should be seminars, half yearly or quarterly reports,
published papers etc. before submission of any thesis.
Status of Teacher Educators
Why a teacher is in pitiable condition, even if he gets higher salary? Because
status in society is not only judged by intellect but high weightage on physical
amenities also. As soon as a IAS Officers join the posts they get status by
getting salaries plus facilities such as quarters, servants, vehicles,
communication media etc. But if Lecturers join they get only salary. At some
places they get rented house but not upto the standard. And at many places,
teachers in the institutions of teacher education do not get even full salary.
Approval of NCTE
Though most of the aspects are carefully observed by NCTE but some hidden
facts can’t be observed e.g. salaries and status of the faculty which can only be
known through the masses, but there are no factual records. This leads to
degrade the standard of Education. The root cause is privatization. Certainly
some institutions maintain the standard but exploit the teachers, and some
neither maintain the standard nor status.
Accreditation by NAAC
For assigning a grade for the standard of education, the National Assessment
and Accreditation Council (NAAC) was established by U.G.C. in 1994. It is

an Autonomous organization. NAAC started its Website about report and
profile of the institutions with grade due to which students can select the
institutions of learning. Apart from public use, it is useful for funding agencies,
policy makers (govt.) and the institution itself.
Process of assessment and accreditation has three steps:
1. Preparation of self-study report by the institution.
2. Validation of self study report by peer team visit.
3. Review of the NAAC’s report.
NAAC committee can see the good records of the institutions but it is not
possible for them to see whether the results of the college are due to private
coaching or class teaching. Are there regular theory classes going on? To
answer this, there is a provision of interaction with a few parents, retired staff
and alumni of the institution at a time. But I feel sorry to say that nobody
wants to tell the truth. How to deal with this problem? Are we interested
only in results not in means? Who will see the exploitation of the teachers ?
So there should be awareness among the masses. Masses should be educated,
and by privatization we are going to restrict knowledge in the hands of a few.
Dilemmas in Teacher Education and Solutions
What does we mean the word “Dilemma”. When conflict comes from mental
level to educational one it is known as “Dilemma”. As we know conflict at
mental level leads to hypertension, mental illness etc. Similarly dilemmas in
teacher education will lead the country to unrest. Because teacher educators
are the teachers of teachers, and teachers are the makers of the nation and
the world. Therefore teacher education must be framed properly. If the
dilemma is in the root so will be the fruit.
The National Policy on Education (1986) states : “… no people can rise above
the level of their teacher.” It is ancient saying that the greatness of teacher is
in this that his disciple goes ahead to him. So dilemma is in the basic idea.
Whether we believe in good outcomes or good means? We want only good
results or, good knowledge also. These things come in light only when a
meritorious student fails in competitive examinations.

NAAC gives accreditation to the institutions already evaluated by NCTE. Is
there any doubt on the evaluation or objective measurement of NCTE? If
not, then what’s the need of NAAC over NCTE ?
So to face the challenges and remove the dilemmas in basic ideas about teacher
education, its aim must be clear. Consequently the objectives of NCTE, NAAC
and policy of the government should be in harmony for quality teacher
education.

Dramatics: Teacher Friendly Art
– Kalpesh H. Pathak
Introduction
The education and technology are two sides of a coin. The education keeps
the path of innovations and research live and that enables the world of
technology to get enriched day by days. The education, the torchbearer of all
innovations, too is found influenced by the modern trends. The education is
the system in which the teaching learning process is prime. The students and
the teachers are the active components of the system. The society, the state,
various boards play passive role, but they stimulate the process. The classroom
is the place where the process is carried out. That does not mean that the
learning is not possible out of the classroom, it is possible anywhere where the
environment of learning is, but the formal process is meant classrooms, schools,
teachers, pupils, chalkboards, etc. The learners and teachers are in the centre
of the process. The teacher plays an important role as they control entire
process.
Teacher Education
The Educational Psychology has made teaching-learning process scientific.
The teaching should be learner centred, whereas it was teacher-oriented in
earlier days. Such innovations have not deflected the role of teachers; they
become more prominent than ever before. Their varied roles have brought
charm in the classroom teaching, for which they must be professional in their
attitude as well as in teaching learning process. It is her craftsmanship that
has carved many personalities and has enlightened the souls of innumerable
masters of the knowledge. It is very difficult to assess the efficiency of a
teacher. The learning was in the form of the imitation in earlier days when
there was no press for publishing books. Memorisation was the tool used to
pass the information from age to age, generation to generations. The teacher
of that age was the experienced person whose words were final.
In the twentieth century, the demand of teachers has gone up and the training
the teachers has become an essential. Nowadays the teacher training is

compulsory to be a teacher in schools. NCTE has initiated the movement for
the standardising the teacher training to uplift the standards of the teacher
education, which later can be helpful in imparting education at various levels.
For the better learning activities, effective teachers are needed. The teacher
training institutes have many programmes but to develop the teachers’
interpersonal qualities there are a few. Let us try to understand some of the
facts about the theatre.
The Theatre
Looking back, one can see the social education existed first in the form of
preaching by theatres. The plays were written for bringing awareness in the
society or to establish prominence of morals and values of the people. The
Greek is found the pioneer in the field of the social education. Playwrights
from Sophocles to Brecht have used their plays to teach, convey facts, political
attitudes or moral instruction to their audiences. The theatre has played vital
role in preserving our customs and traditions alive. It was the only medium
through which the philosophers could communicate their ideas and were able
to maintain harmony among the people. The concept of the theatre is very
old. It might be with the existence of the society because it is the tool in which
the idea of passing information is interwoven. It was found very effective
medium for transmitting thoughts to the audience. The approach was non-
formal and people could interpret the message inductively. The theatre was
the centre for delight and to relax.
In the Indian civilisation the education or the reading Vedas was the right of
the Brahmins, so to uproot this limitation Bharat Muni composed ‘BHARAT
NATYA SHASTRA,’ a fifth Veda, for all. In the different stanzas Bharat Muni
has described the nature and the function of the theatre in it some of them
match with the fundamentals of universal education. Here universal means;
education for all, play-way method (KRIDNIYAK), learners’ centered, etc.
Theatre- A Tool
The theatre was very effective in ancient time. It was the tool of communication.
The playwrights wrote plays with a view to bring awareness in the society. So
it is obvious that the theatre was deliberate process. The dramatics is very
ancient art. It has kept our traditions and customs alive. It was the only
source available with our ancestors to know the society and the world. Through
“Ramlila” and “Raslila”, our ancient epics became popular among the people.

Actors and Teachers
Dr. C.C. Mehta, an eminent educationist and dramatist was being interviewed
by the Doordarshan-Ahmedabad, he pointed out the teacher training is
incomplete without the training of the theatre. He considered the role of the
teacher is very important and they must possess the qualities of a good actor.
One good quotation was found in a monthly, “Readers’ Digest”, it is as under:
‘Good Teaching is one-fourth preparation and three-fourths theatre.’
-Gail Godwin, The Old Woman (Knopf)
The theatre is meant presentation skills. In the theatres the artists are trained
to be a good performer. The teachers have to perform their tasks in the
classrooms. They are working with human beings and actors too. The theatre
is also for the development of human being and education too. The theatre
was developed when the science was not at the full pace. The knowledge was
in the form of philosophies. There were no subjects like, Maths, Science, etc.
So Bharat Muni has said in his work that the background of the drama is
from PRITHVI LOK to DEVLOK. The subject matter (content) of the drama,
in other words ‘theme’, should be global, from earthly matters to Sun and
stars. In short the dramatics extended to each corners of human knowledge.
What else do we do? The subject matter is from various sources of knowledge
and we make our learners to learn them by heart. The teacher manifests her
talent in the classroom in order to make her teaching effective. We can find lot
similarities in both. It is very interesting to look at the following comments of
Gagne about the Teaching: an art or science.
Teaching: Art or Science?
Dubnkin, M.J. (1987) has explained about this in his article Teaching Art or
Science published in “The International Encyclopaedia of Teaching and
Teacher Education and quoted Highet who has argued that the teaching is an
art because it involves human beings, their emotions and their values, which
he regarded as ‘quite outside the grasp of science” (1954 p.viii) and even
threatened by attempts to apply scientific aims and methods. He has also
quoted Gallagher (1970) who had no doubt that teaching is an art. Gallagher
also made valuable comments about what is meant by classifying something
as an art. he saw two implications of calling something an art-only a few
people possess the skills required to be called ‘artists’, and even the artists
find it difficult to describe their artistry and pass it on only acting as models to

imitate. To Gallagher, the improvement of teaching and education involved
removing some of the mystery of teaching by the application of systematic
study of it.
In Gage’s later comment on the subject, he agreed that teaching is an art, but
saw it as “a useful, or practical, art rather than one dedicated to the creation
of beauty and the evocation of aesthetic pleasure as ends in themselves” (Gage,
1978 p. 15). In relation to decisions made concerning materials, pacing, and
especially in face-to-face interactions with students, Gage saw much scope
for intuition, expressiveness, improvisation and creativity, which are commonly
accepted ingredients of artistry.
From above discussion one can say that the teaching is an art and requires
certain skills but it is not an art where the picture speaks, here personalities
speak. The learners and audience judge the performance of teachers and
actors respectively. When the teacher training is very important in the
development of the teacher trainees and we find lot of similarities in both
teachers and actors why we don’t try to make effective use of an art through
which actors are being trained.
Teacher: Competent, Effective and Professional
The required characteristics of teachers are different nowadays because the
teachers are facilitators; they are not preachers. They have not to feed; they
have to make them learn. They have to make use of the latest techniques and
methods. This is an age where learners are at the centre and teachers are all
around. They have to make use of certain new teaching methods like, Role-
play, Simulation, Programmed Learning, etc. On the top of the learners
command the role-play is and it is the teaching method that needs real zeal of
art of dramatics. The simulation is pretty close to it. The researchers have
not paid enough attention towards such programmes through which the trainee
can be developed to make use of such techniques. Smith B. O. (1987) has
explained the term ‘teaching’ in the following passage.
‘The coordinated sentences represent teacher performance, the effect of which
have been confirmed. This mode of the definition allows us to define certain
other terms used in discussion of teaching. These are “competency,” “
competence”, “performance” and “effective.” “Competency signifies that a
teacher knows what a single sentence says and can do what it specifies;
“competence” signifies that a teacher knows what all the sentences say and

can act in conformity with them. A teacher is then said to be competent.
“Performance” designates the behaviour of a teacher in the classroom (Medley
1981 p. 3.). If the behaviour confirms to the definition of “effective teaching,
“ the teacher is acting as a professional.”
From above discussion it is observed that the teacher should be a professional.
The teacher should be competent and effective; here competent means ready
to perform as per need and effective means getting better outcome. In order
to make them competent and effective teachers following ideas were
incorporated. For micro-teaching Gage (1963) stated that for better
understanding and investigation of the complexities of teaching-learning
interactions we should move from the macro to micro situation. Allen and
McDonald have applied the same concept to training and have developed the
concept of “technical skills of teaching”. The competency based teacher
education (CBTE) or performance based teacher education (PBTE) has
contributed greatly to the identification and development of a wider range of
classroom interactive skills. Let us see how dramatics is useful to teachers.
The teachers and actors are alike in so many ways. The teacher is working
with individuals, actors also. The function of actors is to convey the ideas
portrayed in the plays, teachers convey the facts, ideas, principles, theories,
etc. In general, one can say that in any form both try to communicate. For
better performance the actors preplan his activities through rehearsals. The
teachers have to preplan in order to achieve prefixed goals. The actor needs
a strong base of observation, imitation, analysis and presentation or expression
without which he cannot succeed in his performance. The teachers also need
the same quality for better and effective classroom teaching. In the training
of the dramatics, there is specific training programme for better communication
and to develop such characteristics of actors. Here also there was an humble
effort to employ the same tacties in order to achieve the aim of effective teaching
by providing them the training of dramatics. There was no intention to justify
the superiority of any of the trainings, but to help the trainees by whatever
sources are available to promote them. The study is based on the training of
the dramatics, in which the practical aspect of the entire training was
considered and it was divided in following main aspects.
Communication
The important aspect of the teacher training is to develop the communication
ability of the teacher trainees. It is observed in above discussion that the

communication occupies very important place in both training, dramatics and
teaching. The communication is further divided into following two criteria:
a. Verbal
b. Non-verbal
The use of language means verbal communication but how to use it, is the
skill. For that the actor is to pass specific training programme whereas the
teacher, trainee need not. Thus there is a need to develop following skills
through the training of Voice and Speech :
Presentation and communication skills, including explaining, dramatising,
reading, using audio-visual aids, clarity, expressiveness, pacing and planned
repetitions.
Questioning skills, including refocusing and redirecting, probing, high-level
questions, convergent and divergent questions, stimulating student initiative.
Voice and speech is the training provided for better articulation and the
language. The trainee is to pass from the specific training programme in which
through various activities they would be able to know the difference between
pitch and volume, rhythm, intonations, accents, effective use of the language,
preparatory reading through flat reading, play reading, etc.
Use of gestures and postures means non-verbal communication. It is the
mode of the communication in which the actor is to achieve without the use of
language. The training of Mime and Movement is such in which there is no
use of the language and to perform according to need of the situations. With
the help of the training of dramatics following skills can be developed.
a. Motivational skills, including reinforcing student behaviour, varying the
stimulus, set induction, encouraging student involvement, accepting and
supporting student feelings, displaying warmth and enthusiasm, and
recognising and meeting students’ needs.
b. Skills of small group and individual instructions, such as organising
small group work, developing independent learning, counselling, and
encouraging cooperative activity and student-to-student interaction.
c. Developing student thinking, such as fostering inquiry learning, guiding
discovery, developing concepts, using simulation, role playing and
gaming to stimulate thought, developing student problem solving skills,

encouraging students to evaluate and make judgements and developing
critical thinking.
d. Evaluative skills, including recognising and assessing student progress,
diagnosing learning difficulties, providing remedial techniques,
encouraging self-evaluation and handling evaluative discussion.
e. Classroom management and discipline, including recognising attending
and nonattending behaviour, supervising classroom work, encouraging
task oriented behaviour, giving directions and coping with multiple
issues.
It is clearly understood from above topics that the investigator wanted to
develop the inter-personal skills among the trainees. In the teacher
development the training of the microteaching is also very important. One of
them is stimulus variation, in which, some of the above concepts are easily
found. The verbal and non-verbal communication can be developed through
the training of the voice & speech and mime & movement. The training of the
improvisation is included with a view to develop their ability of observation,
analysis and presentation. The methods like role-play, simulation, need the
sound base of the observation for better classroom interaction. The detailed
programme is annexed herewith.
Summing up
Here there is no attempt to show the importance of dramatics but to ensure
the all-round development of teacher trainees, an ancient art is used. This is
based on the research conducted by the paper presenter and found significant
influence of the training of dramatics on teacher trainees. The dramatics is a
teacher friendly art because it helps the teacher to be perfect professional. It
is the training through which one can develop own capabilities of performance
and that makes them effective and competitive. The concept of ET is to enable
by any means for effective process and that is why the dramatics is neutral
stimulant that will help teacher trainees; it will not hamper the path of their
development so it is teacher friendly.

Professional Development of Teacher Education Institutions:
Becoming a Learning Organization
– Indu Garg
While achievements in the field of education have taken place, there still
remains a lot that needs to be done to improve the quality of education in
general and teacher education in particular. This implies that continuous
development of teacher education has to be undertaken.
As the formal school system grew, teacher education institutions also grew in
numbers. Then diversification of teacher education programmes took place
across different levels such as pre-school, primary, secondary and higher
secondary. As such teacher education became a significant component of the
educational system with a large network of various institutions offering teacher
education programmes for professional development of teachers. An overview
of the teacher education institutions, their growth and maintenance of their
quality came under serious criticism. It became desirable to raise their
standards through regular monitoring. The National Council of Teacher
Education (NCTE) was established to regulate and maintain norms and
standards of teacher education institutions. Subsequently, National
Assessment and Accreditation Council (NAAC) was established by the
University Grants Commission (UGC) for motivating educational institutions
to achieve higher performance standards. Accreditation of teacher education
institutions would lead to a culture of self-appraisal and self evaluation and
encourage them to pursue quality and excellence.
With an increase in the number of institutions, the need for adequate physical
as well as human resources too has increased. However, provision of these
two resources does not ensure quality up gradation unless the human
resources continually develop and update themselves. The teacher educators,
the key inputs in teacher education, with different backgrounds, abilities,
motivations and inclinations too need an up gradation. This heterogeneity
among the teacher educators calls for effective mechanisms for ensuring
quality of teacher education institutions and programmes.

The endeavors have to be made in generating a knowledge base and a learning
environment. The inflow of knowledge in teacher education can be through
its education
managers and teacher educators. It is they who can make their institution
into learning organizations. No doubt in-service programmes for teacher
educators enhance the quality of the individual and their institution but what
is needed is the culture of learning within the institution. It is this learning
culture which can bring about professional development of teacher education
institutions, wherein teacher educators make educational activities more
sensitive, develop proper attitude, value orientation and informed perceptions
about cultural heritage, constitutional obligations and national identity among
the student teachers.
In most institutions routine operations, updated rules and standards, perhaps
a few meetings to chalk out the activities for the academic year is all that
teacher educators share institution wide till some event precipitates an
institution to make some learning effort. For the professional development of
an institution, institution wide learning and continuous learning embracing
the needs of the environment should be the focus.
Concept of Learning Organizations
According to Tony Watson an organization in which experimentation, reflection
and mutual learning are normal aspects of the work of all organizational
members and in which learning provides a key source of satisfaction for
individuals as well as enabling the organization to be innovative and
productively adaptive is a learning organization.
Learning organizations experiment more, encourage more tries and permit
small failures, encourage internal competition, and allow duplication and
overlap, maintain a rich informal environment heavily laden with information
which spurns diffusion of ideas that work. (Peters and Waterman 1982). The
influential writing of Peter Senge (1990) on learning organizations is rooted in
‘systems thinking’. These are organizations where people continuously expand
their capacity to create the results they truly desire, where new and expansive
patterns of thinking are nurtured, where collective aspiration is set free and
where people are continually learning how to learn together.
All organizations are learning organizations but the difference lies in the power

of learning, and the degree of continuous and mutual learning about what is
going on and what is expected. Learning organization is a situation in which
continuous and high level of learning about the world inside and outside the
organization is harnessed.
If such an organization has to be created then the onus lies on the management
and the employees. The management has to be open so that the employees
share in strategic management, strategic thinking and in all strategic matters.
This is possible when the organizational leadership welcomes the idea that
each employee has come with his own background, and has good enough
knowledge to share and contribute to organizational effectiveness. At the same
time the employee has to be continuously encouraged to learn and see this
learning as directly and personally rewarding. The reward of personal growth
can be also seen as indirectly beneficial to the individual on the assumption
that everyone will benefit from the improved performance of the organization.
Successful learning organizations need skillful knowledge management.
Managing knowledge involves practices which encourage acquisition, creation,
sharing and developing knowledge (recognized as ways of understanding
the world as well as having information about it) within the organization in
order to enhance the effective performance of that organization and hence its
success.
It is in the spirit of both knowledge management and learning organizations
that managers must become facilitators and accelerators of the learning
processes and instead of devising strategic plans, managements should gain
commitment across the organization to a ‘strategic intent’. This strategic intent
is a statement of clear and specific strategic position that an organization’s
management aspires to reach at a specified time in the future and to which
the employees are persuaded to commit themselves and actively work towards
(being the leading teacher education institution in next five years). The
management then creates conditions in which teacher educators are
encouraged to learn, innovate and act creatively enabling them to fulfil the
‘strategic intent’ to which the top management has persuaded them to be
committed.
Characteristics of Learning Organizations
l Knowledge Creation: The institution is a system for generating knowledge

l Openness: Introducing new ideas and practices in an open climate
l Collaboration: Learning from each other and sharing in groups
l Development: Opportunities for developing competencies and
capabilities
l Market Orientation: Customer satisfaction
Teacher Education Institutions as Learning Organizations
If a teacher education institution has to become a learning organization then
its teacher educators, individually and collectively as well as continually must
increase their capacity to produce results they really care about, i.e. develop
teachers for the society. The level of performance and improvement needed
today requires lots of learning. Teacher educators will find that learning can
be very rewarding and personally satisfying. Extraordinary performance
together with satisfaction and fulfillment can make them produce effective
teachers. An institution that learns and encourages learning among its teacher
educators and promotes exchange of information between them, produces a
very flexible institution where all will accept and adapt to new ideas and
changes occurring in the environment.
Teacher education institutions must become aware that learning is necessary
before they can become a learning organization. Learning must take place at
all levels, management, teacher educators, and the support staff and once it is
accepted that there is a need for learning then all should feel responsible for
creating the appropriate environment for learning to occur.
A Concerted Effort
Many institutions already achieve their goal of converting raw students into
effective teachers. For that, the teacher educators might already be engaged in
learning themselves. But this is an accidental approach, which was not initiated
through awareness of the concept of learning organization. Sometimes the
management, the principal and the teacher educators become aware of the
philosophy. While not openly endorsing this learning organization ideal they
use the ideas and move in the direction of training and learning. However, the
best approach is that the principles of learning organizations are adopted and
the management, education manager and teacher educators openly initiate
and manifest continuous learning as part of the institution’s culture.

Strategies to Become a ‘Learning Organization ’
l Identifying, developing and maintaining internal competencies already
existing in the institution.
l Provide opportunities and resources for development.
l Have flexibility of structures and processes for institutional and
individual development and during contingencies.
l Maintain openness through meetings and encouraging, idea generation.
l Reward experimentation and smallest of useable innovations.
What should Teacher Education Institutions do to become a ‘Learning
Organization’
Open Environment: Centralized, mechanistic and autocratic structures do
not create a good environment. Teacher educators can never have a
comprehensive picture of the whole institution and its goals. This creates a
political and parochial system leading to a stifling of the learning process. In
order to avoid this the management and the education manager i.e. the
principal must encourage openness and reflectivity. Teacher educators should
be able to question decisions without fear of reprimand. In fact this questioning
can highlight problems at an early stage and reduce errors. Anonymity can
reduce any kind of fear where the source of the questions is not known.
However, if the environment is an open one, many things can be worked out
by discussion. Openness can be maintained through meetings.
Flexibility: There must be flexibility of structures and processes for
institutional and individual development and during contingencies. Therefore
a more flexible, flatter structure must be formed which promotes sharing of
information between teacher educators making them into a well informed work
force.
Supportive Management: The management must provide opportunities for
development. The management must support by providing resources in the
form of money, time, efforts and personnel. The amount of resources, to a
large extent determines the quality of learning.
Empowerment: The management must empower the teacher educators since
it is an important factor where the locus of control shifts from the manager to

the teacher educators. Teacher educators become responsible for their actions.
The manager simply encourages, enthuses and coordinates to ensure equal
participation of all allowing members to learn from each other.
Training: Training should be provided by people within the institution who
actually do the work and also by resources from outside the institution.
Training should not be viewed as an additional or a separate activity but an
integral part necessary for the institution’s development.
Learning Laboratories: Institutions can provide for learning laboratories or
simulated conditions which are near real life settings to permit small mistakes
and learning from failures.
Team Building: The education manager is the leader of his/her institution. It
is the leader’s responsibility to put together individual views of the team
members.
Thrive on Change: Institutions should not be scared of change. In fact they
must thrive on change by focusing on new objectives, planning and get
committed.
Encourage Experimentation: Institutions must encourage and reward
experimentation and accept error and uncertainty. Only then individuals will
be willing to take some risks. Small trials and inputs and smallest of useable
innovations must be encouraged and rewarded. Success and failure both
should be assessed and communicated. Learning should be encouraged from
both from the internal as well as external environment, other institutions and
discussing with customers.
Boost morale by recognizing the good efforts and work and take care of the
teacher educators.
According to Peter Senge team learning, shared visions, mental models,
personal mastery and system’s thinking must be encouraged.
Team learning is very important. In fact all important decisions occur in groups,
as a result of sharing the abilities of the team members. Learning should also
happen in groups. Unless a team can learn, the institution cannot learn. Team
learning focuses on the learning ability of the group. Teacher educators can
learn best from each other, by reflecting on how they are addressing the
problems of their student teachers. They can discuss and receive feedback

from their colleagues. With team learning, the capacity of the of the group
becomes greater than the learning ability of any individual in the group.
Shared vision should be framed by all the teacher educators in the institution.
This empowers them to create a single dream. All the teacher educators of the
institution must understand, share and contribute to the vision for it to become
reality.
Mental Models are an internal image of the world and will act according to
the mental picture that they subconsciously hold. If teacher educators can
constructively challenge each others’ ideas then one can even change these
pictures and create a shared mental model for the team.
Personal mastery is gained by an individual by continually assessing one’s
capabilities in an objective manner, and attempting to refining their skills. This
develops self esteem and creates the confidence in the teacher educator to
tackle new challenges.
Systems thinking is the ability to see a wholistic picture, to look at the
interrelationships within the institution and study all its problems as a whole
rather than single events. Whatever is happening in the institution is understood
in the light of interactions between the several components of the system. It is
for this reason systems thinking is fundamental to any learning organisation,
otherwise each teacher educator wold work in isolation and not achieve the
institutional objectives. Therefore all the activities of the institution should be
viewed as interrelated rather than isolated parts.
Impediments to learning environment
Factor which can impede and stifle initiative on the part of institutions to
become learning organizations should be avoided. Any new idea from
subordinates should not be regarded with suspicion. Only criticisms and no
praise should not be the norm. Any changes should not be made in secret. The
higher-ups should not be under the impression that know everything important
about managing an institution.
Benefits
Benefits of learning institutions are many. The people are motivated, they
develop, become creative and above all improve in their social interactions.

Interdependency and knowledge sharing helps the teacher educators to work
better. The institution benefits since traditional communication barriers
breakdown and the teacher educator are well informed, they innovate and
become sources of information and cater to the needs of the student teachers
in particular.
The Future
The future of learning institutions is very bright. Knowledge is the key. It is
therefore essential to investment in learning and improve individuals, teams
and the institution. Training should be provided time and again to teacher
educators to enhance their skills and update their knowledge.
Technology will improve functioning of the institution. The increased access
to the information highway makes more information easily available and to a
wider audience. Barriers to learning, such as lack of information and the
availability of material will be reduced. Learning organizations must harness
this form of information and use it to their advantage. Teacher educators
must have access to information.
In the future, organization will be based on knowledge and not just physical
assets such as infrastructure and other physical facilities. The most important
educator will be a ‘knowledge educator’ and teacher educators will be judged
on their ability to learn. The learning culture once developed will percolate
and the institution will be based on learning and the skills of their teacher
educators. Such a culture will help student teachers understand better and
allow a greater degree of co-operation between them and the teacher educators.
Conclusion
In conclusion it can be said that future is ever changing and filled with
challenges. Now it is up to the organizations or institutions to face the
challenging times of the future. To become a learning organization is not an
unattainable goal. It is a desirable concept and it can be implemented. Every
institution can continuously adapt and adjust and become productive and
probably this will be the only way to survive.

Strategies for achieving organisational excellence
Students and Societal needs
– P. H. Sethumadhava Rao
Education is an indispensable asset in its attempt to attain the ideals of peace,
freedom and social justice. Education has an important role to play in personal
and social development.
Education is also an expression of love for children and young people, whom
we need to welcome in society. We must remember that ‘The Child is the
father of the Man’. Education is an ongoing process of improving knowledge
and skills. It can also bring about personal development and building
relationship among individuals, groups and nations.
Mahatma Gandhi had rightly said the purpose of education is an alround
and balanced development of the personality of the child and Man, Body,
Mind and Sprit. Education Commission reports from 1948-86 have made
recommendation for improvement of the quality of education. The effect of
the recommendation is not seen either in the attitude of teachers or in various
teacher education institutions. The words ‘alround’, ‘balanced ‘ ‘development’
and ‘personality’ have to be rightly understood and have to be put into practice
in the education process, which is rarely done by the present educators.
The aim of education should be both individual and societal so there is a need
to adjust the individual to the pervading trends in society and happy living
with other people.
Mahatma Gandhi tried to counter Macaulay and attempted to transform the
Indian society and psyche through his scheme of Basic Education. Children
learn best through some suitable form of productive work. This method was
considered as the effective approach to the problem of providing an integrated
all sided education. Socially it breaks down the existing barrier between manual
and intellectual workers.

Our society has passed through the agricultural ages and the information
and electronic age. No generation has ever been through such a transformation
of such magnitude as we are now.
The most important problem faced by the society is the erosion of values among
students. Value Education demands a planned and purposive approach.
Values are to be caught more than they are to be taught. Therefore, teachers
have to be role models and teacher education must focus on the quality of the
candidates entering the training programme. Pandit Nehru said we must
combine the progress of science and technology with the progress of mind
and spirit.
When we talk of societal needs & students, we find that both are closely
connected with Teacher Education because ultimately it is the teachers who
matter most. Teacher have to be the pillars of the society. They need to be
trained and be in a position to critically examine the students behaviour and
guide them. Most of our training institutions are functioning in a utopian
world. Whatever they study in the course of the training is not strictly followed
in class rooms. Therefore one can see two different personalities - one while
undergoing the training programme and the other where they are actually
appointed as teachers in schools, how they behave as teachers. It is here that
NAAC can play an important role by evaluating the teacher training institutions
and tell the people whcih are top insitutions & which need upgradation etc.
There is also a need for promoting inclusive Education since according to
Stainback and Forest (1989), “An inclusive school is a place where everyone
belongs, is accepted, and is supported by his or her peers and other members
of the school commonly in the course of having his or her educational needs
met.” In such schools the needs of the members are met and people support
and accept responsibility for each other. All children should learn from one
another and gain the attitudes, skills and values necessary for other
communities. In such a situation, teachers will have an opportunity to develop
their professional skills through collaborative consultation and team teaching.
Class room teaching should not only develop knowledge with understanding
and right attitude but should also develop value oriented skills that can be
practiced in one’s life.
Social scientists emphasize reading as a salient way of obtaining knowledge
and skills together with other approaches such as visiting museums and

observing purposeful items. The present day students need to get themselves
acquainted with the following important themes :
1. Culture
2. History especially reconstructing the past, learning about change in terms
of time, connection of past with the present.
3. Study of places and regions to know how environment has changed.
4. Different forms of government; Citizenship; laws, rules, and regulations
& changes made over time.
5. Economics - production, distribution and consumption and Gross
National Product.
Delor’s report “Learning : The treasure Within” has rightly emphasized on
four pillars of education for the 21st century namely ‘learning to know’, ‘learning
to do’, ‘learning to be’ and ‘learning to live together’.
Education cannot, on its own solve the problems of social ties. If can foster
the desire to live together which is a basic component of social cohesion and
national identity. It is an important role of education to provide children and
adults with the cultural background that will enable them to make sense of
the changes taking place. This presupposes that they are capable of sorting
the mass information so as to interpret it more effectively and place events in
a historical prospective.
Learning to know can be visualized by combining a sufficiently broad general
knowledge with the opportunity to work in depth on a small number of subjects.
This also means learning to learn, so as to benefit from the opportunities
education provides throughout life.
Learning to do means to do in the context of young peoples’ various social
and work experience which may be informal, as a result of the local or national
context, or formal, involving courses, alternating study and work.
Learning to live together can be thought by developing an understanding of
other people and an appreciation of interdependence - carrying out joint
projects and learning to manage conflicts - in a spirit of respect for the values
of pluralism, mutual understanding and peace.
Learning to be is to develop one’s personality and be able to act with every

greater autonomy, judgement and personal responsibility. Education must
not disregard any aspect of a person’s potential memory, reasoning, acsthetic
sense, physical capacities and communication skills.
We should remember that learning is never complete. The concept of learning
throughout life is the key that gives access to the 21st century. It goes beyond
the traditional distinction between initial and continuing education. Learning
throughout can take advantage of all the opportunities offered by the society.
It is therefore necessary that education constantly adapt to changes in society
and also try to achieve the two important objectives viz high educational
standards and equity. Quality, Relevance, Equity and funding are the most
important key concepts in an institution imparting teacher education. If these
are achieved, then there will be no doubt in trying to achieve societal needs
thro’ the institutions of teacher education.
It is a fact, universally accepted that the teacher is the maker of a man. The
very objective of education is to mould man into a right and useful being.
Most of the educationists have asserted that our education system requires a
lot of change. In the wake of the economic reforms and the changed socio-
political scenario, the governent jobs are diminishing and perhaps, the govt.
is moving away from the concept of welfare state. The poor is getting delinked
from the society. The gap between the individual and the society is increasing.
It needs to be reduced. Man and society are dependent on one another & so
education has to play a crucial role in the development of students.
In a vast polyglot country like India, the role of students is most crucial in the
development of society. India has a population of more than 100 million and
inspite of 55 years after independence, we have not been able to solve many
problems.
Most of our students are not competent to write correctly since they find
learning a language difficult. Even after receiving 10 years of instruction in a
second or third language, many students are rarely able to speak a single
grammatical correct sentence. This is true in most of the rural areas. In
urban places, students coming from good background can read write and
speak two languages fluently. The teacher education institutions have to
play a crucial role in maintaining the quality of teachers. The number of

educational institutions has increased (high schools & colleges); the student
strength has increased but most of the students have not been able to get
proper direction resulting in frustration, unemployment, unrest etc. Our
education still continues to be dominated colonial in character and not skill
oriented.
Globally, there is growing concern over the quality & relevance of education,
especially in the developing countries. Quality of school education, is the direct
consequence and outcome of the quality of teachers and the teacher education
system. Experts, however, feel that the present teacher education curriculum
does not develop a sense of commitment and accountability and hence the
mission of education need to be viewed in terms of the indispensable demands
of the society. In order to ensure quality education in Teacher Education,
there is a need for the system to be accredited so that the society is aware of
accredited and no accredited institutions of teacher education. Quality teacher
education is the backbone of the students. At some institutions we hear that
student are subjected to severe punishment and this poses a great problem by
itself. I feel that such incidents occur due to lack of proper training by the
teacher. One thing has to be kept in mind by one and all that in an institution,
the teacher has to improve not only the quality but also behavior without
resorting to any ill practices. Some other punishment without physically
affecting either the body or mind may be given. The three basic responsibilities
of teacher education are teaching, research and extension and they must be
reflected in every phase of our educational system.
The society needs skilled students; students who can serve as models before
others, go to the villages and teach them what is right and what it wrong so
that overall development takes place. Education is linked with development
in developing countries. A number of areas like environmental education,
agriculture, social service, health and family welfare, problems of economy
need to be taught efficiently to the students. For this, we need dedicated
teachers who are not only experts in their disciplines but also can guide students
and cultivate in them leadership qualities. We have to follow the examples of
some countries where education has been able to change the society altogether
(like for eg. in China, Vietnam etc.) Therefore Teacher Education is crucial in
developing countries, the role of students is very crucial for the improvement
of society.

Role of Norms and standards for Quality Teacher Education
- M. L. Dakhani
India is yet to fulfill its constitutional commitment to provide free and
compulsory education to all children till they attain fourteen years of age. It is
also party to the global commitment for achieving the goal of “Education for
All” by the year 2000, now extended to the year 2007. Obviously, expansion of
education facility to all children does require a large number of teachers,
teachers who not only know what to teach but are also trained how to teach.
That the teacher ultimately holds the key to all educational efforts is not passed
off as a cliché any more, but has issued forth in politics and programmes for
education. The NPE 1986 as also its revised version (1992) said that the
status of the teacher reflects the socio-cultural ethos of the society and that
no nation can rise above the level of its teachers. Also that the teachers need
training was recognized as far back as 1854 when the Wood’s Dispatch averred
that facilities for teachers training have to be provided with as little delay as
possible. The result has been an exponential growth in Teacher Education
Institutions. India today has one of the largest teacher training systems in
the world. There are more than 1300 elementary teacher-training institutions,
430 District Institutes of Education and Training (DIETs) and nearly 700
colleges of education – CTEs and IASEs. However, all this flurry of activity
has been mainly number-driven. There has been as increase in sub-standard
institutions of teacher education and there are numerous reports of gross
malpractices. Therefore the challenge for policy makers is that of the twin
issues of quantity and quality. The two seem to be at odds with one another,
but both number and quality can be enhanced provided there is a lot of
preparation, dedication and commitment. A quality teacher education
programme requires an overall paradigm shift and stipulation of quality input
norms, process norms and output norms.
Quality is the keyword today. Everybody demands quality. On the quality of
teachers depends the quality of education. Hence the search for quality
teacher’s education programmes which can infuse in future teachers a set of

desired competencies, values and sense of commitment and willingness to
perform. There is an overwhelming concern about the quality of education
especially in the developing countries like India. Quality of school education
is doubtless the direct consequence and the outcome of the quality of teachers
and the teachers education system. Therefore quality improvement of teacher
education programme is now considered a sine qua non for quality education.
Kothari Commission (1964-66) unequivocally held that “the quality,
competence and character of teachers to be the most significant factors,
influencing the quality of education and its contribution to national
development ”. Much water has flowed under the bridge since then. The
twenty-first century has witnessed phenomenal explosion of knowledge and
application of information and communication technology. Besides, new
concepts like liberalization, privatization and globalization have added new
dimensions to education. A teacher in an information society and technological
age must have commitment to the learner, commitment to the society,
commitment to the profession, commitment to achieve excellence and
commitment to basic human values (NCTE 1998). The demand is for a
commitment – driven teacher. “The teacher holds the key position in the
learning process. He is engaged in the most delicate task of human engineering
with whatever resources and tools are available to him. All fine materials –
best textbooks or units, modern gadgets and lab equipment – will turn to dust
in the hands of a poor or indifferent teacher. Only that teacher who knows
his art, has a sense of purpose and has the necessary enthusiasm to share
his learning with his pupils will deliver the goods. A gifted and zealous teacher
can pilot the ship of learning to its destination with the simplest of tools. If
necessary, a good teacher will create his own material and make learning a
creative experience for his students”. (Yash Pal Committee – 1993). It is the
standards for admission to TELs. The minimum marks should be 60%
Entrance Test should be such as to evaluate not only the cognitive domain but
also the psycho – motor and affective domains. “ Not only their IQ (intelligence
Quotient) but also their EQ (Emotional Quotient) and SQ (Spiritual Quotient)
ought to be assessed”. Teaching aptitude should also be tested. A quality teacher
education programme, therefore, is required to provide the pupil-teacher with
techniques of coping with the problems of literacy, casteism and communalism,
gender biases; techniques of inculcating the values of peace, justice, freedom,
equality and fraternity; techniques of handling learner-centered pedagogy,
techniques of accessing web-libraries, web laboratories and content-sites. Thus

in view of the fast changing scenario of teaching, it is imperative to plan,
prepare and organize quality teacher education courses to fulfill the emerging
needs of the Indian society. It was towards this end that the National Council
for Teacher Education come into existence in 1993 with statutory authority
for “achieving planned and co-ordinate development of teacher education
system throughout the country. The regulation and proper maintenance of
norms and standards in the teacher education system and for matters
connected therewith”. That is, NCTE came into existence to effect
improvement in the quality of teacher education.
Accordingly, NCTE, standard of right away stipulating norms and standards
for teacher education programmers – input norms and process norms. For,
without such norms and standards quality can hardly be achieved. Input
norms such as norms for admission method of selection of candidates, duration
of the course, fees to be charged, infrastructural facilities and norms for faculty.
It also brought forth ‘ Curriculum Frame work for Quality Teacher Education
(1998).
NCTE brought for the Secondary Teacher Education Programme the first set
of norms and standards in 1995, second in 1998 and the third and the latest
in August 2001. The first set of norms and standards were put in two
categories- (1) Essential and (2) Desirable; but the latest one has no such
categories. It is not known whether the first set of norms were based on any
kind of a research-based study. The same can be said about the second and
the third set of norms and standards. It may not be out of place if the norms
regarding ‘Teacher-Pupil ratio’ is taken for consideration. In the 1995 and
1998 norms it was 1:10 excluding the Head/Principal; but in the latest one
(2001) it is stipulated that “For an intake of 100 students or less the teaching
faculty shall comprise of Principal/Head and atleast seven lecturers…” Earlier
the unit was 60 students but now it is 100. Those teacher education institutions,
which have student strength of 80 to 100, can, if they choose, reduce their
staff to the minimum required and consequently reduce their financial burden.
But those Teacher Education Institutions which had, for example, an intake
of 60 or less students are now obliged to increase their staff by one and bear
an additional financial burden. If the norm ‘at least seven lecturers for an
intake of 100 or less is automatically enforceable, why not allow such
institutions to increase their intake to 70 automatically if they so desire? Also,
admission criteria for B.Ed., states that “ Candidates with atleast two school

subjects at the graduation level are eligible”. Which are the school subjects?
What exactly is meant by graduation level? In the context of the three-year
degree course, which is almost uniformly implemented in India, should a
candidate have studied the school subjects for one year, two years or all the
three years? And that too, as compulsory / basic subjects or as optionals or
both? Clarification is needed.
Be that as it may, it must be said that NCTE has succeeded in its regulatory
role to a very great extent. It has brought about a signal attitudinal change in
those who establish and run TELs in as much as realization has dawned on
them that any flouting of norms and standards stipulated by NCTE is most
sure to be visited with withdrawal of recognition. All the same stipulating
norms and standards is one thing and ‘enabling’ the TELs to fulfill them is
another. Quality teacher education cannot be visualized in isolation. It requires
mutual and collaborative efforts, from peer institutions, universities, Govt.
departments of education and especially schools. Take, for example, practice
teaching, which is considered the soul of quality teacher education programme.
There are many instances where this is done in a shockingly cavalier manner.
Heads / Managements of schools do not allow the TEIs to have their practice
– teaching and if they do, it is only for a specific period. If the NCTE can
persuade the state Governments to issue instructions to the schools to
compulsorily allow students of NCTE recognized TEIs for practice teaching
as per a schedule fixed by the Government then it is hoped would cease to be
the Cinderella of teacher training programmes. Also the NCTE has no
mechanism to monitor whether Teacher Education Institutions (TEIs) are
fulfilling their commitments. This has been expressed by NCTE itself. NCTE
said (May, 2002) ‘It was felt that the council has no mechanism to verify the
authenticity of the list of teachers submitted by the applicant institution…”
This, it is feared, mayu snowball and include other norms as well. It is therefore
hoped that National Council for Teacher Education will not rest on its laurels
but strive further to evolve a suitable mechanism to see that its norms and
standards are strictly and regularly implemented. If the salt loseth its flavor,
wherewith shall it be salted? It is indeed a welcome thing that NCTE has
signed a MoU with NAAC to ensure quality teacher education. A good way of
guaranteeing that Teacher Education Institutions are indeed delivering quality
teacher education is asking them to be NAAC certified.

Self-Appraisal: Identifying Strengths and
Overcoming Weaknesses
- R. B. Manekar
Until the establishment of NCTE the teacher education scene was virtually a
chaos with the proliferation of substandard institutions. The increasing
demand for teachers, insistence on certificate requirement by the recruiting
committees and the existence of large number of untrained and under qualified
teachers led to unprecedented expansion of teacher education which affected
the quality of teachers. To some extent teacher training acts as a collateral
against unemployment, which in turn enhanced the market value of teacher
education if not the status of the teaching profession.
In the meantime the quality of teacher education institution suffered a sever
jolt with substandard institutions, without infrastructure and quality human
resoureces dominating the scene. But NCTE has succeeded in bringing some
order to the prevailing anarchy. Now NAAC has made it mandatory for
institutions to get evaluated and also get the accreditation. If teacher
institutions have to survive, they have to struggle and come up to the mark,
only the fittest will survive by rule. Although the institution fulfils minimum
standards but in order to achieve a higher level of standard institutions ought
to undergo self-appraisal. In order to exist in the future, they have to find out
what are their strengths and also find out the weaknesses. Not only this but
they have also to find out how they are going to overcome the weaknesses.
NAAC has presented the opportunity for institutions to identify their strengths
& weaknesses and promote a culture of positive competition and self
evaluation, undoubtedly it is aimed at enhancing accountability and improving
quality at the same time.
The eight characteristics of any profession also apply for the teaching profession
are intellectual operation, derivation of content from science and learning,
working up of material to practical end, possessing a transferable skill, self
organisation, altruism, professional autonomy and personal responsibility. The
International Education Commission, 1972 gave stress on improvement of

quality of the teaching profession.
The teaching profession will not be in a position to fulfil its role in the future
unless it is given, and develops itself a structure better adapted to modern
education system.
When we speak about teacher education and self-appraisal, the most
important living factor of any institution the teacher educator has to introspect
himself.
To see that the teacher meets the needs of the future, teacher educator has to
evaluate himself now and then. In order to provide the teacher to be best fit
on the future we have to develop a quality teacher education system where
teacher educator must undergo self-appraisal. Then only teacher educator
will realise their weakness and also find out the way out not only this but by
knowing strengths they will be confident of the future also. Teacher educator
has to bear in mind where he is, what he is doing and why he is doing so.
Every act of his is very minutely observed and studied by others and his every
act has some effect on others. Thus if we have to develop a quality teacher
education system then self appraisal is a necessary evil for each and every
educator.
The strengths of every teacher educator
1) He is highly qualified and moreover has benefit of double post
graduations. It means he is a resource person in two different faculties.
His qualification suits him in two totaly different fields and he can
have consultancy in such areas whereever he sees the situation is
deteriorating.
2) He is in a noblest profession and he is the architect of nation’s architects.
His role is of nation building and so he has a prestigious position in the
society. He has that power of influencing society which will reshape
the nation in turn.
3) He is a connecting link between Nations policy and new upcoming
generation. He is the best social reformer. The new changes can be best
transmitted and inculcated through him only.

4) He is the one and only one successful person who has interlinking
capacity. He cancommunicate the right message to the right persons at
right time. He is the best convenor.
5) He knows very well he is a learner all the time through his life and always
updates his knowledge, methods, techniques etc. and uses them.
Weaknesses
1) He cannot change the outdated curriculum. He can suggest the change
in syllabus but he has no control on it.
2) Some educators use the same ageold methods of internal assessment.
3) Due to less man power he has a lot of workload on him and can not
concentrate fully on it, so there is below mark outcome.
4) Teacher educators are least interested in researches, projects, and other
such activities.
But he has to overcome all these things by will power.

A Managerial Approach in Appraisal for Professional
Development of the Institutional level
– Quality in Teacher Education
– A. N. Vijayamurthy
In order for any organization to remain competitive and sustainable,
individuals working there have to be competent and committed to its goals,
vision and strategies. Further, as competent employees are the greatest assets
in any organization, their knowledge and skills have to be continually
sharpened. Employee commitment being an attitudinal matter, the values and
beliefs prevailing in an organization the give rise to a set of management practice
must enable employees to give their best. Thus managing human resources
effectively is the key to success of any organization, irrespective of its nature
and size.
Since mid 1980s a shift in emphasis in favour of excellence has been found.
Thomas J Peters, Robert H . Waterman Jr,. and Nacy Austin are pioneers of
the excellence movement in management, and what is excellence ? It may be
put as doing superior things through simple means.
To excel, to be distinct, to surpass, to be superior , to exceed, to be meritorious,
to go the extra mile, to be creative and innovative – excellence means all these
and more . Tom Peter and Nancy Austin would say excellence happens when
high purpose and intense pragmatism meet “ It is not a job .it is a personal,
group and organizational commitment. It is a burning desire to be the best
and being the best. It is doing things in systematic fashion that sets one apart
form others”.
What do you do to excel others ? Thomas J Peters and Robert H Wateman Jr,
gives the following answer.
To be Excellent:-
1. Take all sorts of special trouble to foster , nourish and care for product
champions,

2. Takes care of and be concerned with people.
3. Take pride in being cordial to the customer.
4. Provide excellent , unparalleled guarantees of reliability and service.
5. Have an unusual, an obsession like commitment for quality.
6. Manage ambiguity and paradox.
7. Promote autonomy and enterpreneurship.
8. Get things done on time.
9. Have organizational fluidity so that everything moves.
10. Adopt hands on, value driven approach.
11. Do known things.
12. Maintain a simple, lean organizational structure.
Organizational excellence represents a concern with doing something better
for the growth and development of the institution. This may mean someone is
doing it better than previously. At the motive level, efficiency orientation means
‘n’ number of achievements. The motive occurs in conscious or unconscious
thought as images of performing against a standard o excellence of
accomplishing something unique ( as it has never been done previously ).
Organizational excellence can be attained by demonstrating certain managerial
skills like goal – setting, planning ,organizing resources efficiently and
appraising the performance which may lead to professional growth.
Performance Appraisal for Professional Development
The National Policy on Education 1986 envisages the development of system
of appraisal of performance of teachers which is open. Participatory and
databased. The Mehrotra committee report on revision of pay scales of teachers
in universities and colleges has also emphasized the need for development by
securing feedback for self improvement
Appraisal, assessment, evaluation and accountability are interrelated in many
ways Appraisal is usually concerned with estimating the value, nature or
quality of something and may helpful as an initial step towards the assessment
(determining the current status ) or the evaluation of some educational
processes, outcomes or products, Evaluation requires the development and

use fo systematic and defensible procedures to determine the value and
appropriateness of goals, policies, functions, procedures and relationships of
a social system, its sub-systems or the components. In education, as in other
social systems. Systematic evaluation (Which should be concerned with
emerging as well as existing goals, problems and needs ) is essential to provide
a sound basis for accountability which has only recently began to receive
appropriate attention.
Appraisal of some kind has been used in organizations for along time. In
industrial and commercial concerns, its was initially used in the 1920s to assess
workers rewards. Although the process became more sophisticated, it was
basically used as a performance control strategy in a mechanical way.
Appraisal in educational setting is the perception of the teacher performance
which is the view (collected from appropriate sources )of the appraiser
responsible for the performance of the teacher. Appraisal is a special form of
feedback. It is feedback. It is feedback from someone charged with responsibility
for teacher and his / her performance. The most common sources of feedback
on teachers are :
1. The teacher’s own view of the performance, including performance
against agreed targets. (Self Appraisal)
2. The Appraiser’s view of the performance gained from visits to lessons:
checks of pupil work and assessments; departmental and one - to – one
decisions, etc., (Appraisal by Interview Situation)
3. Feedback from those affected directly or indirectly by the teachers
performance such as pupils, parents, ancillary staff. (Student’s Appraisal
of Teachers)
4. Observations of school visitors such a inspectors, advisers, etc, (
Appraisal by Supervisory Authority ).
The Performance Appraisal System is a process through which the behaviour
and achievement of an individual teacher for a fixed period are measured
and evaluated. Performance appraisal is a delicate exercise every where but
more so in the educational sector, where teachers are rather sensitive to being
judged as they consider themselves ’teachers’ or ‘gurus’ i.e., beyond the pale
of any judgmental scrutiny. Many of the will not take criticism ,just as artists

may not accept that they are perfect. Performance appraisal is the means
whereby fine tuned follow up strategies can be planned in terms of orientation
refresher and special training programmes for teacher development.
Objectives of Performance Appraisal
The remedial objective is aimed to improve those performances which are not
up to the required standard. The departmental objectives involves
reinforcement of strong points that the teacher has displayed and the
inculcation of new skills and knowledge to cope with the further challenges.
The Innovative objective encourages to discover the ways of dealing with new
existing tasks. Thus performance appraisal is considered as a tool for the
development of people.
Goals of Performance Appraisal
Performance appraisal provides feedback both for the administrator about
the individual employee and to the employee himself. When feedback is positive
and is consistent with the employer’s own self image, the inherent conflicts in
the process are minimized; however , when the feedback is critical of poor
performance , a defensive reaction from an employee may st up barriers which
inhibits acceptance of this feedback and prevent open discussion of how
performance might be improved.
1. For the Manager/ Administrators
The goals cover both evaluation and development.
i) Evaluation Goals
a) To Give feedback to subordinates so they know where they stand.
b) To develop valid data fro pay and promotion decisions and to aid
communication of this.
c) To provide a means of warning subordinates about unsatisfactory
performances.
ii) Development Goals
a) To counsel and coach subordinates so that they will improve their
performance and develop future potential.

b) To develop commitment to the organization through discussion of
career opportunities and career planning.
c) To motivate subordinates through recognition achievements and
support.
d) To Strengthen supervisor – subordinate relations.
e) To diagnose individual and organizational problems.
2. For the Individual Employee
Individual have a number of possible goals, which they may achieve by taking
part in appraisal . Six major benefits can be identified.
1. To receive feedback in their performance and progress.
2. To discuss their present job and amend their job description if changes
are agreed.
3. To identify opportunities for professional and personal development.
4. To identify training opportunities.
5. To discuss their aspirations and career plans.
6. To discuss problems in the organization and their relationship with their
adminsinstrator.
There has been a growing recognition hat successful appraisal system has the
advantage to meet the needs of administrators, manager, individual teachers
and the organization.
Essential features of an Appraisal System
1. It should be a part of the educational management process.
2. It should be positive and development while still maintaining credibility
as a check on quality.
3. It should ultimately improve the teaching learning experience of both
learned and learner.
4 It should be combined with some element of career development and
progression.

5 It should formulate training needs and professional development
opportunities.
6 It should provide a two-way dialogue by which the appraisee gives
feedback on one’s performance and is able to help him / her to improve.
7 It should have an infrastructure to provide the back up to plan and deliver
training and co-ordinate professional development through experience
in other parts of the organization.
Appraisal for Professional Growth
The Philosophy of professional growth / Development is that of a programme
of faculty improvement activity in which teacher ‘s involvement at every stage
of programme development is essential.
A teacher who is desirous of attaining processional development has to realize
that he / she functions within the ambit of the institution in which he / she is
working.
The institutional aims have to b decided by the institution and clearly spelt out
to the faculty and these aims should broadly conform to the aims of teacher
education. Therefore a right steed in professional development is to reinforce
a culture that demands functioning teacher educators towards realization of
well thought our and well defined institutional objectives. The programme
should emphasize the concept that the best professional development of a
teacher educator is the self development – the mastery of knowledge of his
discipline, his ability to transmit the knowledge effectively and his ability to
develop a concern for student teachers and to inspire them must be development
by self efforts.
Inculcating profession commitment in our teacher is a mater of national
concern. Professional commitment is more caught than taught. The moment
a teacher educator teaches from conviction and not from scholarship only, the
results will immediate and miraculous. The very presence of such great
teachers in colleges so education will stimulate the prospective teachers to fell
elevate and inspire them to live a better, noble and professionally committed
life. Perfection in professional competency should be an deal to pursue. In the
spirit of learning to be it is to be take as a life long learning process.
Staff development is a vital part of the institutional scene and development is
a positive and vital educative process and lies tat the essence of which colleges

are for. Control is negative and befitting process when applied to a group of
professional who themselves have the responsibility for guiding young people
entrusted to them.
The staff developmental approach to appraisal proposes two models, the
Control Model and the Profession Development Model (the growth Model)
to improve the level of performance of teacher for the benefits of student in
their care.
The control Model
The control model is based upon a view of the institutions that owes much to
hierarchical thinking. This model sees senior management with colleges as
having a role in making teachers more effective and needs appraisal as a tool
to require teachers to aim for targets an achieve objective because of the need
answer questions form one ‘s superiors.
Professional development model
A developmental model can command respect because good teachers recognize
it as the one they practice with their student and the one that encourages
learning. It is the model a that represents extension of good practice. This
models is one of personnel growth. It requires tact and skill , time and resource.
It s participants need training in discussion and observational skill as well as
confidence building techniques. Given such an approach teachers can gain in
professional status and performance, without feeling threatened and students
will gain as a result.
The models of evaluation the performance of teachers developed by the UGC
task force are worth emulating.
Based on the above models, the M.E.S. Teachers College, Bangalore has
developed a student’s appraisal of teacher performance which is being
regularly used for rejuvenating the faculty for processional growth.
Performance appraisal could thus be seen as an objective method of judging
the relative worth or ability of an individual teacher in an educational
organization in performing his / her task. I objectively done, the performance
appraisal can help in identifying a better teacher from a poor one. Further , it
will provide the faculty members a measure of how well they are performing

their professional role, so that they can improves their performance and lead
to greater job satisfaction of all those who work in school and colleges.
THE CONTROL MODEL
STAFF APPRAISAL (OR ASSESSMENT) J
EXTERNAL ACCOUNTABILTY U
C TARANISNVER /DEVELOPMENT ROLES D
O SUBORDINATES RECEIVE APPRAISAL G
N VALUES THE MESUARUABLE E
T SUPRERIORS APPAISAL M
R EXTERNALLY IMPOSED E
O FAUILURE MEANS DISMISSALE N
L SNAP SHOR’ OOPINIONS T
RELATED TO REWARDS A
APPRAISAL BY RESLTUS L
TRAGER SETTING
HIERRCHIAL
TOP DOWN
MOTIVATION FROM PROFESSIONAL STATUS
RELATEDTTO CURRENT PERFORMANCE D
PROFESSIONAL DEVELOPMENT E
INTERNAL ACCOUNTABILTY V
WEAKNESSES WORKED ON E
G COLLEGIATE APPORACH L
R SUPERIORS APPRAISE O

O VALUE THE PERCEPTIVE P
W TARAGETS NEGOTIATED M
T CONTINUOUS APPRAISLA E
H SELF MOTIVATION N
TWO WAY APPRAISAL T
INSTITUTION BASED A
LOCAL SCHEMES L
BOTTOM UP
THE GROWTH MODEL
The Control and growth models
Quality in Teacher Education
Teacher education, in general of course with honorable exceptions, lack
initiative enterprise and innovativeness. There is a felt need to raise the level
of the competence of teacher to make them comparable with professionals of
other technical and professional institutions. They have to be made tech-
savvy and aware of the ‘paradigm shift’ going on in almost all other areas.
Quality teacher education looks for quality performance. It should be recognized
that advances in education depend largely on the qualifications, ability of
teaching staff in general and on the human pedagogical and technical qualities
of the individual teacher (status of teacher ILO 1966) Collaborative change
must bridge the gap between needs for education and status of teachers. It
should be recognized that proper status of teachers and due public guard for
the profession can be established by mutual efforts and not in isolation.
We are living in the times of rapid change, in such transient times, a premium
is put on teacher and teacher education to make the context conducive for the
youth to avoid ‘crash landing’ in the future. Students need a preparedness to
face emergencies and uncertainties. Hence, the teachers are expected to plan
their teaching to inculcate flexible attitudes and receptivity to change in the
learner. Creative approach to teaching and learning is the right remedy for the

present malady. Alvin Tofler has rightly observed. “ By making imaginative
use of change to channel change, we can not only spare ourselves the trauma
of future Shock, we can reach out and humanize distant tomorrows”. Hence
to cope with the challenge of change, we need to evolve a ‘ therapeutic
pedagogy ‘, which offers a chance of recovering the self. After all, the modern
world needs not just competent teachers, but teachers who can question their
own actions and who are able to envisage new forms of professionalism.
The basic mission of teacher education system should be viewed in terms of
the indispensable demands of the society characterized by the democratic
values, high demands for learning, felts needs of the society for new knowledge
and new occupations and flexibility to cope with the inevitable socio- economic
changes
Conclusion
In today’s world, no nation can afford to remain unaware about the latest in
every aspect of developmental activity including education in general and
teacher education in particular. There is a paradigm shift in economy in terms
of liberalization, globalization and privatization and concurrent changes in
approach of school education and teacher education and relates to the other
levels of education i.e., higher as well as professional education.
The benefits of Teachers Performance Appraisal are so many that openness
to receive the help it offers can retrieve the teacher from falling into stagnation
by relying on the age-old practice sans mind, sans growth and sans life. It is
in such stagnation the system of higher education will remain a non-performer.
It is high time that we in India arose from somnambulist inhibitions of sorts
to compete. And Teacher performance Appraisal is the only way to do it.
There is a need for a paradigm shift in teacher education model, which has
delayed its effectiveness in meeting the demands of society and the needs of
the school. Alternative paradigm towards quality teacher education cannot
be visualized in isolation, its requires mutual an collaborative efforts from all
– the school, community, teacher training insinuations and university system
have to move collaboratively towards building a shard commitment for
paradigm shift in teacher education.

M. E. S COLLEGE OF TEACHER EDUCATION
(M.E.S. TEACHERS COLLEGE)
STUDENT’S APPRAISAL OF TEACHER PERFORMACNE
Name of the Teacher :
Subject Date
NOTE: Please evaluate the teacher who has engaged your classes in the following areas. You may
put mark against the answer which you feel is correct
1. How does the teacher respond to your doubts raised in the class?
Encourage / Ignores / Discourages
2 What is the teacher’s reaction when the students seek his/ her guidance
and onsult him / her while identifying and solving academic problems?
Appreciates / Avoids/ Discourages
3 What is the teacher’s attitude to Slow learners ?
Helps / Ignore / Discourages
4 Does the teacher attempt to boost the Confidence of the slow learners?
Often/ Sometimes/ Never
5. What is the teacher’s attitude to bright students ?
Appreciates / Ignores/ Discourages
6 Does the teacher cover all aspects of the given units ?
Completely / Partially
7 Does the teacher relate his /her Teaching to the university question
Often / Sometime/ Never
8 Does the teacher create congenial Classroom climate to facilitate the
Learning process.
often/ Sometimes/ Never

9. How does the teacher use the Blackboard
Often / Rarely/ Never
10 How often does teacher conduct tests ( apart the centrally organized
tests) to find out the student grasp of the portions covered ?
Often / Sometimes / Never
11 How prompt is the teacher in his / her correction and evaluation work?
Prompt / No so Prompt / Inordinately delay
12 How is the teacher ‘s tone
Audible / Inaudible
13. What is the teacher’s general relationship with student ?
Cordial / tolerable/ Strained
14 Does the teacher control the class room well and deal with students
maturely and professionally ?
Yes/ No.
15 Is teachers interested in and enthusiastic about the subject ?
Yes / No.
16 How is the organization and clarity of Presentation
Systematic and orderly / Disorganized but meaningful /
Disorganized and meaningless.
17 How is the teacher ‘s ability to arouse and Maintain Interest in subject
matter ?
Excellent / Very Good /Good / Satisfactory / Poor
18 What is your overall evaluation of the teacher In view of competence
efforts, method and teaching effectiveness?
Excellent / Very Good / Good / Satisfactory /Poor

Lesson Plan in Dialogue Form as an Alternative Strategy
in Preparing Teacher Trainees for Effective Classroom
Communication and Interaction
– G. Pugazhenthi and N. Ramakrishnan
The existing lesson plan writing is a routine and customary one. The teacher
trainees are mechanically doing it. The prospective teacher writes a fixed
number of lessons to complete the university requirements. It lacks innovation
in teaching and learning. It does not provide scope for teacher trainees to
adapt teaching techniques flexibly. The absolute absence of communication
and interaction in the classroom is obvious.
Classroom communication and interaction are very essential parts in teaching
and learning. Lesson plan in dialogue form will ensure effective classroom
communication and interaction. It will bring out innate potentialities of teacher
trainees such as creativity and uniqueness of communication. Originality in
planning the content delivery, command over subject, flexibility in managing
the content, more motivation aspects, change of presentation style, maturity
in communication, correctness of communication, change in mode of teacher
behaviour, scope for establishing rapport with children and above all touching
the feelings and pulse of students are likely through this dialogue form.
The objective of the study was to find out the effect of lesson plan in dialogue
form as an alternative strategy in preparing teacher trainees for classroom
communication and interaction.
Creativity
Though the clamour for creativity in teaching is on, the existing practice of
lesson plan writing does not provide scope for teachers to think creatively.
Creativity will blossom only when teacher trainees are given freedom to manage
the content flexibly. Creativity will enhance the teachers to manufacture many
new situations by which the content message can be disseminated.

Uniqueness of Communication
By nature each and every individual is unique in all aspects. Teaching style,
communication and interaction are also unique to each and every individual.
Chances are more for teachers to manifest their uniqueness in communication
in the mode of dialogue form. It helps the teacher trainees to unfold his/her
unique manifestations.
Originality in Planning the Content Delivery
Lesson plan in dialogue form ensure originality in planning the content delivery.
The teacher trainees except a few are writing lesson plans by just mass copying
the material already available with them or borrowing material from their
seniors. Copying will surely be eliminated by dialogue method.
Command Over Subject
Command over subject is the essential part for the teaching. Teacher without
command over the subject cannot think of presenting the content palatably to
the students. Teacher trainees having command over subject can think of
writing lesson plan in dialogue form. Like story telling method the subject
mastery helps the teacher trainees to prepare lesson plan interestingly for
children.
Flexibility in Managing the Content
It is very important that the content matter cannot be compartmentalized.
Every subject or content is multi disciplinary and interdisciplinary by nature.
The teacher trainees should have flexibility in managing the content. It is not
only the style of left to right, in some occasions right to left also will do. Teachers’
choice of flexibility managing the content will ensure effective communication
and interaction.
Maturity in Communication
Maturity in communication is naturally acquired after a prolonged period of
experiences. Repeated practice of writing lesson plan in dialogue form will
ensure maturity in communication.

Correctness of Communication
Communication often leads student teacher to go haywire. Sometimes it
misleads them also. Teachers staring from one point ending up with some
other point are often noticed in the classroom. As this plan mainly focuses on
teacher and student behaviour it does not give chances to teachers to go
haphazardly. It helps the teacher trainees to correct the communication in the
classroom. It also acts as a check line for teacher trainees.
Change in Mode of Teacher Behaviour
Behaviour is closely attached with communication. Modified behviour is likely
after communication and interaction. Nature of a person is revealed through
his / her communication with others. Introspective thinking about teacher
and student characteristics as it is inherent in dialogue form will help to change
the mode of teacher behaviour positively.
Scope for Establishing Rapport with children
Student characteristic activities are to be focused by the teacher trainees in
the dialogue form. It makes them to plan for their favorable participation in
the teaching-learning process. Thereby it gives scope for establishing rapport
with children.
Touching the Feelings and Pulse of Students
Dialogue form of lesson plan makes the teacher trainees to think over the
various aspects of students’ characteristics. As this writing exercise will be
mainly thinking about those characteristics it will definitely help the teacher
trainees to train them up in innovative ideas to touch the feelings of students.
The continuous practice of writing lesson plan in dialogue form will help the
teacher trainees to identify the pulse of students.
The present study
The present study was aimed at finding the effect of lesson plan in dialogue
form in preparing teacher trainees for effective classroom communication and
interaction. The study is given below.

1. Lesson Plan
Based on Flanders Interaction Analysis Category Scale Teacher
categories such as accepts feelings, praises or encourages, uses
ideas of pupils, asking questions, lecturing, giving directions and
criticizing or justifying authority were taken up for the study and
analyzed.
Student categories like teacher initiated pupil talk, pupil-pupil talk
and pupil talk (clarifications, questions etc.) to teachers were taken
up for the study.
Correctness of communication in terms of providing direct and
unambiguous questions, explicit statements or answers, clarity in
thoughts, grammatical structure, use of appropriate words were
identified and analyzed.
Creativity in writing indicates novel ideas or principles in
presenting the content knowledge to students.
2. Observation
Content presentation was observed in terms of organization,
structure and sequence. Presentation style was in terms of flow
of content, advanced organizing from simple to complex and
gradual increment in presenting the content.
Sample
The teacher trainees of Thiagarajar College of Preceptors were selected
for the study. They were asked to write lesson plan in dialogue form.
Orientation was given to them on How to write lesson plan in dialogue
form?. Some model lesson plans in dialogue form written by the
investigator were given to them. The student teachers were selected using
stratified random sampling technique. There were 100 student teachers
in Thiagarjar College of Preceptors. From the Roll Numbers of 1 to 100
every 4th candidate was randomly selected. So, The sample student
teachers selected for the study were 25. They were asked to write lesson
plan in dialogue form and practice it in the classroom regularly for thirty
days. The lesson plans in dialogue form were analyzed.

For Observation, from the selected sample of 25 five of them were
randomly selected and observed.
Analysis
The study was analyzed in two stages viz.1.Analysis of the Lesson Plan and 2.
Observation Schedule.
Stage 1
The lesson plan in dialogue form written by teacher trainees were analyzed
based on Teacher Talk, Student Talk, Correctness of Communication,
Content Presentation and Creativity in Writing. For teacher talk and
student talk categories ratio was found out. Correctness of
communication and creativity in writing were analyzed using 5 point
ratings Very Good, Good, Average, Poor and Very poor.
Stage 2
Among the selected sample of 25, five of them were selected randomly
and their classes were observed periodically for thirty days. The focus
was on teacher – student interaction in the classroom as per the lesson
plan. Ratio of teacher–student talk categories was coded. Content
presentation was assessed based on 5-point ratings Viz. Very good, Good,
Average, Poor, and Very Poor.
Findings:
1. The practice in writing lesson plan in dialogue form ensured teacher
trainees to achieve the ratio of 6:4 maximum with teacher talk categories
6 and student categories 4 at the end from the disproportionate ratio of
teacher – student talk categories in the beginning.
2. Correctness of communication after the practice in writing lesson plan
in dialogue form reached the level of Good from Average level in the
formative stages of the study.
3. The writing Practice in dialogue form made teachers to develop good
creative thinking from the average level in the beginning stages of the
study.

4. The observation of student teachers classroom practice of their lesson
plan in dialogue form made it clear that it has ensured teacher trainees
to achieve a proportionate teacher – student talk categories.
5. The Observation of student teachers classroom practice of lesson plan
in dialogue form showed that the presentation style of student teachers
improved to Good during the final stages of classroom experiment from
that of poor in the earlier classroom experiment.
It is surmised from the above findings that lesson plan in dialogue form ensure
effective communication and interaction in the classroom obviously.

“Quality Initiatives in Pre-service Teacher Preparation:
Emerging Concerns”
- A. Sukumaran Nair
Teacher education in India, especially the pre-service preparation of teachers,
is a carry over of the outmoded model of teacher education practised in Britain
during the later decades of the 19th
century. The advent of the information
revolution has altered beyond recognition the shape and scope of education,
and warrant the adoption of several new approaches if it has to practice the
new education. The teachers of the next generation have to muster the tools
of the information age and acquire the skills for using the new tools and
educational instrumentalities if they have to remain competitive in the
emerging world scenario of education. Teacher education in India has to
change drastically if it has to serve the needs of the emerging 21st
century
society.
The assumption underlying all programmes of teacher education is that the
professional competence of teachers could make a profound difference in their
educational transactions and on the development of their students. The new
expectations placed on the teaching profession in the new educational scenario,
demands higher degrees of professionalism on the part of the new generation
of teachers. The new generation teachers need updated professional
knowledge and competencies for teaching using the electronic media.
Curriculum transaction and instructional management in the new set-up
demand several new professional skills on the part of the teacher. Dealing
with the vast quantum of information available to the learners and creating
the appropriate learning environment for dealing with the information are
complex professional tasks for which the teachers have to be carefully
prepared. The degree of success with which this task is approached – ensuring
a dynamic interaction between the learner and the ever-growing structure of
knowledge – will decide the future of the country’s education.
Non-Professional Approach to Education
Professional preparation of teachers in the country is currently not done in a

manner which will help them to practice the new education with any degree
of professionalism. We have opted for what could be decried as ‘soft practice’
of teacher education – which is centered round the wrong definition of educator
- education treated as information transfer. Consistent with the wrong
definition adopted, it is putting into use its operational strategies for verbal
transfer of information, with focus on developing minor skills and competencies
for verbal presentation of the content of learning. Transacting knowledge at
the cutting edge, in a knowledge society, is a more exacting task than that of
verbal transfer of information. The new generation learners have not only to
master the skills and competencies to deal with available knowledge and
’construct’ their own knowledge, but are also expected to develop the ability
to generate new knowledge on their own from what is available. This is where
the traditional model of teacher preparation centered round knowledge transfer
and verbal-language methodologies, becomes inadequate. Apex national
bodies like the NAAC and the NCTE joining hands to give a new deal to
teacher education is a welcome development which will help to evolve more
appropriate models of teacher education comparable with the best practised
elsewhere in the world.
Scientific Solutions to Problems Confronting Education
We need to develop a new system of teacher education which will incorporate
the latest thinking on teacher education as used by advanced systems, carefully
moulded and adapted for use in the Indian set-up. The new educational
thinking relating to teacher education is based on the assumption that a
respectable body of scientific knowledge which will answer all the needs of
modern educational practice are available. The present pattern of teacher
education in India is conceived narrowly as ‘extended internship’ for practising
teachers, intended to polish certain peripheral teaching skills like questioning,
and verbal presentation of a lesson unit, following Herbartian steps. This
system was in vogue when scientific knowledge relating a learning and human
behaviour were somewhat inadequate to develop a more comprehensive system
of instructional approaches. All advanced systems of education have long
discarded such peripheral practices and replaced them by systems for strong
professional preparation which suggest the use of tested-out educational and
instrumentalities for professional adoption. A wide array of parallel
procedures are now available for tackling every instructional situation and for
dealing with extra-instructional tasks. The procedures suggested for use are

those which have been empirically validated or those developed on the basis
of accepted theories about education and human behavior. Strong teacher
education models which help to turn out a fully professionalised teacher – the
empowered teacher - are now available to us. It is high time that we turn to
them for upgrading the quality of our educational delivery.
Weak Practice of Teacher Education
Teacher education in India, despite several bold attempts at reform by national
bodies like UGC, NCERT, NCTE and the NAAC, has not come out of its old
ruts. It needs several levels of upgrading if it has to come anywhere near the
ideal models followed by progressive educational systems of the world.
Outmoded theoretical constructs and invalidated modalities are still used for
running the system. The inadequacy of the system was not so keenly felt
when we were dealing with the conventional models of educational delivery
centered round verbal teaching. But the entry of the electronic media and the
new technologies used for information transfer, and the shifting of emphasis
from teacher-centered or institution-centered learning to learner-centered
knowledge construction have invalidated most of the conventional practices
in teacher education. Conducting teacher education programmes based on
the outmoded concepts cannot be justified.
We have to make a bold beginning to evolve a new teacher education, especially
pre-service teacher education, which will conform to international demands
and developments. We repeat ad naseum the assertion in the Kothari
Commission Report that the destiny of the country is being shaped in the
classrooms of the country, and conveniently forget its close corollary, that it is
the quality of the teachers who shape the destiny of the class rooms. Attempts
to restructure the system of teacher education should be taken up as a top-
priority area in our educational policies. What is urgently needed is to reconceive
the system adopting the scientific practices current in advanced systems, with
suitable adaptations wherever needed. We have to reconceptualize teacher
education as professional preparation for developing experts with all the
needed competencies for the fast-emerging homogenized knowledge society
of the future. The open society of the future will provide new opportunities
for our teachers to serve in other countries and other cultures. The first level
teacher education, especially those provided by universities, should be
redesigned to serve as a self-sufficing terminal system for developing the
empowered educational professional who can perform all the essential
educational services for the unfolding new scenario.

Competency Centered Teacher Education
What we need is not teacher education for verbal communication, but a well-
knit professional preparation which will address all the instructional and allied
educational competencies for dealing with knowledge made available through
the new information sources as identified by experts in the area. The system
of teacher education has to be reconceptualised and restructured with
appropriate provision for developing all the basic pedagogic competencies
needed by a teacher professional for the new educational establishment. The
teacher education for the future has to alter all its operational modalities,
including the curriculum, training methods, and even the procedures used
for admission to colleges of teacher education. We can augment the quality of
teacher educator by admitting only those with demonstrated aptitude for
teaching. Use of scientific procedures like aptitude testing will help to make a
first level screening of those who are admitted to education courses.
The curriculum will have to be radically over handled to conform to the new
requirements. The core areas of the curriculums, the curriculum for the
teaching subjects and the modalities used for practice teaching/ internship
will all have to be restructured to serve the new requirements. The whole
course has to be reconceptualised to develop a professional with all expected
pedagogic competencies. Support areas like Guidance and Counselling,
Evaluation, Educational Management and Educational Technology, should
all be presented as a part of the system of professional development. Practice
teaching itself is be reconceptualised to develop each of the basic professional
competencies, akin to the key-skill development approach followed by British
Universities for professional education. This approach would mean that every
aspect of theory should contribute directly or indirectly to the development of
some of the essential professional competencies. This interpreted rigorously
would amount to saying that theoretical discussions should be confined to
areas which can make a direct contribution to the improvement of professional
practice.
Strong Professional Orientation Needed
One of the weakest links in the system of teacher preparation in India is that
it is conducted in a manner which creates a disbelief in professionalism.
Unfortunately, our teacher education systems present a distorted perception
of the system. At one end, it presents a picture that all is well with the current
system of teacher education in the country. At the other end, it contributes to

the strengthening of belief that education is an area which can be practised
without any degree of professionalism. The seeds of disbelief in
professionalised practice of education are sown during the first-level exposure
to teacher education itself. A vast majority of the present-day teacher educators
are unable to convince their students about the need for professionalism in
the practice of education and the higher level efficacy which we can achieve
through the adoption of scientific procedures available to the profession. Most
of the advanced practices in education are introduced in the form abstract
theoretical discussions. They are seldom translated into down-to-earth
applicational situations. For example, highly applicable practices and concepts
like diagnostic testing, taxonomy of educational outcomes, process skills etc.,
which should form the essential professional repertoire of every practising
teacher are treated as advanced theories and never translated into instructional
situations. Most of the progressive modern educational practices like models
of teaching, concept mapping, task analysis, multi-methodology teaching,
simulation, discovery-learning, etc are either dealt with at the level of theory
or are totally let out of the scope of professional practice. The whole teacher
education course is treated as an occasion for presenting select theoretical
viewpoints about education without reference to their field applications. The
real practice of education is confined to a small number of improving supervised
practice lessons, developed around theories and practices meant for an
outmoded system of communication education meant for information transfer
using language and its symbolisms. The whole system of teacher education
has to be reoriented to develop a professional for the new world order, one
who has strong convictions about the efficacy of the new procedures and
practices available in the new communication technologies. The proper
beginning for a professional preparation of teachers for the new world order
should be developing a belief in the efficacy of validated professional practices
and also by weaning them away from the adoption of nonprofessional practices
and precepts.
Core Theoretical Support Areas
Teacher education in India is built around certain core theoretical areas which
are reminiscent of teacher education needs of the 19th
century – a smattering
of educational theory, educational psychology and sociology and introduction
to some areas like educational administration and history of education. It is
time that we shift our stand in respect of the core areas and evolve my realistic

models for the new teacher education. Introduction to educational theories,
for example, should be redefined as an attempt to answer the basic questions
in education for which analytic thinking alone can provide answers – aims of
education, nature of the curriculum, role of the teacher, nature of knowledge,
nature of educational methodology, to name a few. Psychology of education
should be reconceived under psychology of human development and
psychology of learning and instruction as two major areas for discussion,
together with a presentation of the psychological bases of the present-day
instructional strategies and the modern psycho-educational services made
available to the learners all presented with the support of research findings.
Educational administration and allied areas need to be redefined and presented
as a scientific management design for dealing with system as a whole. The
areas are to be presented against the backdrop of current world developments.
New areas which requires to be introduced as core subjects are educational
management, human communication, the new developments in instructional
technologies and educational evaluation.
Deeper Internship
The internship currently provided to pre-service teachers is inadequate to serve
the needs of developing professionalism. The crowded one-year programme
is unable to provide the deep professional exposure needed to develop the
professionalised teacher. The first level teacher education in Indian universities
normally extend over a period of one academic year. Most professionals in
teacher education hold the view that the needs of a full professional preparation
for teaching cannot be covered in the short period of an academic year. But
unfortunately, we have stuck to the conventional one-year models for non-
educational reasons. When some of the other professions like law succeeded
in prolonging their duration, as a first step to quality improvement, teacher
educators have conceded to the continuance of the short first-induction model.
Many professionals in the field hold the view that unless we increase the
duration of the course, it will be difficult for us to achieve a satisfactory degree
if professionalism in the field. The Mudaliar Commission, as early as in 1953,
recommended the lengthening of the B.T. course to two years. Whatever be
the duration of the programme, we have to ensure that the student gets a
deep exposure to all the practical skills and pedagogic competencies expected
of a prospective teacher. What kind of competencies are most appropriate for
21st
century educational practice need to be identified and a complete

programme has to be chalked out for developing all the competencies in a
phased manner, initially in the form of small-group exposures and micro
teaching which will gradually get extended to more complex macro teaching
situations. A minimum three-month internship where the student teacher is
able to give around a hundred class lesson is what is needed. If necessary,
teaching practice can be freed from the main course and carried to the next
academic year. A system for more effective internal supervision will also have
to be evolved. Senior professionals in practice schools should be given suitable
orientation for lesson supervision under the leadership of the teacher education
college.
Subject teaching methodologies have to be reconceived to reflect new trends
in teaching the subject, including the use of advanced electronic media and
the use of the latest internet resources. Teaching of individual subjects should
be reanalyzed to accommodate the advanced approaches suggested by
educational experts like Bruner, Piaget, Gagne, Bloom, Chomsky, Vygotsky
and enable the new teachers to practice what has been suggested by the
progressive practitioners. We should also incorporate the new theories like
Multiple Intelligences, Hemisphericity and new educational approaches like
multiculturalism, mainstreaming, positive interdependence, etc., in practice
teaching, if it has to be made world-class.
The modalities currently adopted for practice teaching and internship should
be completely revised to accommodate the new requirements. We have to
think in terms of an intensive supervised practice to develop all the identified
educational competencies in a graded manner. The process of teaching itself
should be redefined to accommodate new methods and approaches.
Technology-supported multiphase internship should be introduced to develop
all the specified competencies in instructional management and other allied
service areas like counselling, remedial teaching, materials preparation etc.
The Role of Apex National Bodies
The apex national bodies in the country like the NCTE, NAAC and the NCERT
have an important role to play in respect of improving the quality of pre-
service teacher education in the country. This could be any of the forms
indicated:
l Developing National Norms for Teacher Education (NNTE) and defining
minimum inputs, resources, facilities etc., and popularizing their
adoption by all institutions.

l Designing and popularizing a National Curriculum Package (NCP) for
Competency-Centered Teacher Education (CCTE), which should
include a model curriculum and a full range of instructional materials,
textbooks, and internet resources which highlight ideal educational
practices, etc.
l Introducing a National System of Teacher Licensing (NSTL) by spelling
out the minimal professional competencies to be demonstrated by a
teacher before he can receive a license for teaching.
l Popularizing a systematic programme for preparing teacher educators
(Training of Teacher Trainers (TTT programme) for the country, with
regional institutions established at the national level.
l Setting up a National Commission of Teacher Education for evolving a
national policy and operational strategies for dealing with specialised
problem confronting teacher education, and for financing the specialised
services expected of it.
Teacher education with a new thrust
What we need is a new teacher education which is capable of turning out a
new breed of teachers who can undertake the complex task of knowledge
transaction for the new information order and prepare a new generation of
learners who can compete with their peers in educationally advanced countries
of the world. The new breed of teachers should have all the competencies
expected of them for performing the exacting educational tasks of the 21st
century. We have to create a system of teacher education which can compete
with the best anywhere in the world. Teacher education in the past has been
one of the most neglected areas of education. The quality of our education
has suffered most because of our distorted perception of educational priorities.
The important changes suggested above need to be implemented as a single
package for the whole country. What is most important is dedicated
implementation of the system by experts who are conversant with modern
practices in teacher education with a full understanding of the rationale
underlying the suggested restructuring.

Part III : Other Relevant Issues

Great Teachers who have taught me
– J. V. Narlikar
Introduction
At the outset, I congratulate NAAC for organizing this meeting in which
teachers come together and share their problem on the same forum. I come
here not as an expert, but to use this opportunity to pay my tributes to some
great teachers from whom I learnt a lot…not only at the research level but
right from my early school days.
I begin with a story by Munshi Prem Chand, a distinguished writer in Hindi.
The story centers around a school teacher who is dedicated to his job and
ideals but whose earnings are quite modest compared to those of his close
friends who are in the police department and in the taxation department.
Once his friends and their families set off for piligrimage and somewhat
patronizingly ask him to join them. While they manifestly liked to show their
‘money power’, there came the occasion when reaching their destination, they
found that no accommodation was available in any hotel or dharmashala in
the town despite offer of money. While they were resigned to sleeping on the
railway platform, a railway official recognized the teacher as one who had
taught him in his childhood. “Sir, I have never forgotten the contribution
made to my life… please allow me to play host to you and your friends in my
home”, said he. It was then brought home to the teacher’s friends what impact
a good teacher can have on his students, how they value him way above any
monetary assessment.
Time and again I came across a demonstration of this myself, when I
encountered the old students of my father, from all over India who remembered
their days as his pupil in the Banaras Hindu University. But let me now turn
to an account of my own education starting from my school days and leading
to research at Cambridge and recall some teachers to whom I owe as
an unrepayable debt.

School days
In my school in the campus of Banaras Hindu University, the number of
students was small, there being no more than 40 students per class and
normally only one section per class. We did not have the rat race of completing
an overstuffed syllabus that today’s children have to face. Thus teachers had
time to explain what they were teaching and also deal with student queries
that went beyond our syllabus. For example, our maths teacher, one Mr. Pande
would spend time discussing rider in geometry that were of this kind.
Another maths teacher who really belonged to the primary school was once
sent to our class of Std 9 as our regular teacher was absent that day. We boys
were in a somewhat derisory mood, thinking, what new will this man from
primary classes tell us. But we were in for a surprise. The teacher posed three
arithmetical questions for us to solve. They looked rather strange and we
thought of using our ‘superior’ knowledge of algebra to solve them. However,
we got entangled in mazes of equations and finally had to confess that we did
not have a proper solution. He then demonstrated elegant arithmetic techniques
to solve them…it was like using a short cut to reach one’s destination where
the normal route is long and winding.
While in the 8th
standard, I was fortunate that my maternal uncle Morumama
came to stay in our house since he had enrolled himself for the M.Sc.
mathematics course at the BHU. He had been high on the merit list of Bombay
Uinversity B.Sc. examination and combined a sharp intellect with marvelous
wit. He noticed that our father had provided us (me and my younger brother)
with two wall blackboards. We normally used these for drawing pictures,
geography maps or for writing occasional trexts. Morumama found another
use: he wrote a mathematical puzzle on one board under the title: ‘Challenge
Problem for JVN’. What began as a matter of fun soon got into a standing
practice, with him writing such a challenge problem and I trying to solve it.
The problem would remember on the board mocking me till I got the better of
it. Or, on a few occasions I had to confess defeat and Morumama would then
reveal the solution. On some occasions I took the challenge to my school class
for a joint effort at a solution.
Challenge is enough of a motivation for a bright students and a good teacher
is able to spot it and use it towards training him. I was unaware that through

such challenges my uncle had taken me at least three to four years ahead of
my class.
The second motivating factor is sheer enjoyment of the subject. It is not easy
and it takes a top class teacher to convey the enjoyability of a subject to his
pupil. Every subject has its enjoyable parts as well as dull ones. The former
excite the pupil and make him want to learn more; the later ensures that his
interest in the subject dies down. Prof. Bose was a motivating Physics teacher
in my intermediate (modern day XII standard) college at Kamachha in
Varanasi. He made Physics a likeable subject wherein interesting questions
can be asked and answered quantitatively. The use of mathematics in
answering Physics questions demonstrated to me the advantage of cross-
fertilization of two fields.
Cambridge teaching
The B.Sc degree at BHU was a stepping-stone for me to go to Cambridge for
higher education, which was to begin with negotiating the formidable
Mathematical Tripos reputedly the most comprehensive and difficult
mathematics examination. Although I had secured nearly cent percent marks
in maths in the B.Sc exams at the BHU, I had been warned that in Cambridge
it would be like bathing on a very different (and unfriendly) pitch. The Tripos
questions are seldom repeated; the advantage of practicing with the previous
years’ papers is just to get the knack of solving tricky problems. There is no
guarantee…rather it is almost certain that none of those questions are going
to reappear this year. Moreover, the lecturer went at a terrific speed, covering
what would be covered in BHU in one year, in a short term of 8 weeks. So
taking it easy for a few days meant being left far behind.
It was under such circumstances, that I was lucky in having Mr. Murphy as a
supervisor in my first year. A supervisor is a person you see once a week to go
over your lectures and to see if you had any difficulties. Murphy had a down
to Earth approach to the problems I brought….an approach that showed
that provided one understood the contents of the coursework, the apparently
tricky looking problems could be solved. My good performance in the first
year exams owes a lot to him.
Cambridge can be an awe-inspiring place for any student. To see Nobel
Laureates walking or cycling along the Cambridge Streets was a common

sight. One saw physicists like Paul Dirac, G.P.Thomson, John Cockcroft, and
biologists Kendrew and Perutz, and learnt to take them in one’s stride. But I
was fortnate in having Dirac deliver the quantum mechanics course based on
his own classic book. The subject had derived a lot more clarity and logical
consistency from what Dirac had put in it. From a set of arbitrary working
rules it had progressed to a discipline that required Hilbert space algebra to
quantify its details. Dirac was by no means flamboyant, rather the reverse. He
had a sedate style, which simply called a spade a spade. Yet often his ‘punch
lines’ became that much more effective because he delivered them in his usual
matter of fact way; like when he said: “I shall begin with an action principle,
because nature follows an action principle”. A profound assumption was thus
stated as a straightforward fact!
By contrast, the most flamboyant teacher I have ever had the pleasure of
listening to was Richard Feynman at Caltech. Gestures, up-and-down motion
across the stage, raising or lowering of voice, jokes and brickbats all were
employed to get the subject across. But despite their sharply contrasting styles,
Dirac and Feynman shared two things in common, their understanding of the
subject and their love and excitement of it. A student is generally able to gauge
his teacher on these counts and the effectiveness of the teacher vis-à-vis the
student depends on how high is he rated on these scales.
Research supervisor
I was equally lucky to have an inspiring research supervisor who loved his
subject and understood it thoroughly. Fred Hoyle had taught me in the Tripos
and to a large extent his teaching had been responsible for my opting for
astronomy and astrophysics as my field of research. I have yet to come across
a scientist as original in his approach as Fred Hoyle. Although many of his
ideas became textbook material, he himself was far from conventional. Instead
of looking for things that fit a theory, he was on the look out for anomalies, for
it is here that he felt that nature was trying to tell us something new. Most
scientists believe that he was wrongly passed over in the award of Nobel prizes
in 1983.
What was it like working with a highly original man? First, one learnt to be
scientifically more critical; don’t accept an idea just because the majority goes
for it. He felt that if a popular paradigm despite being extensively worked

upon, failed to produce satisfactory explanation of a phenomenon, then one
should not hesitate in abandoning it. Indeed, he himself did not work within
the popular framework because he felt that”….if it were correct, then one of
the multitudes of brainy scientists presently working on it would have solved
it….” How did he treat his student?
When in June 1960, I went to work under him as his student; he suggested
several problems for may consideration. Noting that he had omitted one
important topic, I asked him: “Sir, why don’t you like me to work on the steady
state cosmology?” This was his own theory of the universe for which he was
known worldwide. His reply was; “I do not wish a new research student to
get involved in controversy. It is best if he experiences and learns the research
techniques through a non-controversial problem.” I recall being disappointed
by this reply but could understand the logic behind it.
Neverthless, subsequent events worked the other way! I completed one of the
alternative problems that we chose that day, within six months. I was waiting
for another problem to tackle when the Ryle-Hoyle controversy erupted. Briefly,
Martin Ryle, the leading radio astronomer at Cambridge had been conducting
a survey of radio sources in distant universe lying beyond our milky way Galaxy.
On the basis of his findings he announced in mid-January 1961, that these
disproved the steady state cosmology proposed by Herman Bondi, Tommy
Gold and Fred Hoyle. This was therefore a challenge to Hoyle. Did this theory
stand disproved? Not so, through Hoyle, and he sought my help in working
out a detailed model with in the steady state cosmology that is consistent with
Ryle’s findings. We worked for around ten days and I recall doing some number
crunching on very primitive calculators and the EDSAC computer that had to
be fed data through paper tape. We were against time, since Ryle’s results
were to be presented at Royal Astronomical Society in its February meeting.
We had been given ten minutes to present our point of view.
It was when we had completed our task that Fred released his bombshell on
me! Because of a prior engagement that day, he could not attend the RAS
meeting I could present our results instead. I was shaken to the core…how
could I, a raw research student stand up and confront an established and
seasoned scientist like Ryle’s? However, Hoyle was reassuring. If I had
confidence in the accuracy of my calculations then I had nothing to fear. All I
must ensure was that I speak and present our point of view with the necessary

slides, within eight minutes, to allow for any interruptions, queries etc. He
went over my presentation several times to ensure that I presented the crucial
arguments within those eight minutes.
I did follow that plan at the actual meeting and am glad to say that all went
well. There were many who later came and said that they could see our point
of view. For me what was the most important plus point was that of self-
confidence in being able to present my point of view against any adversary.
In retrospect, I take that ‘ordeal through fire’ as an example of what a good
teacher can do; to delegate responsibility of presenting joint work to the
student and thereby build up his self-confidence. I have myself followed that
practice with my students too.
Concluding remarks
These autobiographical narrations have allowed me to present my perceptions
of what a good teacher can do to motivate his student, to get him interested in
the subject, to encourage his creativity and above all to build up his self-
confidence. Such teachers are sources of inspiration to a whole generation of
students and as such are the most valuable asset of an educational institution.
I consider myself fortunate in having had the right teachers at the right times
of my career.

Accountability in Teacher Education – A Quality Perspective
– K. Rama
Introduction
Today despite having one of the largest trained manpower, in the world quality
wise Indians stand nowhere. Students are graduating unprepared to meet
the demands of the society. Though lot has been discussed on quality education,
it remained within those four walls and neither the colonial concept has
changed nor the methods of examination and evaluation. In short the overall
quality of higher education imparted at our institutions has shown a down
trend both at the level of teaching as well as taught resulting in a huge output
of “functionally illiterates”. All this is because of the failure of our institution
to respond to change and act as to the requirements of the stakeholders. Our
Institutions should realize that the rate of change and the resultant rate of
obsolescence are phenomenally high these days. With globalization and the
nation moving towards implementation of the provisions of GATS, our
education sector has no other way than to adopt the mantra of “ Quality” for
it survival. Unless quality is brought into our education sector, it is going to
suffer a major set back in the present race of competition.
Adding salt to the wound the recent past has experienced dwindling financial
support for higher educational institutions. Overall the government funding
for higher education institutions in particular has been at an all time low. This
coupled with the constant pressure to change and demand of the society for
excellence resulted in privatization of the sector, which was strictly guarded
by the government for so many decades. The opening did not attract the
entrepreneurs, it had to, but gained momentum mostly among the money
minded people- the result –private sector organizations suffered from a bad
quality image. In general the perception of the society is that private institutions
provide low quality and ineffective services at high cost. It is high time we
realize that this public dissatisfaction is not based on scandal alone and is
often the result of the refusal of the organizations to address the valid concerns
raised by the parents, students and the education professionals.

We should also realize that the present day stakeholders are more aware of the
market and do not want to continue to buy the same educational systems that
existed in the past. They are more demanding and would like to pursue their
education only in institutions that will provide with the required skills they
need to compete in the global economy.
Recognizing the role of the stakeholders for the qualitative improvement of the
education system the Govt. has initiated the process of participatory
management involving the local community. Any quality programme can be
successful, only if it takes care of the interests of its customers. Institutions
should be quick in restructuring their courses as per the market requirements.
Institutions, which do not adapt to the market requirements, will have to face
the market forces. As change should be gradual and sufficient opportunities
should be provided to the institutions to adopt the new policies, recognition /
approval of an institution at present only ensures a certain bare minimum
standard. However to create a spirit of accountability and strengthen the
various measures undertaken by the National Council for Teacher Education
(NCTE) for Quality improvement of Teacher Education system, the process of
accreditation by the National Assessment and Accreditation Council (NAAC)
has been initiated which is gaining momentum and creating the sense of
accountability.
Quality Status
As on today many of the quality parameters are not being measured by set
norms nor norms have been laid down where needed. Even those norms being
practiced require upgradation or revision. A policy statement, categorical, clear
and practical, in order to effectively implement the decisions, should be laid
down for all teacher education institutions to follow. It should mirror the
academic standards and need for quality inputs to the education system of
the country. In other words, there should be a better interaction between the
teacher educators and the schools. For achieving this the teacher education
programmes should have an additional compulsory component of internship
in a school. This should be given proper weightage and viewed seriously and
effectively implemented.
There are concerns about teachers expressing their dissatisfaction with the
level of student input and vice – a – versa. On the otherhand we find that

overall standards of teachers in the profession has drastically fallen and world
over it is observed that this profession is the least preferred. As a result we
find that the knowledge gap between the various societies is widening. This is
often the result of the ‘refusal of most of the institutions to address valid
concerns raised by the general public. Thus if the institutions have to survive
its current crisis they must finish first in the race to provide teachers who can
meet the present days academic and business challenges.
It is hightime that we realized that quality of education, as most people think
is not just improving student grades and scores. Quality is creating an
environment where educators, parents, government officials, community
representatives and business leaders work together to provide the students
with the resources they need to meet the current and societal challenges.
A crucial factor in determining how these and other related challenges in the
path of our quest for quality and excellence are to be met is a clear-cut policy
and a system for governance, of teacher education system at the institutional,
state and national levels.
For imparting quality teacher education the institution should be rated on the
basis of the effective implementation of the following:
(a) Restructured procedure for entry into teacher education with emphasis
on valuation, that shall be practiced and more oriented towards
identification of capabilities of students.
(b) The recruitment policy, which shall be merit based as well as need, based.
(c) Procedure of recognition of teacher education programmes shall be more
need oriented.
(d) Procedures for making the institutions capable of sustaining a definite
growth in the pattern of quality input and distribution of the same to the
demands.
The growth of teacher education institutions in the country has shown
mathematical trend-producing graduates who are finding it difficult to find
employment. With practically no co-ordination between the various bodies
(NCTE, UGC, State Govt. and the management) the teacher education system
has become “a free for all ” service. Violating the norms and regulations laid

down by NCTE, and other regulating bodies the institutions are continuing to
recruit students as well as faculty with qualifications much below the
prescribed norms. This resulted in a drastic down gradation of the standards
in our education system and a high rate of rejection of their products. This is
the result why we have a such a huge number of qualified teachers un/under
employed.
Quality and Accountability
Apart from the perennial concern with finance, questions of ‘quality’ and
‘accountability’ will be the principal themes in higher education policy debate.
The major set back for achieving quality in our institutions is that the system
is without any accountability. One should realize that quality and accountability
are closely related. Quality as most people think is not just improving student
grades and scores. While quality is a structural process for improving the
output produced, accountability is rendering account of the activity being
carried out, its efficacy and productivity. Thus we see that without
accountability quality remains unachievable.
From the various court cases being fought by the Governments and the
institutions it is clear that with the increasing competition between institutions
for students, issues of accountability to parents, students, and the society is
also attracting attention.
The debate about the nature of accountability and the form it should take
however varies. Teaching effective institutes are in much sense accountable
to students, their families, with high hopes and expectations and to potential
employers who pay a substantial portion of the bills. Further there is also
social and political accountability, which are mainly concerned with issues
such as ensuring that teacher education is accessible to those who are likely
to be able to benefit from it. Then there is the financial accountability – about
the efficient use of resources and most important of all finally is the “ quality
accountability ” which is concerned with promise and performance and the
relationship between them.
Many argue that educational institutions need not be accountable to anybody
and if it has to be they feel that it is nothing but an interference of bureaucrats,
management or the like. With a cut in financial and Human resources the
institutions and the faculty have developed an indifferent attitude to the needs

of the system. Most of them opine that the quality of education will improve
only when the institution is provided with more money. But one should know
that money is not the key to improving the quality of education. The quality of
education will improve when administrators, teachers, staff and the
management / board members develop new attitude that focus on leadership,
teamwork, co-operation and important of all accountability.
Quality Components
Every quality program includes four essential components. First - there must
be a commitment to change. Quality is change and the thought of change
evokes fear in many people. As we have yet to develop a process of continuous
learning, our education professionals are confused of how to cope with the
new requirements expected of them. Our institutions are not prepared to come
out of the protective shield of the affiliating bodies and other traditional related
educational processes, which has not only given them a protective shield but
also a brand name. This fear of facing the market is preventing our institutions
from being changed to meet student needs. Further to this our society is
demanding that quality of education needs improvement, but at the same time
it failed to support the efforts to improve and thus do not support change.
Second - one must have a clear understanding of the working of the system.
Unfortunately we do-not look at the education as a system and many of our
previous attempts to improve quality of education failed because this issue
was overlooked.
Third -One must have a clear vision and everyone involved must “buy into”
the vision. The vision is a beacon that guides your team on its quality journey.
Finally there should be a plan for implementing quality education, which should
provide the team with set guidelines, which govern the implementing process.
This quality plan must be a living document, which has the flexibility to
accommodate change and reflects the immediate educational environment.
If we observe the present system it is in the final step we have failed. The
system has been too open and exploited to the maximum by the pseudo
educationists/professionals.
As the ultimate determinant of quality in any institution lies within the
institution itself, a viable system of quality assurance would be one in which

institutions are themselves responsible for ensuring minimum quality
thresholds. This is the purpose of the self-assessment of the institution and
the assessment and accreditation by an external agency like NAAC. To ensure
that long-term prospects for the sector as a whole are not being undermined
by quality short- cuts in individual institutions the institutions should
collectively share their experiences and evolve mechanisms for monitoring
the arrangements of individual institutions. Finally the government should
shoulder the responsibility for stimulating and rewarding specific examples
of high quality.

Management of Innovation in Teacher Education
– Arundhati Savadatti
Introduction
The changing profile of Indian society has necessitated changes in the system
of Education. The demands of globalization, communal disharmony, problems
of diminishing resources, competition to attain power and territory have
exposed the child of today to conflicting value systems. The alternative models
of living and being available today, have made life decisions more complex
and hence life processes more uncertain. Consequently, the system of education
has to be more dynamic, to cope with the changes in the external world. It
needs to provide an education which disciplines the mind, matures the heart
and equips the child to act according to the dictums of his genuine
understanding and true feelings. That is, an education that shapes the whole
personality and builds the complete person is the need of the day.
Ignatian Pedagogical Model (I.P.M)
Ignatian Pedagogical Model (I.P.M) is one such model conceived by the
founder of the Society of Jesus, which caters to the evolution of a complete
person with equal emphasis on his cognitive, affective and psychomotor
development. The different phases of the model are,
l Studying the Context of the Learner
l Providing Experiences
l Invoking Reflections
l Inducing Action, &
l Evaluation of the entire process
That is, in this model, the child’s both physical and psychological environment,
his potentialities and aspirations are looked into so that appropriate learning
experiences are planned to present the content.

After the presentation of the content in the form of meaningful and rich
experiences, comes the stage of reflection. This is when the child is raised
from cognitive level to affective level in viewing the content. This paradigm
shift is to prompt the child ask questions like, “What is the lesson here for
me?” Or “ what is the hidden message here that can benefit me as a person?”.
That is, the stage of reflection is the stage when the learning is totally
personalized, emotive responses are evoked and the latent values inherent in
the curriculum are explored. That is, at this juncture, I.P.M transgresses all
the rest of the models and the teaching strategies available today by making
an attempt to touch the very core of child’s being.
The next stage in the model is of planning out an action strategy to transfer
the learning of previous stage in to real life situations. Here, the child’s deeper
experiences are translated into actions so that they are reflected in his dealings
with others and with himself. The final stage of the model is of introspection
and evaluation when the process of learning using the model and the content
that being learnt is examined. The teacher also introspects his performance
to lead the child through different stages of the model. And encourages the
students to give him the feedback on the teacher behaviour.
Thus, it could be seen that I.P.M is a holistic, interactive, reflective model with
sound philosophical, psychological, intellectual and humanistic base.
Management of Innovation
The system of teacher education is the right platform for initiating any such
change or innovative practice. I.P.M as a practice teaching tool evolved in
St.Xavier’s Institute of Education and this paper is an attempt to present an
insider’s view as to how an institution manages innovation.
What is that within an organization which prompts it towards an innovation?
What kind of interplay of resources human and otherwise are required to
make it happen?
What is the nature of information flow during this process?
What will be the effect of an innovation n one functional area of an organization
into other areas of its activities?
What are the perceptions of the consumers regarding the attributes of the

innovation and did it in any way affect their performance? etc. are some of the
questions raised in the study.
It is obvious that the intricate questions raised above demanded the use of
Systems Approach as the organization as a system with numerous
interconnected parts - operating within a Suprasystem of the environment
and was responding to its needs was involved in the study.
Case study method was found to be the ideal method to ensure exhaustive
procurement of data from various sources using multiple tools to lead the
researcher to an understanding of how does an innovation evolve?
What are the key factors in the management of innovation?
The data was gathered on the following aspects of the system.
Conceptualizing
Planning
Acuating
Implementing
Evaluating
Innovation
ENVIRONMENT
Input to Innovation Process of Innovation Product of Innovation
The Goals of the
Institution
Needs of the Environ-
ment
HumanResources
l Principal
l Staff
l Students
Intangible Resources
l Institutional
Culture&climate
Material Resources
l Available within
the Institution
Feed Back

The tools used in the study were:
l Participant unstructured observation using field notes
l Interview of key players
(To identify the processes involved and the role of human resources in
the Management of Innovation)
l Document Analysis (To probe into the ethos and the goals of the Orga-
nization)
l Structured observation schedules (To find out about the performance
of the consumers o the Innovation)
l Semantic Differential Scale (To study the perceptions of the consumers
about the attributes of the Innovation)
As the study being a process study involving soft data, which was qualitative
in nature, both Methodological Triangulation and Data Triangulation of the
data obtained through various sources using various tools were strictly ap-
plied to ensure the objectivity and validity of the data.
Findings of the Study
l Innovation is a function of the organizational goals and the felt needs
within the institution.
l Longevity of an innovation depends upon the acceptance of the innova-
tion in the external environment –viz, the school system.
l Management of the innovation in the organization is a dependent pro-
cess.
It depends upon-
1. The innovative intent on the part of the organization
2. Resources available- both tangible and intangible
l Management of innovation becomes an integral part of the day
today operations of the organization affecting considerably the other
spheres of its activities.
l Organizational Hierarchy and Management of Innovation

Management
Principal
Staff members
Student Teachers
Idea Sponsoring
Idea Evaluation, Improvement, Protection
Planning, Actuating
Implementation, Evaluation
Follow up
Role Profile of Human Resources in the Management of Innovations
PRIN CIPA L
STA FF M EM BERS
Idea Generation, Improvement, Protection, Planning, Activating, Implementing
Idea Generation, Improvement, Protection, Planning, Activating, Implementing
Evaluation
Principal
Staff Members
Student Teacher
During the later stage of During the Initial Stage of
Management of Innovation Management of Innovation
l Informational Flow and Management of Innovation
StudentTeachers
PRINCIPAL
STAFF MEMBERS
Principal
StaffMembers
StudentTeachers

l Key elements in the process of innovation are
1 Conceptualisation
2. Planning
3. Actuating
4. Implementing
5. Follow up
Evaluation and Decision Making are the two processes running all through
the different phases of innovation impacting the evolution of the innovation.
l The strengths of the institution which facilitate an innovation are:
- Management Support
- Innovative Leadership
- Culture and past traditions of the institution
- Competent and cooperative staff
- Eager and enthusiastic consumers
l The constraints within the institution which impede the process
of innovation are:
- Lack of theoretical input on the innovation planned
- Interference of the earlier model with the innovation
- Apprehension about the receptivity of the clientele about the
innovation
- Constraints of time to bring in innovation
Conclusions
Innovations emerge as a result of felt needs at the macro level and to attain
institutional objectives at the micro level.
The management of innovation revolves around the three key variables-viz,

l The individual
l The organization
l The processes employed within the organization
And hence a thorough study of these key variables must become the first step
in the management of innovation, even before conceptualizing an innovation
Management of innovation is a new area open for research and such identify-
ing innovative institutions and studying them for in depth analysis of pro-
cesses involved can be a major thrust area of research in future. Institutions
at the national level like, N.C.E.R.T, U.G.C and other institutions of higher
learning can also be studied.
The fast changing world demands an educational system, which is dynamic
and innovative. The system of teacher education is the right place to intro-
duce any such changes. Ignatian Pedagogical Model (I.P.M) is an innovation
which evolved in the portals of St Xavier’s Institute of Teacher Education.
The present paper is a case study of this institution.
The problems raised in the study are-
l What factors lead an institution towards an innovation?
l How does an institution manage innovation?
l What are the key elements in the process of innovation?
l What will be the impact of innovation on the rest of the activities
of the institution?
l How does information flow before, during and after innovation?
The entire set up of the institution including tangible, intangible and human
resources Organisational climate, ethos and aspirations of the institution and
its people, it’s past traditions and performances were studied much in detail.
The tools used for data collection were, structured& unstructured observa-
tion, interview schedules, document analysis, semantic differential scale. Data
was subjected to rigors of triangulation to ensure objectivity and reliability
before it was analysed.
The findings of the study were-

l Management of innovation is a dynamic process depending upon
the innovative intent of the organization and the people constitut-
ing it.
l Key elements in the process of innovation are conceptualization,
planning, activating, implementing. Evaluation and decision-mak-
ing are the two processes, which are evident during different stages
of the evolution of innovation.
l Innovation emerges as a result of felt needs of the society at macro
level and to attain institutional objectives and aspirations at mi-
cro level.

Commercialization In Teacher Education
– L. C. Singh
Reshaping the Vision
The focus on the quality of higher education has necessitated the need for
educational institutions to become a knowledge enterprise that has to operate
in a rapidly changing environment of globalisation of trade, global revolution
in information and technology and conflicting demands of industry and
institutions vis-a-vis growing unemployment rates, need for well-trained
professionals, high running cost of universities and professional colleges and
a new global market for higher education. The changes in global environment
thus open up challenges of globalisation of economy, knowledge, society and
demand for higher education
both in terms of quality and quantity. This is going to further escalate because
of higher ambitions of parents, young boys and girls and also more
sophisticated manpower requirements of the changing market trends. These
dramatic challenges pose serious questions for higher education, and
particularly professional education, urging educational planners to rethink
the way education is to be perceived and managed.
Privatization – A Natural Evolution
In view of the tremendous pressure on total educational knowledge enterprise
for higher and professional education in particular, privatization is not an
option but a natural evolution. The earlier system, where the state and
charitable institutions come forward to open new professional colleges, is
obviously unable to cope with the rising demands of a high profile professional
education. The infrastructural, managerial and financial requirements coupled
with a high yielding entrepreneurship has made the private sector to take a
direct plunge into the educational enterprise, may be the process is still in its
infancy. However, a tremendous beginning has already been made and the
forces of demand and supply will sooner or later bring the required semblance

to the system.
A look at the possible contribution, that privatization can make to higher
education enterprise as a whole, may generate a lot of hope for the future of
higher and professional education. However, a closer look, at ‘what is’ as
different from ‘what should be’, spells doom – the future of higher education
seems bleak. Let me share with you some of the major concerns of defective
and/or ineffective privatization in higher education, teacher education and
other professional courses such as adverse effects on quality of education,
withdrawal of government and increasing commercialization in higher
education.
Forces to Push Commercialization
Liberalization at the global level implies entry of private enterprise into the
public sector economy. It subsumes commercialization as a legitimate
component to earn profit though seemingly limited. Unfortunately, however,
in our country, there is a fast diversion towards commercialization in higher
education as a result of several forces working for it. Some of these are:
Economic value: Among all the human values in the materialistic
world of today, the economic value is becoming predominant in one’s
life. This drives an individual or a group of individuals into
entrepreneurship and activities that would excel others in pursuit of
economic achievements. It is not limited to trade/business sector; it
has also entered into other social welfare sectors such as health,
education, etc. The economic value naturally leads to
commercialization.
Social compulsions: Individuals wish to get name and fame in the
society. Some persons contribute to the social cause – human welfare
including education and health. Philanthropists have set up
educational institutions may be without any commercial motive. But
this is also now getting vitiated by financial gains even through social
welfare ventures. Commercialization has taken over the earlier social
service motivation to money making motive.
Political opportunism: Some of our law makers are also motivated
to enter in this area which they feel would not only lead to more
financial gains but also stability in their own careers.

Psychological attitude: Some individuals develop strong positive
attitude towards gainful economic activities. They have urge to earn
huge wealth and assets. This money-oriented life style drives people
to engage in commercialization in their respective field of work.
Culture of corruption: In the very recent years, there have been several
quick changes in our cultural outlook. Social responsibility towards
society has deteriorated and surrendered itself to profit earning only.
The other cultural changes include trends such as - sacrifice to
selfishness, social welfare to personal gains, fair means to any means,
ethical behaviour to apathy and moral values to no morality.
Commercialization in Teacher Education
There has been a phenomenal expansion of higher education in general and
teacher education in particular during the post-independence period, so much
so that during the last decade, government found it difficult to finance the
setting up of new colleges. Therefore, universities and colleges are being
encouraged to start new courses generating their own resources, thus ushering
in an era of self-financing schemes for starting useful and professional courses
in teacher education, which have gained special momentum today. Most of
the operating revenues for self-financing courses and institutions come mainly
form tuition and other types of fee. Now-a-days these institutions are coming
up in large numbers and B.Ed. courses is becoming more popular because of
the focus on universalisation of elementary education, education for all, and
right to education which will promote job opportunities for teachers. There is
a danger that the self-financing colleges may attract students having less ability
but more payability. Some educational thinkers oppose the self-financing aspect
of teacher education because of the chances of ills of commercialization and
corruption creeping into this system. There are reports about the deteriorating
quality of education in some of the privately run institutions, which is alarming.
Who Comes Forward?
It is intriguing to note what type of people coming forward to start teacher
education courses or institutions. A short survey, done in July 2002, of forty
self-financing institutions, who have set up their colleges of Teacher Education
and got NCTE’s recognition during 2001-2002 and are located in NCT of Delhi
(13) or its neighbouring districts (27) of Uttar Pradesh, reveals that the owners

of SFIs come from the occupational groups such as advocates, teachers,
politicians, businessmen (timber merchant, scrap and hardware dealers),
industrialists (steel, brick klin), builders/colonizers, etc. Some of the owners
of the existing institutions who have started B.Ed. courses include those who
are already in the trade and are running degree courses in subjects like the
computer science, management and technology. There is yet another group of
owners who have been running public schools for the last 15 years are also
now running the B.Ed./ETE programmes in their schools for the last three
years.
Table 1
Ownership of Self-Financing Teacher Education Institutions and Courses (N=40)
1 Politician 1337
2 Professiona l3126
3 Businessman 2417
4 Industrialists 25411
5 Builders/Colonisers 44-8
6 Others 1-1
Total 12181040
Spectrum of Commercialization
Information based on personal communication in confidence with the
stakeholders – parents, teachers and students reveals that the malpractices
of commercialization cover a wide spectrum. These include the following:
l Auctioning of NRI seats
l Selling of payment seats
l Charging hostel and mess fee higher than market rates
l Charging penalty fee for absenteeism
l Pricing high the publications – prospectus, magazines
l Charging registration and admission fee extra
l Getting donations on ‘as you please’ basis

The Stake Holders
The stakeholders who are victims of commercialization in teacher education
need to change their attitude and outlook. This would go a long way in curbing
the commercialization.
a) In years to come the prospective employers will substantially increase in
the private sector because the government is suffering from financial
crunch. The employers’ worry is about the quality of training and the
competency of the teachers coming out of these institutions. They would
employ those teachers who have the skill and competency to perform
well in the school system. Non-performers will not be allowed to continue
unlike government schools only on the basis of degree in education.
b) Students are the main stake holders. Those who are desperately seeking
admission to B.Ed., ETE/NTT are ready to bear the burnt of
commercialization and even corruption. The students will have to stand
against the malpractices of institutions, if they find that they are not
getting the worth the money being paid. This would be self-forcing the
curb on commercialization.
c) Parents – mostly guardians/parents of the girls are found willing to pay
“premium” to seek a seat in an institution even withiout bothering much
about the quality. They want their wards to get the B.Ed. degree for
latter matrimonial prospects and future security against bad times. They
have to overcome such compulsions for the sake of better quality training
in reputed institutions and ensure better placement chances.
d) Teachers working in many SIFs are being underpaid. Some are terminated
at the end of the session. Thus there is always uncertainty in the career.
e) Owners of SFIs invest huge amount of money on building and other
infrastructural facilities. Recovery of investment is slow as per the
revenues. Long-term recognition by NCTE and affiliation by university
are uncertain in many cases. This prompts the owners to recover the
investment as early as possible. Some of the owners resort to
commercialization at the cost of institutional reputation and training
effectiveness.

Strong Measures to Curb Commercialization
Commercialization of teacher education is malice. Being an ingredient of self-
financing education in developing countries, it cannot be totally eliminated.
though it can be minimized and curbed to some extent. Therefore, some suitable
bold measures will have to be taken to curb the commercialization in teacher
education. Hence the cruciality of roles of NCTE, NAAC, affiliating universities
and the concerned state governments and the need for immediate
implementation of the measures.
State Level Manpower Planning in Teacher Education
Regular surveys have to be undertaken by the state-planning department to
ascertain the manpower requirements of teachers in various subjects at
different levels in the state. Based on this data, the need for opening new
teacher education institutions or offering new courses in the existing
institutions should be the decisive criteria for issuing ‘No Objection Certificate”
to an individual or a society/trust.
NCTE with Watch Dog Panel
MHRD may set up a panel of eminent teachers and education experts to
monitor the appointment of inspectors who would inspect the colleges of
teacher education for recognition. Since complaints have been received against
some of the inspecting teams giving a clear picture about the institutions visited
the panel would also examine the process to grant of recognition to private
self financing colleges of education by NCTE. It is somewhat like the PIL
based action.
Stake Holders to Come Forward
Stake holders – students, parents, teachers and owners of colleges of education
have to come forward and give information, if any, about institutions which
have been granted approval by NCTE and where norms and standards as
prescribed by the Council have not been followed. Any kind of
commercialization being done anywhere in such institutions should be reported
in specific terms so that the Council can get the matter enquired and take
appropriate action.

Grading Institutions for their Quality
There are as many as 888 teacher education institutions at the secondary
level and 1067 at the elementary level. Of these 676 are unaided (self financing)
institutions offering teacher education programme at graduate level that are
approved by NCTE. On an average, for every seat in teacher education (B.Ed./
ETE) in Delhi approximately 500 students apply. Desirous students are keen
to join in any institutions wherever admission is offered by the university
irrespective of the quality (about which students are not aware). Some of the
institutions often turn out to be worthless. As a result, students investing
between Rs.50 thousand to more than a lakh might end up with a degree/
diploma that has purely matrimonial advantage has marginal no market value.
There is need to carry out extensive assessment and grading all the institutions
across the country. This would ensure that institutions - big or small, old or
new do not take undue advantage of the students who are in desperate need
of getting teacher training particularly girls/women. Since these are going to
be assessed on a number of criteria such as self appraisal report which is
validated by peers visiting the institutions and finally graded by NAAC, the
students seeking admission to teacher training courses would have a clear
idea of the quality of the institution that they are getting into. In order to curb
commercialization, the teacher education institutions will have to be graded
for their quality performance and product. In this direction, the NCTE and
the NAAC have recently entered into an MoU for executing the process of
assessment and accreditation of all teacher education institutions coming under
the provision of the NCTE Act. This is a welcome decision. In fact, approval
of NCTE for giving recognized status to an institution for starting a teacher
programme is like an ISI mark ensuring the quality of both the institution
and its products – trained teachers.
Role of Affiliating Universities
The reputation of an affiliating university is on stake if the SFIs of teacher
education do not perform well, rather engage in malpractices. Merely framing
of regulations will not ensure quality. The university has to introduce some
mechanism to monitor and ensure that the curriculum transaction is done
effectively, students attendance and achievement are ensured, evaluation
system is enforced rigorously. The reputation of a university goes a long in
getting

placement of the B.Ed. students specially in the private sector schools.I suggest
certain specific role of affiliating universities for consideration of the
conference.
a) The affiliating university may constitute a management committee of
SFI to represent community leaders, experts, parents, social workers
and prospective employers for transparency and accountability. It should
be the joint responsibility of the university and the management to assure
quality of training.
b) Alumni-involvement in educational management and instructional
programmes will ensure better quality and reduce commercialization.
c) Individuals may find it difficult to invest for the entire cost of setting up
a new college. Therefore, external financial support mobilization has to
be tried by the institution. In this context, community welfare societies,
NGOs, voluntary organizations, religious trusts can be encouraged to
come forward to successfully run teacher education institutions without
indulging in commercialization.
d) University should fill all the payment seats from their entrance test merit
list. The practice of allowing institutions to fill the vacant seats directly
at the last moment promotes commercialization.
e) The NRI seats are being filled purely on commercial basis. Stringent
measures should be taken by the government and the universities to
check this practice. Rules to fill NRI seats should be framed by MHRD/
MEA and strictly followed. In fact, MEA should fill these seats to
eliminate commercialization in teacher education.
Corporate Sector Involvement
Involvement of corporate houses in running teacher education institution may
prove better. In fact the corporate sector has taken enough from society and
should give it back something in return. Being much more organized, they
can be quite effective in implementing the schemes with a positive outlook.

Consumer Perspective in Quality Teacher Education
– S. B. Kshirsagar
Points of Presentation:
l Introduction
l Consumer and consumer protection act
l Consumer protection and consumer rights
l Consumer movement
l Student as a consumer
l Need of Consumerist View in Education
l Measures for inculcating Consumerist View in Education
l Closure
Introduction
The progress of a nation depends on the natural resources available in it and
the human resource it produces. The former depends on the geographical
location while the later on the quality of the education imparted to the people.
Apart from physical, infrastructural or material resources, the human
resources play an important factor in prospering and flourishing an institution,
achieving the desired level and marching towards goals and thus contributing
towards national development. The role of a teacher, and of an educational
institution, in this context, is vital and cannot be ignored. The Indian
Education Commission (1964-1966) has rightly said:
“ Of all the different factors which affect the quality of education and its
contribution to national development; the quality, competence and character
of a teacher are un- doubtly the most significant.”

Education widens the mental horizon, enables an individual to enjoy the good
things of life and raise standard of living, and thus helps in the economic
development of a nation by creating human resource for it. Hence, Education
is regarded as the most effective instrument of national development and
national reconstruction. Education (and of – course quality education), is the
most effective tool of economic and social transformation. Quality education
had been a key word in the present era and can very well be attained through
the consumer perspective in education.
Consumer and consumer protection act: Indian government has taken an
initiative in protecting the consumers by enacting various laws. The central
government has passed a new “ Consumer Protection Act 1986 ”.This act
gives wide powers to consumers .In addition special consume r courts are
established for dealing with the grievances of the consumers. This act defines
a consumer as:
“A person who buys any goods for consideration which had been paid or
promised or partly paid and partly promised , or any under system of deffered
payment and includes any user of such goods other than the person who
buys such goods”.
A person who buys goods or service is not necessarily a consumer.
The act regards the user of a goods or a service as a consumer.
Consumer protection and consumer rights:
The consumer protection act 1986 provides added protection to the consumers
to safeguard their rights. The consumers have the following rights:
1. The Right to safety
2. The right to be informed
3. The right to choose
4. The right to be heard
5. The right to redress

Consumer movement
Consumer movement has been defined as:
“ A collective approach for solving problems, difficulties and challenges of
consumers”
It is movement of the consumers, by the consumers and for the consumers. It
is essentially for consumer education, consumer guidance, consumer
protection and consumer welfare. Consumer movement protects the consumers
but is not against any business and it always uses peaceful and democratic
methods. It’s main aim is safeguarding the rights and privileges of all
consumers.
Student as a consumer
It can very well be understood that a student in an educational institution is
a consumer. He can exploit all the rights under the consumer protection law.
Presently He is unaware of his rights.
Students Institution
( Management)
Government Public (or
Society)
In turn becomes
Service Provider
Institution and
Teachers
( as a service providers )

Need of Consumerist View in Education
The consumerist view is essential from the following considerations:
1. Competency, commitment and performance consideration
2. Economic considerations
3. Quality considerations
4. Challenges due to globalisation, privatisation,
5. Accountability
6. Sustainable development and institutional survival
7. Inculcating a sense of commitment
8. Professional and ethical considerations
9. Psychological considerations
10. Social and moral considerations
Measures for fostering Consumerist View in Education
1) Assessment and Accreditation - as a key process for quality
consciousness.
2) Programmes for professional development of teachers and other
members of the institutions.
3) Content Test for teachers.
4) Orientation of students and stake -holders.
5) Awareness about right & consumes by students.
6) Performance based reward system.
7) Licensing for a stipulated period of time.
8) Teaching competitions for teachers and student teachers.
9) NAAC / NCTE / UNIVERSITY / UGC to take appropriate steps to verify
the quality of curriculum transaction in various institutions.

10) To create an attitude of quality services in the teachers.
11) Setting / providing more Infra- structural and physical facilities - to
promote interactive and student centered learning using instructional
technology.
12) Right to Quality Education - to be the fundamental right.
13) Measures to avoid disparities in quality of services provided by
institutions, education of comparable quality.
14) Suggestion box / complaint book.
15) Evaluation of teacher by students.
16) Other feedback mechanisms –Interviews of students, observations of
lectures by peers.
17) Maintaining transparency in all the educational processes including
evaluation.
18) NAAC / NCTE to look into content coverage in colleges.
19) Content to be given more emphasis.
20) Teacher student Ratio 10 : 1, and not 14 : 1
21) Establishing Grievance redressal cells.
22) Avoiding Overlapping in Accountability.
23) Individual Accreditation
24) Modular courses
25) Parallel courses / degrees.
26) Online and any time examination.
27) UGC to provide details of the results of all the candidates appearing
SET / NET examination.
28) UGC to allow to take out the question papers off the examination halls
after the SET / NET examination is over.
29) To follow Benchmarking processes.

30) Restructuring of Teacher Education:
l Up grading Curriculum
l Duration of courses
l Online admissions, tests, results
l Multimedia and distance learning
l Self-financing and modular courses
l Alternate and part time use of human and non human resources
l To adopt Total Quality Management (TQM)
Conclusions
The above measures will help to inculcate appropriate attitudes to nurture the
consumerist approach in education. Consumer consideration in education is
the need of the hour. Providing quality services up to the satisfaction of the
beneficiaries (prominently the student) is a greatest challenge before all of us.
Consumer view in education is of vital importance, and fostering this view in
all the members of educational institutions would be of paramount significance
for the proper growth and survival of the institutions. Those institutions, which
will not make conscious efforts in this direction, are likely to go into oblivion.
Further more, consumer view is essential because consumer is the king of all
service providers and their future is in the pleasure of the consumer. There is
a need to take appropriate steps to instill and inculcate in the teachers an
attitude of commitment towards the profession, the society and the students.
This will help to improve the overall quality of educational services in the
educational institutions.

Course Perception-Expectation Match–A Consumer Perspective
in Quality Teacher Education
– Usha Borkar
Education is a process of human enlightenment and empowerment for the
achievement of a better and higher quality of life. A sound and effective system
of education results in unveiling of learner’s potentialities, enhancement of
their competencies and transformation of their interests, attitudes and values.
Recognizing such an enormous potential of education, all progressive societies
have committed themselves to the explicit aim of providing ‘Quality Education
for all’. Hence the role of caretakers (teachers) of education assumes great
importance. From time immemorial the members of the teaching community
are considered the most important members of the society, as they are
responsible for the most treasured of all resources-the human intellect. This
colossal function of education cannot be discharged efficiently even by born
teachers without any theoretical background. Also, as the learning population
is increasing rapidly so also the need for teachers is increasing day by day.
Therefore the profession of teaching cannot bank merely on persons with inborn
talents to meet its demands, and like any other profession, personnel for the
teaching profession can be made and have to be made. Thus the initial training
(teacher education programme) of all the new entrants into the teaching
community should play a constructive role. One cannot forget that teacher-
education is the only sector of education, inputs of which are drawn from and
outputs of which flow into the same system, i.e. the education system.
In the present system of teacher education it is observed that much is left to be
desired. The educational system in India is prone to be in a state of flux. Any
amount of financial jugglery is unable to take care of the matters that need
attention in the vast and diverse fields of Indian education. As a result the
system today has stagnated and schools and colleges have turned into teaching
shops. Above all, in this state of confusion the system of teacher education is
one of the most neglected areas. Furthermore, the very nature of the system of
teacher education has a number of problems. As a teacher educator, the

presenter comes across fresh graduates from the B.Ed. course labeling the
teacher education programme as “irrelevant’ and “not in accordance to the
prevailing conditions in the school.” At the same time for some student
teachers the teacher education programme has provided new avenues and
stimulation for further professional growth. These contradictory views
reflected a wide gap in the opinions regarding the teacher education
programme. It was felt, that the expectations with which the student teachers
stepped into the colleges of education, remain unfulfilled to a great extent.
The new entrants into the field of teaching found the course did not match
the expectations they had from the course. At this point it is necessary to
realize that the entrants into the teacher education programme are the
consumers of the system. Excellence, of any institution, system or a process is
consumer driven and consumer focused. Designing a system or institution
for excellence necessitates maximizing value for consumer, which is possible
through a sound understanding of the dynamics of consumer satisfaction
and adopting strategies for using the voice of the consumer for redesigning,
revamping and innovating services. In teacher education institutions the
immediate consumer are the student teachers who come for acquiring the
B.Ed. degree course. Therefore ascertaining what the student teachers expect
from the system of teacher education and whether the system meets their
expectations is the first step in the journey towards excellence.
An empirical study was conducted on a sample of 752 student teachers
selected through stratified random sampling from eight colleges of education
affiliated to University of Mumbai. The data was obtained with the help of a
student questionnaire designed to collect information on the student teacher’s
course expectations and course perceptions of the role and functions of colleges
of education. The role and functions of the colleges of education was examined
in ten different areas related to college functioning.
The researcher operationalised the variables considered for study in the
following manner:
Course Expectation: Course expectation is what the student teachers
anticipate/hope to get from the B.Ed degree course keeping in mind the
curriculum components of the course, physical infrastructure of the
college of education, social climate of the college of education, staff
competence and responsiveness; and the future requirements of the
profession.

Course Perception: Course perception is the manner in which the student
teachers view the curriculum components of the B.Ed.degree course,
physical infrastructure of the college of education, social climate of the
college of education, staff competence and responsiveness; and the future
requirements of the profession.
Course Perception-Expectation Match: Course Perception-Expectation
Match is seen in the difference in the perception, expectation score
measured as perception scores minus expectation score. A zero difference
would indicate an exact match, whereas a positive or negative difference
would indicate a gap where perception exceeds expectation or vice versa.
Tool/questionnaire in the form of rating scale was constructed to measure
Course Perception and Course Expectation of the student teachers.
Course Perception and Course Expectation of the student teachers is studied
in terms of following variables which are operationally defined as follows:
1. Physical facilities: This refers to the facilities provided by the college of
education. The facilities include the library facilities, computers, overhead
projector, audio and video systems, canteen, common room, classrooms,
chalkboard, toilets, photocopying facility, telephone, lockers, and drinking
water. Twenty items related to this area are included in the student
questionnaire/ rating scale.
Sample Items:
l The college should have computer/computers.
l The college should have clean drinking water facility within the
premises.
l The college should have a library stocked with required reference
books.
2. Social climate: This is studied in terms of social atmosphere provided
by the college of education. This involves relationship between student
teachers, teacher educators and non-teaching staff, relationship between
teacher educators and the principal. Nine items related to this area are
included in the student questionnaire.

Sample Items:
l The teacher educators /principal should be approachable.
l It should be possible to voice my viewpoint of any matter freely to
my teacher educators.
3. Workload: This is studied in terms of work the student teachers have to
do to get through in the course, also the amount of time spent for various
activities as a part of the course. Six items related to this area are included
in the student questionnaire/ rating scale.
Sample Items:
l The college should emphasize on compulsory attendance at
seminars, workshops arranged by college.
l I should get time to do full justice to my academic work.
4. Curriculum components: This is studied in terms of the theoretical
aspects and practical aspects of the B.Ed degree course. The theoretical
aspects include the various theories of education and practical aspects
include the training provided to the student teachers for understanding
the teaching sessions. Six items related to this area are included in the
student questionnaire/ rating scale.
Sample Items:
l The theoretical and practical contents of the course should be in
accordance to the future job requirements.
l The theoretical and practical contents of the course should prepare
me to evolve methods of teaching for larger classes.
5. Access to infrastructure: This refers to the ease of the availability of the
physical facilities of the college to the student teachers. Six items related
to this area is included in the student questionnaire/ rating scale.
Sample Items:
l The college should allow the student teachers to use the OHP for
activities like paper –reading, demonstrations lessons.

l The college should allow the student teachers to practice on the
computers.
6. Communication: This is studied in terms of how well and how clearly
the teacher educators and the principal communicate with the student
teachers. Six items related to this area is included in the student
questionnaire/ rating scale.
Sample Items:
l It should be communicated to the student teachers the purpose of
learning a topic.
7. Staff competence: This refers to the level to which the staff is competent
at teaching, clearing doubts of the student teachers, in stimulating the
interest of the student teachers through their teaching skills and
involvement with their subject. Seven items related to this area is included
in the student questionnaire.
Sample Items:
l The student teachers should clarify the various conceptual doubts
of the student teachers.
l The teacher educators should ask for feedback from the student
teachers regarding their lectures.
8. Reliability: This is studied in terms of how consistent the college/teacher
educators are with keeping with said time, activities, timetable and work.
(Feedback, correction of essays, journals). Eight items related to this
area is included in the student questionnaire.
Sample Items:
l The teacher educators should be punctual for the observation of
lessons at practice teaching school
l Activities in the college should be conducted in accordance to the
timetable put up for the activities.
9. Empathy: This is studied in terms of how well the teacher educators are
able to identify with or understand the student teachers. Five items
related to this area is included in the student questionnaire.

Sample Items:
l The teacher educators should make efforts to understand and solve
the difficulties (if possible) faced by student teachers during practice
teaching sessions.
10. Responsiveness: This is studied in terms of how teacher educator can
answer or act or feels to the stimulus provided by the student teacher’s
actions. Seven items related to this area is included in the student
questionnaire.
Sample Items:
l The teacher educators should be open to new ideas from student
teachers.
l The teacher educators should be receptive to suggestions regarding
the execution of the course.
Data was collected in two phases. The tool of course expectation was
administrated first and the tool of course perception was administrated after
gap of some time period. This was done to avoid contamination of the course
perception tool. The researcher did not want the student teachers to confuse
between ‘What the student teachers expected from the B. Ed course, before
they joined the college of education’ and ‘what they are experiencing during
the course period’.
The obtained data were processed to identify differences in the course
expectations and course perceptions of the student teachers regarding various
aspects of curriculum transaction and the same are referred to as Course
perception-expectation match.
It was found that the student teacher’s course expectation was higher than
their course perceptions in areas related to individual development and societal
development. In areas related to developing the discipline/subject, the colleges
of education is perceived to performing better than what is expected of it by
the student teachers. This study was more designed to compare course
perception-expectation match of different types of colleges of education. But
the same tools can be used to assess the curriculum transaction in each
individual college of education. The areas reflected in the tool are also the

areas reflected in the self-appraisal report of NAAC. Hence this tool can be
utilized in effective assessment.
Current Relevance of the Research
The above tools can be used to help the student teachers to view the course in
critical and objective manner. View point of student teachers regarding the
course procedures can be helpful in providing insight into the working
environment of the college of education The information can be utilized by
the college of education to better their own process of training.
Working on these lines, Hansraj Jivandas College of Education has used this
tool to assess its functioning during the academic year 2001-2002 and the
current academic year i.e. 2002-2003. At the beginning of the academic year
i.e. on first or on second day of the commencement of the course the student
teachers are administered the course expectation tool. Freedom is provided
to the student teacher to express their expectations. At the end of the academic
year the tool of course perception is administrated. The course perception
score is compared with course expectation score and course perception
expectation match is found. Course perception-expectation gap is critically
analyzed and strategies are developed to reduce if not totally eliminate the
same. The data obtained is assessed and the academic transaction is planned
according to the specifications. The following are some of the changes that
were incorporated after assessing the course perception-expectation match:
l Guidance days for lesson planning were planned in such a manner
that the student teachers had at least three days for preparation.
l Computer facility is made available to the student teachers for all
working hours of the college
l Feedback from the principal is given to the student teachers at least
once a month with respect to various components.
l Schools are allotted keeping in mind the residence area of the student
teacher.
l Rotation of guidance teachers so as to enable student teachers to get an
opportunity to learn and interact with different teacher educators.

l Each group of student teachers is given two practicing schools and one
standby school to ensure exposure to different types of schools.
l Each teacher educator ‘adopts’ ten student teachers who are guided to
enhance their academic performance.
l Keeping in mind the current trends and demands, the student teachers
are trained to prepare instructional materials in the form of PowerPoint
presentations. Training is also provided in preparation of charts, models
and transparencies in order to cater to student teachers coming from
different regions of Maharashtra.
l Book bank facility is made available to the student teachers where they
are provided with fourteen reference books, which they can keep for the
entire academic period.
l Qualitative feedback is provided to the student teachers in the form of
‘Brainstorming’ sessions.
Incorporating these suggestions has definitely enabled the college to meet the
needs and expectations of the consumer, i.e. the student teacher to some
extent. In this manner each college of education can use these tools, which
also help to reflect upon some of the items of the self-appraisal report.

The role of society and parents’ involvement in strengthening
institutional efforts to improve performance in Teacher Education
– R. T. Jantli
Introduction
India is a fast developing country. The development of this country depends
mainly on the quality of education imparted at various levels. Hence, ensuring
the quality of people who impart education i.e teachers is very important.
Teacher Education is gaining greater momentum in recent years as demand
for teachers at primary and secondary school, is increasing rapidly. More and
more institutions are being setup to provide training to prospective teachers
But the results of many such institutions is rather misleading as almost all the
students get through the B.Ed course with distinction or first class. Marks do
not assure quality. Quality of teachers depends on their skill, attitude and
application of what they have learnt during their training.
The teacher training institutions need accreditation through objective and
scientific assessment. But before they actually go through the process of
accreditation it is imperative that the institutions grow in all respects. Gone
are the days when it was believed that the development of an institution was
the sole responsibility of the government or the management. In modern days,
society and parents of students play a constituent role in the development of
quality based institutions. So, it is important to study the role of society and
also of parents in improving teacher education institutions.
The present article is about the study made by the investigator to know the
role of society and parents in developing teacher education institutions.

Objectives of the study.
1) To study the different aspects of teacher education programme.
2) To know the role-played by the society in developing the teacher education
institutions.
3) To know different activities undertaken by the society in developing
teacher education institutions.
4) To know the different aspects of the society to develop such institutions.
5) To know the methodology adopted for such developmental programmes
by the society.
6) To study the role of the parents in improving the status of the teacher
education institution.
7) To know different activities undertaken by the parents in developing
teacher education institutions.
8) To know the methodology adopted by parents in developing such
institutions.
9) To study the educational implications of both society and parents in
developing quality based teacher-training institutions.
Methodology
The present study is a research survey through required tools and proper
samples.
Tools for the Study.
1) Questionnaire for the people involved in the society.
2) Rating scale for institutional status .
3) Questionnaire for parents of B.Ed. students.
Sample and Sampling Procedure
The selection of the sample for the present study involves following aspects.
1) Selection of B.Ed. Colleges.
2) Selection of members of the society around selected B.Ed. Colleges
3) Selection of parents of the B.Ed. Colleges involved in the study.

1. Selection of B.Ed. Colleges
There are 15 B.Ed. Colleges affiliated to Karnatak University, Dharwad
out of which the investigator selected 5 B.Ed. Colleges randomly.
1) Karnatak University College of Education, Dharwad.
2) Krantiveer Sangolli Rayanna College of Education, Belgaum.
3) J.P.College of Education, Gadag.
4) S.R.Kanthi College of Education, Ilakal.
5) Sri Kumareshwar College of Education, Hangal
2. Selection of Members of the Society
Following societies were randomly selected from above mentioned cities
where the Colleges of Education are situated.
1) Vidyavardka Sangh (Reg.) Dharwad
2) Nagarika Hittrakshana Society, Belgaum.
3) Vidyadhana Samiti Sangh, Society Gadag.
4) Nagarika Seva Sameeti, Society Ilakal.
5) Prajahita Sameeti Society.
Five members from each of the above society were randomly selected for
the study. Hence there were 25 members of the above society involved
in the study. members included noted educationalists, social workers,
political leaders, professionals and business peoples.
3. Selection of Parents of B.Ed. College Students
Five parents from each of the B.Ed. College mentioned above were
randomly selected . Totally 25 parents of the above 5 selected B.Ed.
Colleges were involved in the study.
The selected parents included noted educationalists, social workers,
political leaders, professionals and business peoples.
Data Collection Procedure
The required data was collected with the help of students of the above-
mentioned B.Ed. Colleges in three stages.

First Stage: Giving questionnaire to the selected members of the society with
proper instructions . The rating scale was also given to them.
Second State : Giving questionnaire to the parents of the B.Ed. College
students.
Third Stage : Collection of response sheets for the questionnaires and rating
scales from the above persons.
Statistical Procedure Used
Percentage Analysis and ‘t’ Test
Findings and Discussion of the Results
After the analysis and interpretation of the data collected from two different
personnel’s following results in the form of findings have been reported.
The Role of the Society
1) Most of the members of the society expressed that they have great desire
for involving in the development of teacher training institutions.
2) They also agreed to the fact that most of the teacher training institutions
have been neglected by the society , which needs immediate care.
3) They also agreed that most of the teacher training institutions are not
getting any financial help from the government and the teacher educators
are neither getting proper salary non job security.
4) Most of the members expressed that the infrastructure and other facilities
most of the teacher training institutions are not good. Hence Immediate
steps should be taken to improve the same.
5) The materials and the human resources of most of the teacher training
institutions are not up to the mark.
6) Most of the institutions levy large sums as donations from the students,
but do not have adequate facilities.
7) Some of the colleges do not even have enough teaching staff members.

8) Most of the existing staff members did not have Doctorate degree and
were not NET or SET qualified.
9) Some colleges had retired teachers or teacher educators on this rolls.
Suggestions given
1) The funds collected from the students should be utilised properly for
the development of the institutions. A high level committee of the local
public should be constituted to look into the proper utilization of the
funds collected from the students.
2) The management of the teacher training college should include the
well known members of the society and also a government officer and
a legal advisor .
3) The selection of the teacher educator for the college should be done
through the subject expert and noted educationalists and department
heads.
4) The selection of the students should be based on the merit and
performance in the entrance test.
5) Poor students and students belonging to SC, ST and minority
community should be given admission with nominal fees.
6) The members of the society should bear the expenses met for such
students in completing the course.
7) The society should come forward to help teacher training institutions
in strengthening the institution in the following manner.
i) Providing opportunities to the teacher educators to participate
in the community service activities such as Citizenship Training
Camps, Environmental Studies,Cultural Activities, Literacy Camp
etc.,
ii) Providing good practicing school for practice teaching.
iii) Honoring best teacher educators and rank students.
iv) Publishing books and articles written by teacher educators.
v) Sponsoring the seminars/ Conferences / Workshop conducted
by institutions.

vi) Collection funds by the public for the improvement of infrastructure
and other facilities of the teacher education institutions.
vii) Influencing the education department and officers in getting
necessary benefits for the institutions.
viii) Organising systematic programme of action for the academic and
other development of the institutions.
ix) Construction of hostel for the students and also helping poor
students by providing scholarship.
x) Helping the teacher educators to undertake educational projects,
doctoral study on regional contributions for education etc.
xi) Establishment of placement services and guidance cells for the
students
xii) Establishment of Xerox facilities, Canteens, Stationary shop,
Internet facility at subsidised rates for the students and teacher
educators.
The Role of Parents
1) The parents expressed that most of the teacher education institutions
are not having good infrastructure and other required facilities.
2) They also expressed that they had to pay heavy donations and fees for
this course.
3) They also felt that the teachers and the other staff of such institutions
are not getting proper salary and other facilities. Only few institutions
are providing such facilities to the staff.
4) Some parents expressed that they are in contact with principal and other
staff members of the B. Ed. Colleges, and they enquire about the progress
of their wards.
5) Most of the institutions do not provide any help to the poor students
and students belong to SC,ST and minority communities (admitted
through management quota).
6) Most of the institutions are un-aided and are not having enough staff
members with required qualifications.

7) The society may give loans for students and teacher educators for various
purposes.
Suggestions
1) Involvement of parents in the development of the teacher training
institutions should be a regular feature.
2) Donation of land , building and other property for the institutions.
3) Donations in the form of money, books, charts and other audio visual
materials and equipment like , TV, Video, OHP etc.
4) Helping the poor students through sponsorship .
5) Awarding prizes for the students obtaining ranks in the final exams.
6) Sponsorship for conducting seminars / workshop by the institutions.
7) Publishing books and articles written by teacher educators.
8) Regular visits to such institutions and survey of required things and
influencing the management / government for providing such facilities.
Discussion of Results and Educational Implications
It is quite clear from the above findings that the role of the society is most
important in strengthening the efficiency of teacher training institutions in
various manners. The society can help in improving the infrastructure , in
getting required materials for the institutions , in recruiting quality teacher
educators and also in the enrollment of meritious and poor students in the
institutions. The society can also instruct the management of the institutions
to utilize the funds collected by them for proper developmental process. The
society may also undertake different activities by organizing jointly with college
and public so as to bring about desirable changes.
Similarly parents who are responsible for providing student inputs to the
respective colleges also play an important role in improving the performance
in teacher education through many activities like donation of lands, building
and other materials required for institutions, adoption of poor students, helping
the students by providing scholarships, and other resources, and sponsoring
different programmes organized by the teacher education institutions.

Influencing the various bodies like DSERT, NCTE, and UGC to provide
assistance for such institutions and donation of books, publishing the books
and articles etc; would also be helpful for institutional development.
Despite the mushroom growth of teacher education institutions, the number
of well furnished, quality based institutions is very limited. The society and
the parents are the only authorities who can to question the management of
such institutions and demand for good infrastructure and human and material
resource for the student teachers. Hence the need of the hour is to create
awareness amongst the society and the individuals around teacher training
institution to mobilize adequate support to the institutions. This will help them
to improve quality and show good performance in providing quality teacher
education for the prospective teachers.

Quality enhancement in teacher education

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