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Dinesh Kumar, Lovely Professional University Unit 24: Types of Teacher Education (Pre-Service and In-Service)

Unit 24: Types of Teacher Education (Pre-Service and Notes

In-Service)

CONTENTS
Objectives
Introduction
24.1 Pre-Service Teacher Education
24.2 In-Service Teacher Education
24.3 Summary
24.4 Keywords
24.5 Review Questions
24.6 Further Readings

Objectives

The Objectives of this unit can be summarized as below:
• to explain about the pre-service teacher education.
• to describe about in-service teacher education, etc.

Introduction

The educational expansion, universalisation of elementary education, vocationalisation of
secondary education, higher and professional education and overall quality of education are
major challenges before the country. Evidently the quality of education is a direct consequence
and outcome of the quality of teachers and teacher education system. The task of bringing
qualitative change in institutional efficacy of the teacher education system in itself is a huge
and challenging one. The last five decades have witnessed several attempts to change, modify
and indigenise the inherited system of teacher education. The system however continues to
function more or less on the same principles, similar content and approaches characterised by
continuity and unwillingness to change. Over the years the magnitude of the task has increased
manifold.

24.1 Pre-Service Teacher Educaation

Teacher education by its very nature is interdisciplinary. The major areas of inter-disciplinarity
implicit in teacher education programmes include philosophy, psychology, sociology,
anthropology, economics, history and culture. Recent researches in medical and life sciences are
opening new avenues of knowledge which are relevant to education. Besides, teacher education
has an essential and inalienable component of practical work including student teaching,
internship, field work, working with the community, work education, etc. The country needs
teachers with different orientation and specialisations to manage educational programmes. In
addition, the teachers are also needed for physical education, music, art, painting, dance, work
education and vocational subjects and for the non-formal stream, distance education, adult
education, and open learning system. The scope of teacher education curriculum, therefore, gets
enlarged.
The curriculum for teacher preparation, in future has to emcompass the broader canvas which
is consistently emerging before the teachers and shall continue to change at a much faster pace

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