Page 221 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

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

24.1.2 General objectives Notes

The general objectives of pre-service teacher education derived from the contexts, concerns and
issues of education, teacher education and the perceived profile of the teacher, could include the
following:
• to promote capabilities for inculcating national values and goals as enshrined in the
Constitution of India.
• to enable teachers to act as agents of modernisation and social change.
• to sensitize teachers towards the promotion of social cohesion, international understanding
and protection of human rights and rights of the child.
• to transform student-teachers into competent and committed professionals willing to
perform the identified tasks.
• to develop competencies and skills needed for becoming an effective teacher.
• to sensitize teachers and teacher educators about emerging issues, such as environment,
ecology, population, gender equality, legal literacy, etc..
• to empower teachers to cultivate rational thinking and scientific temper among students.
• to develop critical awareness about the social realities.
• to develop managerial and organisational skills.
24.1.3 Characteristics of Curriculum Framework

An overview of the context and concerns as discussed earlier, teacher's profile and general and
specific objectives would define the boundaries of a curriculum framework. The perceived
characteristics of the envisaged curriculum framework would include the following:
• reflects the Indian heritage, acts as an instrument in the realisation of national goals and
fulfills aspirations of people.
• responds to the latest developments in the field of education.
• establishes integration of theory and practice of education.
• provides multiple educational experiences to teachers.
• enables teachers to experiment with new ideas.
• ensures inseparability of pre-service and in-service education of teachers.
• sets achievable goals for various stages of teacher education.
• provides for use of communication technology.
24.1.4 Teacher Education for Early Childhood Stage
The need for early childhood education has long been emphasised on the argument that it
would lead to providing healthy and wholesome learning environment. It is also considered as
a preparatory stage for the realisation of Universalisation of Elementary Education. In order to
provide healthy and enriched childhood to young learners, a new type of teacher specifically
sensitized about the perspectives of child development will be required.
The enrichment programmes for early childhood education have been launched under Integrated
Child Development Scheme through Anganwadis, Day Care Centres, Balwadies, Pre-primary
Schools run by the State Governments, Municipal Corporations, Voluntary Agencies and Private
Agencies. All such efforts, though not adequately provided for, are continuing with diverse
approaches without making a synergic impact. Concerted efforts are needed for organising
early childhood education in a planned manner. It presupposes pooling of resources by the
community as well as the concerned agencies.
In order that early childhood education becomes a reality, in terms of its organisation and
accessibility, one of the significant inputs in making a success story of it is that of a professionally
trained and committed teacher. The professional preparation of teachers for this stage, hitherto

LOVELY PROFESSIONAL UNIVERSITY 215