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

24.1.8 Teacher Education for Senior Secondary Stage - Vocational Stream Notes
The focus of vocational courses is on self-employment or employment which demand different
capabilities, competencies and practical and academic skills from the teachers. The teachers of
vocational subjects should not only possess high competency in a trade or vocation but also be
able to enthuse their students to undertake it as a career and develop qualities essential for
achieving success in this area. The preparation of teachers for teaching vocational subjects,
therefore, becomes an important function of teacher education programme at this stage.
Objectives
• to make the teachers understand and appreciate the philosophy, purpose and need of
vocational education and its relevance in Indian context.
• to enable them to impart knowledge and develop necessary competencies
• to enable them to develop an understanding of the scientific principles involved in a trade
or vocation.
Eleibility Qualification and Duration forVarious Teacher Edcuation Programme
Pre-Primary Primary Elementary Secondary Senior M.Ed. M.Ed.
Secondary (General) (Teacher
Education)
General Courses
Eligibility 10+2 10+2 10+2 Graduate Post-Graduate Graduate Post Graduate
with first with first
degree in degree in
education education
Duration 2Yrs. 2Yrs. 2 Yrs. 2 Yrs. 2 Yrs. 1Yr. 1 Yr.

Integrated Courses
Eligibility 10 10 10 10+2 - -
Duration 4 Yrs. 4 Yrs. 4 Yrs. 4 / 5 Yrs. - -

The above table gives the eligibility qualifications and duration suggested for various teacher
education programmes. The course structure for these programmes has been given separately
under the three broad sections of theory, practice teaching and practical work. Weightage for
various components may be arranged so as to give total weightage of 40% to theory, 20% to
pedagogical analysis of school subjects, 20% to practice teaching and 20% to other practical
work. Weightage for various components may be same for time allocation as well as for the
scheme of examination. This distribution however, would not be applicable to pre-primary
teacher education programmes for which theory and practice would have 30% and 70%
weightages respectively.
There has been a strong demand from a large section of teacher educators and educationists to
increase the duration of B.Ed. course from one year to two years. However, change-over from
one year to two years duration may require two-three years preparatory time. It is, therefore,
recommended that the two year B.Ed. courses may be instituted after careful planning,
24.1.9 Pre-Service Teacher Education in India
The NCERT working Group for preparing a scheme for Revitalization and Modernisation of
Pre-service Education (1986) made the following important recommendations :
1. The national accrediting agency should appoint expert committees to inspect teacher
training institutions and on the basis of their reports decide about the recognition of the
institution.

LOVELY PROFESSIONAL UNIVERSITY 219