Page 226 - DEDU501_DEVELOPMENT_OF_EDUCATION_SYSTEM_ENGLISH

Development of Education System

Notes 2. The candidates passing from an institution or a course not recognised by the national
accrediting agency should not be appointed as teachers at the primary or secondary level.
3. After completing the course of studies at a recognised teacher training institution, a
candidate should be required to undergo internship in teaching for a period of six months
under a trained registered teacher at a recognised secondary/primary school. On satisfactory
completion of the internship, he should be granted a teacher’s licence and registered as a
teacher.
4. No person should be employed as a teacher unless he possess a valid teacher’s licence. A
teacher’s licence may be invalidated if at any time a teacher is found guilty of gross
misconduct, corrupt practices, criminal offences or serious neglect of his duties as teacher.
5. The Central and State Governments should make studies to determine the requirement of
teachers subjectwise and levelwise during each five year plan period. The number of
teachers to be trained in each state during the five year period should be fixed on the basis
of manpower study.
Self Assessment
1. Fill in the blanks:
(i) The enriched programmes for early childhood education have been launched under
........................ .
(ii) The nomenclature of the training programme from pre-service training of primary school
teachers has been changed to pre-service training of ..................... school teacher.
(iii) The focus of ................... is on self employment.
(iv) For teaching at secondary stage, the qualification most sought after is ....................... .

24.2 In-Service Teacher Education

24.2.1 Importance and Need of In-Service Teacher Education
Gurudev Rabindra Nath Tagore has very aptly stated: “The teacher can never truly teach, unless
he is still learning himself. A lamp can never light another lamp unless it continues to burn its
own flame.”
The Report of University Education Commission (1948-49) appointed by the Government of
India contains these observations, “It is extraordinary that our school teachers learn all of
whoever subject they teach before reaching the age of twenty-four or twenty-five and then all
their further education is left to experience which in most cases is another name for stagnation.
We must realise that experience needs to be supplemented by experiment before reaching its
fullness and that a teacher, to keep alive and fresh, should become a learner from time to time.
Constant out-pouring needs constant intaking: practice must be reinforced by theory and the
old must be constantly tested by the new.”
NCTE has stressed the importance of in-service education of teachers on account of the following
considerations:
1. The in-service teacher education programmes are essential in view of obsolescence as well
as explosion of knowledge and are necessitated to acquire and execute new and different
roles. Advances in the fields of curriculum, evaluation, audio-visual aids,
telecommunication, etc., demand updating and orientation of teachers. An innovation at a
macro level would invariably fail if teachers are not equipped and properly oriented to
implement that innovation. In the Indian context the developments, such as, the 10+2+3
scheme, the making of science compulsory up to the class 10 standard, new practices to
evaluation the internal assessment, question banks, continuous and comprehensive
evaluation and grading, introduction of new topics like environmental education,
population education, computer education, etc., demand continuous in-service training of
teachers.

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