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

2. The National Commission on Teachers recommended that promotion (upward mobility) Notes
of teachers would also depend upon the completion of certain number of in-service
programmes. This stipulation itself demands regular in-service programmes of teachers.
24.2.2 Meaning of In-Service Teacher Education
The term is self-explanatory. It refers to the education a teacher receives after he has entered the
teaching profession and after he has had his education in a teachers’ college. It includes all the
programmes, educational, social or others, in which the teacher takes a vital part, all the extra
education which he receives at different institutions by way of refresher and other professional
courses, and all the travel and visits which he undertakes. All these things enlarge his experiences
and vision.
24.2.3 Aims of In-Service Teacher Education and Training of Teachers
(INSET)
1. To maintain the knowledge and skills of teachers.
2. To give teachers the opportunity to enlarge and improve their knowledge and educational
capacities in all fields of their work.
3. To make teachers ready and able to understand and face in time new situations coming up
in society and to prepare their students for the new economic, social or cultural challenges.
24.2.4 Institutions for In-Service Education
1. State Institutes of Education and District Institutes of Education.
2. State Institutes of Science.
3. State Institutes of English.
4. Extension Services Departments.
5. State Directorates of Education.
24.2.5 Shortcoming and Inadequacies of In-Service Education Programmes
The Working Group on In-Service Education of Teachers 1986 (NCERT) pointed out the following
shortcomings of in-service teacher education (INSET) :
(a) Inadequate understanding of the importance of in-service teacher education. INSET not
only helps to update the teacher continuously but also remedies inadequacies of the existing
pre-service education. In the process of providing in-service education, teacher educators
gain experience relevant to pre-service education of teachers.
(b) Absence of a national system of in-service education. This has resulted in inadequate and
unsystematised service to teachers.
(c) Lack of attention to methodology of in-service education. In the absence of specific
infrastructure including manpower for in-service education, suitable methodologies for
communication with small groups have not evolved.
(d) Unsystematic selection of participants and resource persons. Lack of advance planning and
communication regarding content and objectives affects the deputation of suitable
participants from various institutions. It can also affect the quality of resource input.
(e) Ineffective follow-up. Contact with teacher participants of in-service programmes is usually
not maintained. Institutions and groups do not follow up the functioning of their trainees.
24.2.6 Suggestions for Improving In-Service Education
1. Need for Expanding Facilities : It has been observed that so far thousands of teachers
especially those belonging to private institutions have not been actively involved in the
Extension Services Programmes because of inadequate facilities. There is, therefore, a
great need for expanding the programme of in-service education.

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