Page 190 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes (a) The number of persons desirous of seeking admission in teacher educational institutions
has unprecedented increased, and
(b) There are not sufficient vacancies for the trained teachers. It is, therefore, suggested that
only selected persons should be selected for admission.
(2) Un-conducive Environment—The environment in which the teacher-students study teacher
education institutions lacks freedom and initiative. In multipurpose structure of the training
institutions there is much lack of new education and the movements such as freedom,
initiative, leadership, community life, social inspiration, etc. The teacher students are expected
to develop such behaviours with a view to implement the same in their schools.
(3) Mal-Practices—A good number of teacher preparatory institutions indulge in mal-practices.
Consequent to this quality of Student-Teaching deteriorates. There is groupism, nepotism
and favouritism in case of evaluating the teacher-trainees and this is very much at the
surface in privately managed institutions. Mal-practices accepting gratification for other
awarding divisions.
(4) The Staff—A good number of teacher educators seems to be not properly qualified. There
is no wonder therefore, that they are not able to achieve the objectives of teacher education.
In fact there are teachers who have earned appointment not the basis of academic merit but
for political and like reasons. Added to this sorry state of affairs is the problem of friction
and groupism in them.
(5) Practicing Schools—Practicing schools pose another serious problem. Many teacher training
institutions exist without practicing school of their own. Practicing school forms the nucleus
of the teacher training college. Consequent to this the college authorities are forced to
search a school which has only one qualification and that is its readiness to cooperate in the
conduct of Student- Teaching for this reason practice is made in school which may be
located at a long distance or even in schools which may not be running classes required for
practice teaching in certain subject like economics.
(6) Discussion Lessons—The discussion lessons and the teaching practice are not conducted
properly. This is probably the reason why some teacher educators are templed to designate
teaching practice as ‘Cheating Practice’. There are a number of cases where the trainees have
appeared in final teaching examination without even completing the required minimum
number of lessons.
Self Assessment
Fill in the blanks:
(i) The ........... discusses with the ............... about the lesson plans, teaching techniques and
other daily activities.
(ii) ...................... includes practice teaching and wide variety of field experiences.
(iii) An internship provides the opportunity to gains hands on ...................... .
(iv) ..................... form the nucleus of teachers training college.
(v) The main basic of assessing and evaluating ..................... Preparation and practicing and
classroom teaching

20.6 Summary

• Evaluation of Student-Teaching is an important aspect of Student-Teaching programme. As
it is on the basis of Evaluation find out the magnitude of teaching competence in a student
teacher as well as his strengths and weaknesses. This type of information will help the
teacher-educators to take decisions about the work-ability or effectiveness of organized
activities, that how far these activities can fulfill objectives of the teacher education.
• During all the stages of a lesson, the supervisor should watch how skillful the teacher
provides the learning situation to the pupils and how to apply the opportunities that the,
pupils’ responses afford him for further development of the ‘lesson can be utilized.

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