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Teacher Education

Notes develop a personality too. It is not possible, during the short duration of nine months.
Incompetency of Student Teachers: The existing training programme does not provide adequate
opportunities to the student teachers to develop competency to face the varied type of situations
in their real teaching life because the organizers of teachers training programme are not aware of
the existing problems of schools. The are not in direct contact of schools.
Due to this gap between the school and the training institution, the growth of content stagnates,
methodology gets state and contact with academic discipline becomes weak. Therefore, there
should be a close matching between the work schedule of the teacher in a school and the
programme adopted for teacher preparation in a training college.
Defects Concerning Papers: A teacher should know the meaning of education, its objectives, the
socio-cultural and politico-economic background, various agencies that influence education, the
principles that guide construction of curriculum etc. But a proper preparation towards a good
orientation is impossible in a short duration of 9 months.
Problems of Practice Teaching: In most of the institutes more emphasis is laid on the theory in
respect of marks and time. The ratio of marks between theory and practice generally remains of
5 : 2. In some institutes practical aspect is given equal importance to that of theory. Teaching
practice plays a significant role in B.Ed. programme. Its main purpose is to help the student
teachers to acquire the powers of observation, attention imagination and a sense of time. One
learns how to prepare his lesson independently and how to mark pupil's work.
Problem of Supervision of Student-Teaching: The purpose of supervision is the improvement of
instruction in the teaching situation. The supervisory organisation for practice teaching and the
supervisory techniques and practice aim at bringing improvement in the instructional activity of
the student teachers by familiarizing the student teachers, with various techniques and help them
to develop confidence in facing the classroom situation.
Lack of Subject Knowledge: The B.Ed. programme does not emphasize the knowledge of the
basic subject. There is no provision to increase and strengthen the knowledge of the particular
subjects of the student teacher. The whole teaching practice remains indifferent with regard to the
subject knowledge of the student teacher.
Lack of Realism: The whole B.Ed. programme does not make the student to complete his whole
prescribed syllabus in his real teaching late within the limited time of session. The teaching
practice which he exercises during his class and to complete his prescribed do not help him to
take his class and to complete his prescribed course within the period provided. The student
teacher should be given a chance to face the real problems of classroom teaching. He should
practice the particularly skill needed for his particular subjects. He should know how to complete
his course and how to perform other related work other than the teaching.
Faulty Methods of Teaching: In India teacher educators are averse to innovation and
experimentation in the use of methods of teaching. They use the traditional method of instruction,
lecturing and dictating of notes. Their acquaintance with modern class-room communication
devices is negligible. Their lectures are dull, monotonous and uninspiring. Student teachers talk
about the methods but cannot use them with facility and ease. the teacher educators have no
planned and systematic awareness and control over the instructional technology.
Absence of Professional Attitude: In India the entire teacher education programme is lacking in
professional attitude which is so important for a sound programme of teacher education. In some
states the teacher education programme has been commercialized.
Optimum saving is made through the revenue raised by such departments. This has resulted into
sub-standard facilities in the colleges. It is also reflected in the policies followed in the recruitment
of teacher educator whose poor quality coupled with the sub-standard provision of facilities, is
largely responsible for lack of vigorous and dynamic programme on the campus.
Poor Academic Background of Student Teachers: Proper admission procedures are not observed
in most of the institution. Most of those applying for admission to teacher education departments

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