Page 258 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes and teacher induction programmes might serve student teachers and novices in learning how to
use this knowledge base. Research findings constitute a regular feature of teacher education
courses in the foundation disciplines, like psychology, and in method courses, but the translation
of the findings into class-room action is usually left to the student teachers who find this an
extremely difficult or even impossible task.
Teacher education is an important field for research since the quality of teacher education has
been regularly questioned. At the same time as teacher quality is increasing being identified as
crucial to educational outcomes and pupil gains. Consequently teacher education researcher
need to work together in order to
• Share emerging research findings.
• Develop innovative research methodologies within teacher education.
• Disseminate innovative pedagogical methods within teacher education.
• Find new publishing outlets within an overcrowded academic field.
• Support colleagues in institutions with under developed research profiles.
• Develop important emerging themes to give teacher education research a distinctive positive.
Networking should be established with central level agencies working in the area of Teacher
Education. They are Teacher Education unit in the MHRD, National Council for Teacher Education
(NCTE), National Council Educational Research and Training (NCERT), University Grants
Commission (UGC). There are other supporting institutions like National Institute of Educational
Planning and Administration (NIEPA) now known as National University of Educational Planning
and Administration (NUEPA), Central Hindi Institute (CHE), Central Institute of English (CIE),
Central Institute of Indian Languages (CIIL), Directorate of Adult Education (DAE), National
Institute for Handicapped (NIH).

Why is research is important in teacher education?

Self Assessment
3. Multiple choice questions:
Choose the correct option
(i) .................. is not the central level agency.
(a) NCTE (b) SCERT (c) NCERT (d) UGC
(ii) Effective and efficient moniotoring and evaluations of teacher education programmes can
be done through ......................... .
(a) networking (b) monitoring
(c) student evaluation (d) teacher evaluation
(iii) Vertical linkages are needed to remove isolation with .................... agencies.
(a) national level (b) district level (c) stage level (d) international level

27.7 Summary
• There are two broad aims of research in Teacher Education.
(i) To understand the educational phenomenon and
(ii) To transform it.
• The system of Teacher Education has several sub-systems. Inputs include the goals of Teacher
Education, characteristics of the teacher educators, characteristics of the students teachers,
and infrastructural facilities.

252 LOVELY PROFESSIONAL UNIVERSITY