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Teacher Education

Notes total development of human beings – physical, intellectual, emotional, social, moral and spiritual.
While the dimensions of teaching other than the informational and cognitive may have suffered
neglect in modern times due to a variety of factors, one cannot deny that they constitute an
integral part of the teachers’ role and functions. The implication of this is to give due emphasis
to developing reflective teachers with positive attitudes, values and perspective, along with
skills for the craft of teaching.

What is the role of community knowledge in educations?

30.7.1 Preparing Teacher Educators
Teacher education, it may be seen, is a reflective undertaking that also issues forth in pedagogical
prescriptions for carrying out teaching at the ground level. Being a meta-activity, it deals in
showing how things are done at school and classroom levels, explaining the ‘reason why’ of
things and the basic theory and principles behind classroom practices. These call for capacities
and understanding of a different kind, in addition to the skills required for actual school teaching.
The NCF 2005 position paper on teacher education elaborated this point and referred to the need
to focus on pedagogies appropriate for adult learners for the preparation of teachers. (The weakest
aspect, perhaps, of teacher education is the absence of professional preparation of teacher educators,
the details of which are discussed.
30.7.2 Open and Distance Learning (ODL) in Teacher Education
Open Education as a concept, coupled with modalities associated with Distance Education, does
not stand as an exclusive transactional modality. There are several aspects of ODL which will get
meaningfully translated only if the boundaries between direct human engagement and ODL
tend to get diffused to the extent possible and perhaps, desirable. A modular approach to the
development of teacher education curriculum along with a focus on independent study and on-
line offering involving interactive modes of learning and the consequent modification in the
approaches to assessment and evaluation has indeed a potential to make education reach the
unreached. It is recognized that ODL can be strategically employed in continuing professional
development of teachers, particularly with a view to overcoming the barriers of physical distance,
especially making use of independent study material, on-line support and two-way audio-video
communication. Of particular relevance are those elements of ODL which involve independent
study. However, the primacy of direct human engagement and actual social interaction among
student teachers as the core process of initial teacher preparation needs to be emphasized. ODL,
as a strategy, can be a powerful instrument for providing continued professional support to the
teacher practitioner.
30.7.3 Education of Teachers in Health and Physical Education
Health, physical education and yoga constitute an important part of the core curriculum at the
primary, secondary and senior secondary school levels. The area needs to be considered in the
framework of the overall development of the child and the adolescent – physical, social, emotional
and mental. The aim of health and physical education is not just to attain physical health but also
sound psycho-social development. The subject covers personal health, physical and psycho-social
development, movement concepts and motor skills, relationships with significant others and
healthy communities and environments. The interdisciplinary nature of the area requires
integration and cross-curriculum planning with other subjects and curricular areas. The major
components of the school health programme – medical care, hygienic school environment, school
lunch, health and physical education and emotional health – must be an integral part of health
and physical education.

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