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Teacher Education

Notes 2. To increase the knowledge of teacher educators continuously so that they may remain
aware with the progress of edcuation in India and abroad and with the new knowledge of
their subject.
3. To motivate teacher educators to self study, independent thinking and creativity.
4. To help to initiate new techniques and to analyze the existing techniques in order to prepare
good prospective teachers.
5. To promote teacher educators to leave the useless methods and to accept the new scientific
techniques and ideas.
6. To develop positive attitudes in order to make him able to help in progress of the nation.
In brief, we can say that the principal purpose of I.S.E. for teacher is to encourage a desire to
improve, a receptivity to change, a willingness to break inertia, while at the same time assisting the
individual to become a more competent, fully functioning teacher and person.

Education of the educators continues all throughout his professional career in a planned
manner.

3.1.4 Problems Related to In-service Teacher Education
The programme of in-service education for teacher, these days is suffering with so many deficiencies.
It is not succeeding effectively. The following are the main problems related to In-service teacher
education;
1. Lack of Incentives.
2. Lack of Motivation.
3. Lack of Interest.
4. Inappropriate Methods and Techniques.
5. Inadequate Evaluative Techniques.
6. Inappropriate Curriculum and Courses.
3.1.5 Suggestion for the Improvement of In-service Education for Teachers
The Education Commission has recommended the need for organization on large scale for systematic
and co-ordinate programme of In-service Education. Problems of continuing programme of
education in Indian context can not be solved over night, however, sincere efforts on the following
lines may help to achieve the goals in the long run.
(1) A large scale and coordinated programme of continuing education for teachers of all level
should be organized by university pre-service Edcuation for teachers of all levels should be
organized by university pre-education institutions and pre education associations.
(2) Visualizing our limits of resources, it is advisable to arrange for each teacher in initial stages
a programme at the rate of 3 months continuing education in every five years of completed
service.
(3) A fundamental policy may be evolved at national level to make adequate provision to involve
every teacher in their professional growth. In India, primary level teachers, have not availed
of such facility of continuing education in the past. Something concrete must be done for them.
(4) The NCERT has made a valid suggestions that every state should prepare a three-tier plan of
continuing education. The first tier will consist to teacher education followed by the second
tier of the headmasters and secondary school teachers who will be trained by key persons
trained in first tier. Lastly the third tier consisting of primary school teachers will have to
trained by both the first and second tier trainers.
(5) The programme of continuing education should be varied in nature to meet the needs of
teachers belonging to different categories.

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