Page 31 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 3: Types of Teacher Education—In-service, Pre-service, Distance

Self Assessment Notes

1. Fill in the blanks
(i) In-service teacher education usually .......................... courses are organized.
(ii) The teaching competencies are developed by using ................ technique.
(iii) The main purpose of in-service teacher-education is to provide the awareness of latest
............... of teaching.
(iv) The teacher remains .......................... through out his life.
(v) The summer course are organized for ............................. teacher edcuation.
3.1.6 Institutions for In-service Education or Agencies
(For Providing In-service Education): Various Institutions are as follows:
1. State Institute of Education: which have been established in every state impart in-service edcuation
mainly to Primary school teachers, teacher educators, and the educational supervisors. They
disseminate new educational information through their publications. They conduct research on all
aspect of primary education like curriculum, methods of teaching, and buildings, etc. They hold
workshops, refresher course, seminars, and conferences.
2. State Institute of Science: They attend to the qualitative improvement of science education both
at the elementary and secondary level.
3. State Institute of English: There are twelve institutions of English in different state of the country.
The Central Institute of English in a Hyderabad. The Regional Institute of English at Chandigarh
serves Punjab, Haryana and Himachal Pradesh. Four months training in the new techniques of
teaching English is imparted to the teachers in-service.
4. Extension Service Departments: 104 College of Education in the country have full fledged extension
service departments or centres. The purpose of these departments is to re-orientate the teachers
through seminars, refresher course, workshop, etc., about the new subject matter and the methods
of teaching.
5. Correspondence Courses for Teachers: To clear the backlog of untrained teachers, correspondence
courses for teachers were first stated by the Central institute of Education, New Delhi. They were
also started at the Regional College of Education. the latest to join was the Himachal Pradesh
University which started correspondence course for B.Ed. and M.Ed. in 1971. In 1972 however, the
University abandoned the correspondence course for B.Ed. class but retained it for the M.Ed. class.

3.2 Pre-service Teacher Education
India has now accepted a ten years general school system, divided into three stages: pre-school
education, elementary education and secondary education. There is further a provision for two year
diversified senior secondary education with the subject oriented and disciplinary approach. The
maturity level and psycho-social make-up of the students and curriculum requirements demand
separate teacher education programmes for all the stages of the school education.
3.2.1 Teacher Education for Elementary Schools

Elementary education which makes a significant contribution to national development occupies a
crucial position in the system of education. It admits mainly the children coming after completing
pre-school education, children from educated families, the first generation learners and from the
neglected and oppressed sections of the society. It is the nursery of citizenship, value inculcation,
development of appropriate behaviour and life skills. The impressions acquired during this stage
often continue through out the life. Preparation of teachers for this stage implies development of
the following competencies and capabilities:

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