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

• to empower them to make indepth pedagogical analysis of the subjects they have to teach and Notes
understand their relevance to tertiary education,
• to empower prospective teachers to comprehend the characteristics of students for making
suitable educational provisions for them,
• to develop among them the competencies to communicate abstract and complex ideas and
concepts in simple terms,

3.2.4 Teacher Education for Senior Secondary Schools (Vocational Stream)
It is believed that it is an education for the non-academic and intellectually inferior students and for
curtailing the pressure of numbers on higher education. In addition to this middle class attitude,
there are certain cultural constraints which also come in the way of its success. The state has made
many pious pronouncements for its expansion, but substantial actions are yet to be initiated. Besides
these, there are the challenges of technology, market and job opportunities. Unless, vocational
education becomes rich in its educational, cultural and economic value its future is not going to be
encouraging. The content, practicum and the objectives of vocational education, therefore, demand
serious consideration.
Objectives of Teacher Education for Teaching of Vocational Subjects
The programme of teacher education for the vocational subjects has to achieve the following targets
in the domain of competencies of student teachers.
• To impart enriched vocational education which is essential for success in competitive and
open market economy,
• To transform the nature of traditional vocations and modernize them to achieve success,
• To enable them to impart the skills of marketing, market survey, salesmanship and
advertisement,
• To empower them to develop higher and finer vocational skills and competencies among the
prospective teachers and the ability to foster them among their students,
• To enable them to design courses and competencies needed for self-employment,
Curriculum: The curriculum of the teacher education at this stage may comprise Indian culture,
contemporary Indian society, economic problems and development, occupational and educational
psychology, marketing and salesmanship, survey of market demand and advertisement, exhibition
of products, managing financial resources and machinery, fixation of price, accountancy, history,
status, problems and issues in vocational education, management and organizational problems of
vocations, learning and development of vocational skills and competencies, organizational
behaviour, project formulation and use of computer and Information's communication technique.
3.2.5 Eligibility, Duration and Models of Teacher Education
If the quality of professional education of teachers is to be enriched/ improved, besides incorporating
additional meaningful and relevant inputs in the curriculum for all stages and levels, the entry
qualifications, duration of the programmes also need reconsideration. Certain steps have already
been taken in this direction. The state of Uttar Pradesh had increased the eligibility qualifications
for elementary teachers from 10+2 to 10+2+3 with 45% marks, and has prescribed a 2 years rigorous
programme of teacher education including internship of considerable duration. After some resistance
it became operational.
A few prevent models of teacher education are being summarised in the table which follows:
Stage/Level Entry Qualification Duration of Professional
Education
ECCE 10+2 II division 2 years
Elementary 10+2 II division 3 years
or or
Graduate II division 2 years

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