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Teacher Education

Notes or
2 years
Secondary Post Graduate II division 2 years
or
1 year after B.Ed.
B.P.Ed. Graduate II division 2 years
Integrated B.A./B.Ed./B.Sc. B.Ed. 10+2 II division 5 years
M.Ed./M.P.Ed. After Integrated B.Ed./B.P.Ed. 2 years
There are many more academically and professionally sound criteria for eligibility and duration of
professional education, but the present arrangement for teacher education cannot be defended.
Necessary action in this direction should start as soon as possible.
It is true that a few institutions of teacher education have increased the duration and have undertaken
innovative programmes, particularly at the elementary level. The programme of teacher preparation
at the secondary level does not show much deviation from its old models and practices except the
modernization and enrichment of its courses. In professional education rigidity become counter
productive and do not allow to experiment with new ideas and novel practices.
3.3 Distance Education for Teachers

The distance teachers are prepared for organizing effecitve distance teaching. The distance teaching
has the three dimensions content, presentation and communication. The conventional teacher
education programme prepares teachers for analyzing content structure and effective presentation
by employing appropriate methods and techniques a of teaching. The knowledge and practice is
given for conventional teachers, but distance teachers training requires content, presentation and
Communication awareness and the practice for teaching. Distance teachers have to acquire teaching
skills for the contact programme as supportive devices. Thus distance teachers need the different
modes for preparing teachers.
3.3.1 Need for Distance Teacher Training

In the context of distance education the learner is separated from the teachers, multi-media strategies
are followed preparation and presentation of materials is systematic, student support services are
provided to make the system more effective, earlier correspondence or broadcasting education, and
that the system is a deliberate effort to democratize education. In spite of these common characteristics,
distance education system differ widely in their organization, practices and objectives, as their
target their scales of operation and their structural complexities differ in essentials. However, these
systems are now a major factor in education development in many countries all over the world.
(a) has recognizable features
(b) has diverse structures and practices,
(c) is a major factor in educational development, and
(d) needs to be safeguarded as a system.
3.3.2 Procedure for Training Distance Teachers
Many people are involved in the whole process of distance education. So far as the activities in a
professional training programme for distance teachers are concerned, two major types of people,
viz., those who are to be trained and those who will train them are engaged in the programme. The
first two sub sections of this section are devoted to the two categories of trainees—the professionals
the non-professionls, and the next two sub-sections will talk about those who will train the distance
teachers.
The Professional Trainees: Among the professionals, we may identify a few clearly definable
categories of persons, each category requiring a specific kind of training relevant to its needs and
job requirements. These categories are as follow:
(i) planners and administrators working at various levels of the system;

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