Teacher Preparation

-10:1 Teacher1 roles & responsibilities, functions,

characteristics, competencieijjjyalities
Teachers Preparation

Teaching is a distinctively human activity. It is imparting knowledge and the learning process,
the means by which the student assimilates a share of it.

Teaching is immediate mastery of particular knowledge or skill.

It is concerned with growth and development of whole personality of the student-her mind, spirit,
character and effective behavior.

Teaching is mixture of an art and a science.

Definitions

‘Teaching is an interaction process. Interaction means participation of both teacher and student
and both are benefited by this. The interaction takes place for achieving desired GDjcc.’v-o”
Fenders.

Definition of A Teacher

• A teacher is a person who selects and organizes teaching -learning methods, consciously
planning and controlling a situation directed to the achievement of optimum student learning.

Roles and Responsibilities

• Instructional role

• Faculty role

• Individual role

Instructional Role

• Plan and organize courses.

• Create and maintain a desirable group climate which will encourage and enhance learning
and will lead to the development of learner self-discipline.

• Adapt teaching and preparing the instructional materials to the varying interests, needs
and abilities of the students.

• Motivate the challenging students to pursue and to sustain learning activities which will
lead them towards acceptance of responsibility for their own learning.
Faculty Role
The rote of faculty will vary according to the philosop y. objectives and setting of teaching
institu ion.
• Chairperson, secretary or member of cne or more committees.
• Counselor of students in matters (academic and nonacademic)
• Researchers
• Resource persons to groups outside the institution, heaflh agencies, or other schools
• A representative to professional nursing organizations and other agencies for her faculty or
for fie institution.
• A public relations agent, she interprets the objectives and policies of her institution and helps in
recruitment.
Individual Role
• Plays a personal role as a member of a family, a community and a citizen
• Dignified and distinct pers onality
Characteristics

• Thorough knowledge of her subject matter

• Excellent speech and deliver

• Neatness and poise

• Sense of humor

• Broad interest

• Well balanced personality

• Professional well groomed

• Tolerant and fair, without partiality

• Kind and patient

• She should present outlines to the student

• Clear exposition of subject matter.

• Leadership ability as well as a deeper knowledge.

• Interest in student nurse and nursing

• Responsible systematic the stimulating, imaginative

and creative teacher.

• Ever loving nature

• Keen observer, supporter and listener.

• Good communicator

Qualities of a Teacher

1. Knowledge of the subject matter

All teachers need not be experts in their fields, but possessing knowledge is important. Teachers
must continue building their understandings of their subjects throughout their careers.

2. Patience

No teacher should be expected to have much patience with individuals whose lack of discipline,
immaturity, or indolence interrupts the work of other students. Patience with students who are
trying to leam. however, is part and parcel of the teaching profess>on. Impatience with sincere
students is an indication of the teacher s own shortcomings.

3. intelltectual curiosity
Ai: good teachers are intellectually curious and naturally driven by their interests in keeping
abreast of changes in their fields.

4 Confidence

Good teachers are confident in their abilities to sense where students are BI the teaming process

and in their students’ abilities to leam material that is presented in a logical and graduated
fashion.

5. Compassion

Talented teachers are able to work with students with varying levels of maturity and knowledge.
A college

professor I know once made the following statement

about his experience as a teacher “Each year teaching is more challenging for me, because I
grow a year older and the students stay the same age. The widening age gap forces me to stretch
in order to reach them."

6. Achievement

Experienced teachers have dear thoughts on what their students should know at the end of the
term, and they understand what they must do along the way in order to reach those goals.

7. Planning

Teachers must have plans and stick to them. This gees deeper than rigidly following a course
svilabus. Effective 'teachers sense when students need more ti»*ic to absorb the material and,
within limitations, are willing to give it to them.

8. Awareness

Teachers in elementary and secondary schools must have eyes in the backs of their heads. They
need to be aware of everything that happens in their classrooms and in adjacent hallways.
Teachers who are awake are able to stop nonsense before it starts and keep students on track.

9. Mentorship

Teachers often serve as mentors to their students. The desire to influence students positively is a
core motivation of many teachers when they enter the teaching profession.

10. Maturity

In no profession is maturity more important than in teaching. Students experience emotional ups
and downs, and insightful teachers are able to sense the changes and respond to them
appropriately. Teachers must be pillars, consistently encouraging students to grow as human
beings and to develop academically.

11. Community involvement

Maintaining good community relations is part of being a teacher, and teachers’ contact with
parents, administrators, and community leaders enhances their effectiveness in the classroom.

Teacher Preparation

12. Organization

One-on-one tutoring is easy compared to leading a classroom of students, in a single direction

Teachers must be able to manage students’ multiple personalities and organize their subject
matters so that a maximum number of students benefits from their presentations.

13. Vision

Teaching encompasses far more than passing information from teachers to students. Teachers
should be illuminators who provide their students not only with interesting and useful material,
but also with visions of where they might end up if they leam weH.

14. Context

Every subject has a context, and teachers are responsible for providing it to their students. Since
no one learns in a vacuum, teachers must show their students how the information they are
learning might be used or might lead to the development of some other useful skill.

15. Mission

Perhaps the most important thing teachers communicate to students and to the community is a
sense of satisfaction with their choice of teaching as their life mission. Teaching at its highest
level is a calling, and good teachers feel it to their cores.

16. Enthusiasm

Excellent teachers never lose enthusiasm for their profession. They might become temporarily
burdened by administrative hassles or isolated problems, but their underlying engagement with
their work is unwavering. Students feel this energy, and teachers

who project it are much more successful than those who do not.

Competencies of A Teacher

• Teacher is a student lor ever in his career

• Teacher behavior is characterized by some degree of consistency and therefore is

predictable

• Teacher behavior is characterized by limited number of types of responses.

• Teacher behavior is a function of personal characteristics of the individual teacher.

• Teacher is a student for ever in his career

• Teacher behavior is characterized by some degree of consistency and therefore is

predictable

• Teacher behavior is characterized by limited number of types of responses.

• Teacher behavior is a function of personal characterise ot *r.Q individual teacher

Introduction

India has had its indigenous system of education called the gurukui. The village school in ancient
India was called gurukui, as the schooling took place at the home (kul) of the teacher,.who was
called the guru. It is not known whether a person became a guru because of his scholarship or
was a person from among the educated in the village who had also received training in becoming
a guru. This system continued till the first quarter of the nineteenth century when schools similar
to schools in Europe replaced village schools. It was realized that village schoolmasters could
not be expected to teach that in which they themselves had never been instructed.

Between 1815 and 1854, therefore, opinion in favour of introduction of teacher training
gradually began to build leading to introduction of normal schools in the country. With the first
normal schools that were started in 1856 teacher training became an integral part of the Indian
education system. The Indian Education Commission (1882) approved introduction of separate
teacher education programmes for elementary and secondary teachers. Training colleges
affiliated to universities were opened in a few of the selected towns. These colleges conducted
programmes called the Licentiate in
Teaching, which later gained the status of a degree, called the B.Ed. Thus a formal system of
teacher education came into being which even after a lapse of 1 °ne hundred years carnes close
resemblance with its I original form. The initial division of jurisdiction for | certification of
teacners for teaching at tf»e elementary | stage given to the State Departments of Education and
that for teaching at the secondary stage given to the universities continues to be the practice even
today.

M Certificate for teaching at the elementary stage has | been given different names by states.
Some of them ar® BTC (Basic Teaching Certificate), D.Ed. (Diploma wm in Education), TTC
(Teachers' Training Certificate) and I there are many others. But all of them are considered I
equivalent for the purpose of teaching in primary and I upper-primary schools. The course that
prepares I teachers for teaching in secondary schools is called B B.Ed. and equivalent degrees
are given by as many as S 200 universities.

55 In the post-independence period school education B expanded rapidly. Teacher education also
expanded ■ during this period in response to meeting the B requirement of teachers for new
schools. A large number I of new teachers' education institutions were started by I both the State
and by private management. The 6th All 5 India Educational Survey carried out by the National I
Council of Teacher has revealed that in 1993 there were

about 900,000 schools and about 4.6 million teachers

r •

in the country. As of now about 2000 teacher education jg institutions are engaged in preparation
of teachers for S different school stages.

Schooling system in India comprises of pre-school, elementary, secondary and senior secondary
stages. The elementary stage is split into primary and the upper¬primary stages. Schooling is
offered in formal, non- formal and distance modes. Teacher education courses, therefore, are
matched with the requirements of teaching-learning for the concerned stage and mode of
schooling. In addition to courses for pre-service education of teachers for teaching academic
subjects specialized pre-service courses for teaching subjects such as physical education, art and
aesthetics are also offered by teacher education institutions.

Face-to-face teacher education programmes could not always meet the growing demand of
teachers. This

situation at times was met by some universities in offering teacher education courses using
correspondence mode.

The correspondence cc.-^es for preparing teachers were viewed with concern. It was realized that
as teaching is a professional activity those who only learnt it theoretically cannot effectively
carry it out. Experts hela the view that for becoming a good teacher face-to-face guidance from
experts was essential. In the wake of such developments the Parliament of India through an Act
set up in 1995 the National Council for Teacher Education (NCTE) and gave it statutory powers
for framing regulations and norms for maintaining standards of teacher education in the country.
AS the NCTE has been given a broad mandate with legal powers fcr improving the quality of
teacher education and preventing commercialization its functions have had direct bearing on
teacher certification.

Teacher Education Definition

• According to the Diutioi iary of education-C.V. GOOD (1973), teacher education is

defined as “all formal and informal activities and experiences that help to qualify a person to
assume the responsibility as a member of the educational profession or to discharge his
responsibility most effectively.

• According to the Encyclopedia Of Educational P.esearch{1941), Walter.S.Monroe,

defines teacher education as “ The total education experiences which contribute to the
preparation of a person but the term is completely employed to designate the program for the
courses and other experiences offered by an educational institute for the announced purposes of
preparing persons for teaching and other educational service and for contributing to their growth
in competency for such service. Such teacher education programs are offered in teacher colleges,
normal schools and colleges and universities.

• The Educational Commission (1964-1966) said, “a sound program of professional

education of teachers is essential for the qualitative improvement of education. Investment in
teacher education can yield very rich dividends because the financial resources required are
small when measured against the resulting improvement in the education of millions."

Teacher Preparation

• According to PASSI(1997)," Teacher education means programs of education, research

or training of persons for equipping thorn to teach at primary, secondary, and senior secondary
stages in schools and indudes non- formal education, part time education, adult education and
correspondence education.

Objectives

• To develop in prospective teacher educators necessary skills and competencies needful

for the preparation of the teacher

• To impart the latest knowledge of the relevant disciplines

• To upgrade their knowledge and develop a critical awareness.

• To develop the capacity of elaboration, examination, interpretation and communication of

ideas

• To enable them to undertake meaningful educational research tor improving the condition
of education and society.

• To develop among them the desire for iife long learning for removing anachronism from
them.
Types of Teacher Education

In-service education Continuous education Continuous Education

According to the commission on teacher education in U.S.A., “continued teachers education

means much more than making up defects in preparation. It means continuous growth in the
capacity to teach. It means a broadened understanding of human development and human living
i.e., growth in one’s capacity to work with others .with classroom teachers and principles in a
variety of activitieswith the administration, with parents and community leaders and with
children age group.

Inservice Education

This is self explanatory, it refers to the education a teacher receives when he has enterea the
teaching profession after he has had his education or training in a teaching institute or college. It
includes all the fields i.e. the refresher courses etc that he receives at different institutions.

Functions

• Better understanding of the students

• Building confidence

• Methodology of teaching

• Building a favorable attitude

• Familiarizing with school organization

• Creating social insight

• Improving standards

• Training for democracy.

Pre-Service Teacher Education

• Training school for elementary teachers

• Pre-primary schools or Nursing nstitutions

• Secondary training schools

• Training colleges or colleges of education

• Institutes of advanced studies in education

• Training colleges for special education, example:- handic^DS, deaf and dumb ek

• Training colleges for special subjects. Exarnpie:- preparing teachers in certain subjects
like physical education, home science, craft etc.
Regional colleges of education

• Comprehensive colleges

• Summer schools -cum correspondence course.

Selection of Teacher Educators

• Good physique

• Linguistic ability and communication skills

• A fair degree of general mental ability

• General awa reness of the world

• A positive outlook on life

• The capacity for good human relations

• Recruitment first and training afterwards

• Internship in place of practice teaching

• Right tools for evaluation of pupil teacher performance example:-serf-assessment and pre
-lessons and post -lesson discussion

• Miscellaneous >

Modifications in teacher and education curriculum

Teacher education cadres

Adequate staff for teacher training colleges

Teacher education to be well-verse in educational technology

Well planned programs

Training to pupil teacheis in organizing co- curricular activities.

Teacher training colleges to remain their isolation.

10:3 Organizing professional aspects of teacher

- “ preparation ^gram's and

Introduction

The National Council for Teacher Education has defined teacher education as. A programme of
education, research and training of persons to teach from pre- primary to higher education level.
Teacher education is a proofsmme thai .s re! ifed to the development of teacher prof:c;encv and
competence that would enable and empower the nacher to meet the requirements of the
profession and face the challenges therein.

According to Goods Dictionary of Education Teacher education means, all the formal and non-
formal activities and experiences that help to qualify a person to assume responsibilities of a
member of the educational profession or to discharge his responsibilities more effectively.

In 1906-1956, the program of teacher preparation was called teacher training. It prepared
teachers as mechanics or technicians. It had narrower goals with its focus being only on skill
training. The perspective of teacher education was therefore very narrow and its scope was
limited. As W.H. Kilpatric put it, Training is given to animals and circus performers, while
education is to human beings (Fig 10.6)

Agencies of Teacher Education At State Level

To enhance qual'ty of education and quality of educational institutions, to update educational

methodology and to offer publicity to educational innovations by conducting various types of
educational research every state establishes some institutes, council and associations. In this unit,
we will discuss the role and functions of the following state agencies.

State Institute of Education (SIE)

State Council of Educational Research ai (SCERT)

State Board of Teacher Education (SBTE)

State Institute of Education (SIE) :

Training, preparation of teaching aids and evaluation needs continuity to achieve quality
education. Considering this aspect, Maharashtra state has established 'State Institute of
Education(SIE). Initially, SIE looked after primary education only. Later on, its scope is widened
to pre-primary, secondary and higher secondary education. In 1984, it secured constitutional
status like NCERT and is renamed as "Maharashtra State Council of Education Research and
Training (MSCERT)

State Council of Educational Research and Training (SCERT)

State council is the apex institute of the state. In Maharashtra, it was established in 1964 - 65 as a
state CHI mutinn rsiR It was uDarade and renamed as Maharashtra State Council of Education
Research and Training in 1984. For quality improvement of school education it (MSCERT)
carries the responsibility of teacher education, research and evaluation.
Objectives

lt‘s objectives are:

1 To enhance quality of education by conducting various types of educational research.

2. To improve teacher education

3. To enhance quality of educational institutions

4. To upgrade educational methodology

5. To offer publicity to educational innovations.

Structure

Main office of MSCERT is at Pune. It is an academic wing of education. It is headed by Director

of education. It's various departments are locked after by second class gazzeted officer. It has an
advisory Board presided by Education Minister of the State.

Role and Functions

The Role and functions are primarily concerned with ensuring quality in respect of:

• Planning

• Management

• Research

• Evaluation and

• Training

Its functions are as under:

• To improve school - education, continuing education, non-formal education and special

education.

• To impart in service - training to the inspectors of preprimary to higher secondary

education.

• To impart in service - training to the teachers from pre-primary to higher secondary

schools.

• To make available extension - services to teacher -

education -institutions and co-ordinate the same.

• To prepare teaching aids for educational institutions.

• To motivate teachers to undertake /investigative research regarding content cum

methodology.
State Board of Teacher Education (SBTE) :

Kothari Commission for the first time in 1966 recommended for establishing SBTE, whose main
function was to develop teacher education in the state to be administered by the stale board. State
boards were established in M.P in 1967, and Maharashtra, Jammu and Kashmir and Tamil Nadu
in 1973. Ministry of education forced states to have SBTE suggestions NCERT such boards
almost all states established.

Functions

• Determine the standards of TE Institutions.

• Modifying and improving the curriculum, text books and the system of TE of the state.

• Developing the criterion for the recognition of the TE institutions.

• Organizing the guidance facility of TE institutions.

• Developing the criteria for admission in TE and evaluating the teacher efficiency of pupil
teachers.

• Preparing the plan for the qualitative and quantitative development of teacher education.

• Providing guidance to the Universities and State institutes for improving and modifying
curriculum, textbooks and examination system of teacher- education.

© Determining the educational and physical conditions of the teacher education institutions for

affiliations.

• Developing the sense of cooperation among university departments and other training
institutions

• Providing financial assistance - different facilities for TE at different levels.

• Provide suggestionsTor the development of state teacher-educators.

University Departments of Education (UDE):

Education is now considered an independent field of study; UGC provides the grants to the
University Department of education. Higher level training is essential for teachers for their
development. Department of Education (DOE) provide training for educational administrators
and curriculum specialists to improve evaluation procedures as well examination system.
University DOE organize the M.Ed, B.Ed, and M.Phil classes as well as research work for

Ph.D and D.Litt degree in education. In 1917, first education department was started at Calcutta
University. At present there are departments of education in all the Indian Universities for M.Ed
and Ph.D Degrees.
Functions

•Develop the post graduate studies and research work.

• Organize training for school teachers.

•Provide solid programmes for teacher education and developing research work.

•Starting and organize some programmes for post graduate teachers which are not organized at
other centers.

•Developing language laboratory, preparing instructional material and use new innovations and
practices in TE.

Encouraging the interdisciplinary courses and interdisciplinary research studies so that the
requirements of other departments can be fulfilled.

Organize extension lectures and programmes to encourage the teachers and research workers to
contribute in the discipline of education.

Providing awareness of new .nethodofogy and technology to upgrade the standard of TE.

Developing the effective procedure of evaluation of theory and practical in education.

A very strong academic and administrative machinery at the state level should further aim at
economy and integration of divergent elements, avoid duplication of efforts, consider and

examine the needs of different types of institutions, give a proper turn to arising ideologies and
tendencies and eliminate corruption and exploitation.

There should be a University of teacher education in every state on its own. It should be unitary
as well as affiliating for all the teachers', colleges at graduate and post graduate levels within the
state.

National Level Agencies of Teacher Education Programme

University Grants Commission (UGC):

Established on 28th December, 1953, at New Delhi. UGC was given autonomy by govt of India
in 1956.

Functions

• It provides financial assistance to universities and colleges to meet their requirement.

It extends the financial aid for the development of Universities and maintenance.

it provides a guide-line to Center and State Govt, for giving grant to a University.

It provides the grants for five years to establish as new University in the state.
It provides the grants for five years to start new department or any academic programme in the
University but now state concurrence is essential.

It encourages higher level research work and teaching activities by providing financial
assistance.

• It provides the grants for higher education and new programmes in the Universities and
colleges.

• It provides the fellowship for teachers and project work for University and college
teachers.

Yeachfci Education Comm;!tees

• To upgrade the standard us educaiio-' Teacher education committees were formed

consisting of seven members for two years duration.

• It provides awareness of new innovations and research in teacher-education.

• The national fellowship and teacher fellowship are granted for encouraging research and
teaching work.

UGC provides travel grants to tne university lecturers for attending international conferences and
seminars.

• Visiting professors are appointed from among the University professors for inter change
programmes and delivering lectures.

• Residential facilities for university and college teachers are also provided.

• Research associates are appointed tor post doctor work.

Research

The main purpose of the scheme is to provide facilities for research which, in many instances,
has been held up owing to dearth of funds. It is to be carried on by the staff of the training
colleges assisted by some research fellows assigned to them and some financial facilities.
Equipment is provided to facilitate the completion of the projects.

National Institute of Educational Planning and

Administration: (NUEPA/ NIEPA):

Functions

• As the highest organization of educational planning and Administration- has the

following functions to perform:

• Providing training of educational planning and administration to develop the abilities and
competencies in the educational administration as the in-service program.
« Providing training facilities in educational planning and administration at state level and
regional level to develop efficiency at their level.

• Integrating educational studies and researches under the area of educational planning and
administration and make co ordinations in these activities.

• Encouraging the teachers to solve the problems of educational planning and

administration by organizing seminars and woikshops.

• Arranging extension programs for new developments and innovations in the area of
planning and administration.

• Establishing contact with other countries to understand the developments and innovations of
the developed countries.

National Council of Teacher Education (NCTE):

Kothari commission Report (1964-66) criticized Teacher Education Programme being

conventional, rigid and away from reality. Therefore it expressed the need of establishing
National council of Teacher Education in order to improve the standard of Teacher Education. In
September 1572, Central Advisory Board in Education accepted the said proposal which was
supported by fifth National plan. Thereafter by law, Indian Education Ministry established
NCTE on 21st May 1973. NCTE has got independent constitutional status since 1993.

Objectives

• To work especially towards planned and coordinated development of teacher-education.

• To improve the standard and functioning of teacher- educators.

Functions

• According to the Act 1993, NCTE performs the foBcwina functions

• Undertake survey and studies relating to various aspects of teacher-education and publish
the results.

• Making recommendations to the center and State government Universities, the U.G.C and
other institutions in the preparation of plans and pfogrammme's in the field of teacher education.

• Coordinating and monitoring teacher education and itsdevelooment in the country.

• Preparing a guideline with regard to minimum qualifications for the candidates to be

employed as teacher- educators at different levels.
National Council of Educational

Research and Twining

EstJBfch-'cnt

Ministry ot F Jetton of Indian Government established NCERT in 1961. NCERT is an

autonomous - organization, working as an academic wing of the Ministry of Education.

Objectives

• To launch, organize and strengthen research works in various aspects of education.

• To arrange ge for pre-service and in-service training at the higher level.

• "lbpublish necessary textbooks, journals and other literature tor achieving the objectives.

• To organize extension centers in training institutes wih the cooperation of state

governments and eatend facilities pertaining to new methods and technologies among them.

Need for Staff Development

• To meet social change and scientific advancement.

II causes rapid changes in nursing knowledge and stalls

• Toprovide the opportunity for nurses lo continually

acquire and implement the knowledge, skills and

aflrtudes, ideas and values essential to maintain high quality nursing care.

• To meet job related learning needs of the nurse - (eg, continuing education, in-service
education, extramural education and post basic education)

• Fill the gaps between theory and knowledge.

• To achieve personal o^ professional development eg. promotion.

• To prepare for future tasks or trends.

Principles involved staff development:

• Activities must base of needs and interest of emDloyees and organization.

• Learning is combination of theory and experience.

• Learning is internal, personal and emotional process.

• Learning involves changes in behaviour.

• Learner should be encouraged to contribute in learning process.

• Problem soiwno approach is well r-uited bscau-w. effective learning takes place when
there is need/ problem.

• Positive reward is effective.

• Teaching - learning should be based on educational psychology.

' • Learning can be maximized by providing favourable condition.

• Learning is active process i.e., teacher and learner should be active in learning.

• Teaching must satisfy learning needs of an individual.

• Use variety of sources for learning as adult learners have wide range of previous
experience.

Staff development model:

• It is based on goal achievement of the health care agency, the nurse and nursing
profession.

• Goal - high quality care through the mutual goal oriented efforts of the health care
agency, nursing profession and nurses.

This model has three main components.

• Education

• Experience

• Socio-economics

Educational component includes:

Staff nurse is self-motivated for learning. She may accept any type of staff developmental
activity, comes under local agency or outside agency (educational activities/ different courses).

Experience:

Nursing practice and experience in daily life are integral parts. The activities are benefited to
both, for her and patient. For quality care - experiences may be planned or unplanned.
Experiences are curricular and co-curricular and self.

Socio-economic component

It involves health care agency, the nurse and nursing association in management (in man power
planning, counseling and employee - employer relations).

Types of staff development •••ductlcn program.,

* It is a brief, standardized introduction to an agency’s philosophy purposes, policies and
regulations is given to each worker, during his/her first two or three days of employment, in
order to ensure his/her identification with agency.

• It is first aspect of orientation. It starts with explanation of H/o, purpose philosophy and
then information related job. Give organizational manual for proper self understanding.

Purposes:

1. Provide information and development of familiar environment.

2. Start ihe work knowingly and with positive attitude.

3. Get the work done efficiently and effectively.

Important points:

Keep duration of 2-3 days. Information must be short and adequate.

2. Job orientation:

After induction programme the employee should be oriented to specific job for she is hired. It is
needed because, each organization has lot of variations. Duration of this depends upon the unit.
3-4 weeks for general wards whereas 3-4 months for super specialized units like OT and ICCU’s.

Forms of orientation:

• Centralized.

• Decentralized.

• Standardized orientation programme.

• Individual programme.

Objectives of orientation program are;

• Help the nurse/ nurses to adjust more easiiy with her new environment (for that
opportunities are provided).

• Acquainted with hospital, philosophies and policies.

• Gain information about expected behaviour.

• Provide assistance to gel adjust with patient care.

• Help to understand her roie in hospital and community.

• Cultivate positive attitude and harmonious relationship.

3. Continuing education.

Philosophy: It is believed 'Jvt tr.o s»stemof higher education which provides the ocpc''unities to
keep update knowledge and SVJC

Definition: Any extension of opportunities for reading, study & training to any person/ adult
following their completion of or withdrawal from full time school /college programme."

(Extramural education is community basal continuing education.)

Need for continuing education is to.

1. Meet demands of new roie.

2. Desire of promotion /higher salary.

3. Keep update knowledge & skills.

4. Provide quality care.

Nurse internship

It is traditional orientation program. Now a days internship is part of programme e.g., medical
internship and nursing internship (GNM)

Purposes

• To improve recruitment.

• To facilitate role transition from young graduates.

• To decrease demands upon the head nurse to provide basic skill training.

It is short & well-planned programme. Duration of each differ from one to another. It has special
evaluation system.

4. Career mobility program purposes:

• To improve workers morale and motrvafion by eliminating dead ends jobs. ^' - -

• To decrease of costly labour turnover.

• To prepare right person for right job.

• Redesigning of each program is needed for better preparation of higher education.

• Vast career opportunities are available in nursing It needs shot term or long-term
specialties and super specialties.

Management development:

Autocratic management is not functioning popularly. It has so many drawbacks. Popular is

democratic management.
Management development:

programs were initiated to help the nurse to expand IPR. skills and develop more democratic
leadership.

Staff development is needed at all the level of management. Especially at front line as they gives
big success.

Approach to management development is system approach.

It should start with establishment of agreement. Many expert agree the help of management is
essential This programme content individualized action to meet needs of agency Topics are like
favorable factors for agency from inside and outside. How to use them effectively. This
programme is more educational than training. Here supervision is the main key.

Management is complex and multi layer process so this is the best way to reach to each one.

Participation of each one makes much difference in achieving the goal.

5. Organizational development:

Definition:

It is process by which employees relate to each other and work together to realize organizational
goals

Hospital management is becoming more and more complex. Team spirit and teamwork is
required for smoothing functioning organizational development

includes various activities like role clarification. Process, consultation, team building, skill
training and management by objectives.

Here external consultants help to the manager to set goals and effective and economical use of
resources.

Roles of consultants:

1. Use effective problem solving approach

2. Help in formation of goals and strategies.

3. Teach how to use of group power by knowing group psychology.

Purpose of evaluation:

• Monitor the programme staff development programme

• Determine future change and needs

• Assess Qualitative improvement ir, b^havioi;r of staff.

• Fina! ou* at what ex'cY. goals Are achi&wo

Who wi;; evaluate ».• staff dev.v.fsnent?

It can be done by

1. Participants

2. Evaluation committee

3. Authority/Authority appointed person.

Methods of staff development evaluation:

Soma of i^err. ara

1. Pre and post test *

2. Attitude test

3. Observation of skills

4. Questionnaire

5. Videotape.

10:4 Critical analysis of various programs of,, teacher educatiorynjndia.

In-Service Teacher Education Institutions

Types

• State institutes of education

• District institute of education and training(DIET)

National council of educational research and training.(NCERT)

National institute of educational planning and administration.(NIEPA)

State Institutes of Education Introduction

A chain of state institutes of education was sta.tcJ ii 11964. At present U.P. is the only state with
two such institutions at ALLAHABAD and LUCKNOW

Purposes & Functions

• Teacher education.

This was set up by the national council for teacher education in May 1973.
• Provide various training course for supervisors of elementary schools or elementary
teacher educators.

• Organize conferences and seminars to senior state education officers.

• Provide conduct and supervise extensive services to training institutions for elementary
teachers.

• Orga. .ize research in elementary education and Provide corroscc::denes course for
teachers.

District Institutes of Education And Training (DIET)

These are organized to schedule pre-services and in- service courses for elementary teachers and
for personnel working in a non-formal and adult education

National Council of Educational Research and Training (NCERT) -

It’s the apex organization at the national level which is designed to undertake research and
training in education at the school stage. It co-ordinates the entire work of the in-service teacher
education. It also formulates syllabi for the education or training of teachers at different levels.

National institute of Educational Pla. ning and Administration (NIEPA)

This organizes in-service education for educational administration, planners and supervisors.

National Council of Teacher Education (NCTE) Functions

• To advise the government of India on all matters concerning teacher education, including pre-
service and in-service training, evaluation of curricula for teacher education and periodical
review of progress in reviewing of progress n revising the curricula.

• To advise the state government on any matters referred to the council by them.

• To review the ^lograms of plan schemes, both central and state, concerning teacher
education.

• To advise the government on ensuring adequate standards in teacher education .Any

other matter entrusted to the council by the government of India.

Knowledge-Base of Teacher Education

Teacher education, Eraut argues needs a map of professional knowledge for four reasons

• To correct the over simplified notion about teacher education that are in circulation.

• To illuminate the debate about theory -practice links and the role of experiential learning.

• To highlight aspects of knowledge that have been somewhat neglected in teacher

education program.
• To shed light on the growing debate about co: npeter.cy -based approaches to
professional standards and qualifications.

Knowledge must be seen as a means of teacher empowerment rather than of gaining power.
Hammond(1997) puts it ‘empowerment must occur through knowledge rather than through new
controls that would enfranchise teacher at the cost of others, especially parents, who have a deep
interest in chidren learning and success.

Drawbacks in Teacher Education

• Faulty methods of selection because of political,social and personal influences.

• Lop-sided curriculum.

• Irrelevant methodology of teaching.

• Neglect of study of education as a discipline .

• Inadequate training in practical skills.

• Insufficient time and attention paid to the actual practice teaching.

• Isolation between the colleges of education and Ihe schools .

• Insufficient training in the art of communicating with the community.

• Ineffective supervision of the teactong practice by the supervisors.

• Faulty methods of assessment of trainee s work.

• Under qualified teacher educators.

• Lack of physical facilities.

• Shorter working hours.

Type of Education In The 21 Century

• Education as a liberating consciousness;

In this we can be freed from the thoughts, values, systems and structures that hinder authentic
development.

• Education must not alienate learners from their roots.

In this education enables us to discover and develop Iterating elements which creates a more filly
human life and appreciate our culture.

« Education must attune us to diverse process at work and teaci' us t!»e meaning r-f responsible

COnsumpSnn ann

In this we are asked to appr.rciate , sh*ie 3')d nurture the life giving resources and processes.
• Education is human conversation with life:

This impies about the needs .problems .pains .joys, dreams, and hopes of people and the world a
huge dassroom where life is a continuing

process cf education.

• Education must teach a “new value orientation" to motivate and inspire the new
generation in the understanding of and reverence for life.

• In short. education must encourage the values of

compass^n ,the capacity to fee' for others to

feel what 1 is like to grow under diiferent or difficult

circumstances ,and to appreciate the human

person, irrespective of sex, creed, color ,or sodal status.

• Teacher preparation programs define an “appropriate balance for an integrated program

of general education, subject matter preparation, and professional education courses, for both
lower division and upper division students, including anappropriate range of units to be taken in
professional education courses."

Teacher Preparation And The Education Professional Standards Board

The Basics of the Law

• The miss on of Education Professional Standards Board i EPSBi is to ensure a Quality

educator for even profess ona pub c school position through the estabi sn^ent and enforcement of
rigorous, achievable standards for obtaning and maintaining cerf hcation. The EPSB is
responsible for.

• estabSsh:ng educator training and certification standards for obtaining and maintaining a
.teaching certificate

• setting standards for approving and evaluating educator preparation programs at colleges,
ur . ensues, and ioca school districts for teachers and other professional school personnel

• .rshrc e tewing suspencfing, and 'evoking the certrj cates z* professions; schooTpersonnel

• ma rtar hg data anc submits ng reports on trends in leather cerflcaflion and employment

• developing gu defies and rcvestvgatjng reports of eo jca• pr misconduct zr me pa'l of

teachers and ac~ H'Strators: ooard '-ernbe's must 'ece ve ’'a n ng (song wr t*er r /esbgators) or
educator mrsconduct

• set ng poKaes tor atoretrve train ing progfams; prc / deng programs resiiCng ir
certification for experts arc: professorate *rfx> ha ve so ege but rot educator decees to become
tiassroorr,teachers and admnetrascrs
• dev escpro e ortfeasixa code of etfiics as 'eo- es bylaw

• Add .ona restons o • es were legisfar'ed n 2000 *s .s rg broader responds 7 ?or educator
p«para*or> arc ^iennra Off^rjprrerr rdjJrc

• ten 'c aocred a tor standards hat net ec? national standards lor co eges of education

« 17//^ , ng apomva of co ages of educa* cr that

do TO* ~ee* ftandards or whose stude'ts tal to nee* shlena estabtired by the board

• cor due?'«g at a' r >a e; a * of d /ersrty in teach er ed xa or :vr<" t ar s provld' g assistance

to w os*I n addressing dhmfey defining information

needed to make good policy decisions about the teaching profession

* ■ **tr ’ .. i •>

• def n ng out-of-feld teaching for purposes in Kentucky, collecting information on the

number of out-of-fiekj teachers and providing that information to the Department of Education

• informing the public on the status of teaching

• creating guidelines for and overseeing alternative routes to ceitiTication for teachers and
administrators

• promoting one or more innovative alternative preparation programs through a college or

university

Professional Preparation

The range of units recommended in order to attain an appropriate balance of professional

preparation coursework in an integrated multiple subject teacher preparation program is best
understood as a percentage of the units required for the enfre program because the total numbei
of unite will varv ©mcnc nro&aitiS. The Task Force

Wt v

recommends that an integrated multiple subject teacher preoaratvon program should dedicate
approximately 25% of the teta number of units to professional preparation courses and field
study. To illustrate the rationale for this recommendation, we use a student taking an average of
15 units pe' semester in a traditional education program. In such

Programs. a stude^ t typicafy spends 8 semesters earning a baocala Jreate and then between 2
and 3 semesters of profess -oral preparation course work and field experience to earn a multiple
subject credential. This is a total of 10 to H semesters ‘or the undergraduate degree and the *ea"h
ng credential. The percentage o* professional P'eoara* or in s JCh a program s between 20 and
27% of the total number of units.

' ealeu a’ ng a percentage for a specific program, it may be differ to distinguish professional
p'eparation and subject matter courses for a variety of reasons. Some courses "a/ combine
professional prepa'3*on with .b,ect matter preparatior Other courses may have a professional
preparation course designation but actually pe pr man / a sub act matter course. In determining
whether a course is best class fied as professional preparation, subject

matte' or a combination of both, content—and not designation—must be the pnmary

consideration. If the

content of the course focuses primarily on pedagogy and other professional preparation areas,
then it is a professional preparation course, ft the content of the course focuses primarily on
subject matter and not pedagogy, then it a subject matter couise. In many cases particularly
where courses blend subject matter and pedagogy, it will be difficult to make these distinctions.
In attempting to make such distinctions, it is important to note that the 25% devoted to
professional preparation is "approximate" and a guideline.

General Considerations

Although all program requirements are not fulfilled until 135 credits (or less, if the program is
comprised of fewer credits than the maximum allowed under Title 5), the program may award an
undergraduate degree as near to 120 credits as possible; further, the Task Force strongly
encourage students to take the CSET at such time that toe student and advisor can use the results
ctiegnoctically when oe-ermining hew io compfeto to— **-*msr -** sdidy Finaify.programs for
native students do not have to De identical (course-by-course) as those for transfer students.
What the framework requires is that transfer students who fo ow the prescribed program in
completing 60 semester units wi have all 60 units counted toward the requirements of an
integrated multiple subject teacher preparation program without additional units required above
the unit cap for the program.

Mentor preparation programmes Mentor preparation programmes musl be:

• At a minimum academic level of HE (Hfc^ier Education) Intermediate level

• A minimum of 10 days, of which at least 5 days are protected learning time.

Include learning in both academic and practice settings.

• Include relevant work-based teaming, e.g. experience in mentoring a student under the
supervision of a qualified mentor, and have the opportunity to critical y reflect on such an
experience.

• Normally, be completed within three months.

Should provide a foundation for undertaking an NMC approved practice teacher programme.

• AJkw AP(E)Lto be applied to up to 100% of the

programme, and *eoognee prevous prepaafon or an equivalent nature and mandate ft rs fQr
placement providers to ctetem- ~e i an indwtoua meets the NMC additional catena to ssgr>cf? a

student s proficiency ard therefore they may be placed immediately on the local regster wtt an
annotation to identify this.

•selfandoeer .

Peer review of teaching

Peer Review of Teaching is one of a number of methods or techniques that can be used to ga ther
evidence about one s teaching. Other methods include erbeal self evaluation of teaching and
Student Evaluation of Teaching and Learning (SETL).

Peer assessment car nvotve formative re^ews to provide constrwcirve feedback. as we* as
sunmatrve g.adiiv3. •: cen a-sc rndude Jocferi rr/crfvraerif in the setting of maikirg criteria and
decisions aboj*. evidence of achievement. Sem assessment enables students to become refiective
and se^-managr g, to identify next steps in teaming and move forward unde' the* owr steanr.

When these two strategies work we*, the advantages are significant to all concerned and many of
the identified issues can be addressed by :

helping students to see the value and vaidrty of these approaches

ensuring the re; at rty cf student judgements

maxirr s*r-g opportunities for students to team trorr peer and self-assessment ,

Advantages

• Help' students to devetop r^sight into their owr performance by assessing the work of
ofhers.

• Develops Ufetong skitis of evaluation and analysis.

• Supports independent and autonomous leaning

• Gives students a sense of ownership and tnus

increases motivation.

• Treats assessment as part erf lean i ng, so rr stagesare seen as c-pperi unities father than a
sign of

• Uses external evaluation to provide a model for internal self-assessment of a student’s

own learning

(metacoyi ntion), encouraging deep, rather than surface, learning.

• Promotes a ‘community of scholarship’.

• Reduces the amount of teacher assessment but improves the quality.

• Time for reflection or discussion with a critical friend can help individuals to 'stand back
from’ their own work and make sense of others’ comments.

• Increases students’ attentiveness for activities such as presentations or group

performances by peers (when they are assessing them).

• Provides more accurate feedback about processes such as collaborative working (students
are cften in a better r•coition 'in teachers to judge individual contributions}

• Heloc ICr - Hfy CGo3cG.T.dOi Ci iteriS,

• Gives students a wiaei range or feedback.

Possible issues

• Validity of student assessment (address this by providing clear learning objectives and
marking criteria; have more than one assessor for each piece of work; build in teacher
moderation).

> Debate about whether peer assessment should be used for formative assessment only, or can be
used summatively.

Students may allow friendships, rivalry etc, to affect their objectivity.

supervisor, parent, or expert. The precise form and nature of the peer evaluation varies according
to the context.

* . ••• i / * %| *

1. Peer Reviews

• Peer evaluations are used within professional and creative fields as a means to establish and
maintain uniform quality of performance within the field. For example, many professional
journals use peer evaluations to weed out articles that do not meet rigorous professional
standards.

Utility

• Despite reluctance on the part of those who are being evaluated by peers, peer evaluations in
varied settings appear to have at least modest associations with other measures.

Peer review can be categorized by the type of activity and by the field or profession in which the
activity occurs. In general, those involved in a given profession or particular organization
identify' their particular process by the generic term "peer review". So, even when qualifiers are
applied the elements of peer review may appear to be inconsistent. For example, medical peer
review can refer to clinical peer review, or the peer evaluation of clinical teaching skills for both
physicians and nurses, or scientific peer review of journal articles, or to a secondary round of
peer review for the clinical value of articles concurrently published in medical journals.[3]
Moreover, "medical peer review" has been used by the American Medical Association to refer
not only to the process of improving quality and safety in health care organizations, but also to
the process of rating clinical behavior or compliance with professional society membership
standards.

Peer evaluation is a process of collegial feedback on quality of teaching. It is a purposeful

process of gathering information and evidence about the effectiveness of teaching processes and
the educational environment with a view to subjecting it to constructive critical scrutiny. It
usually begins with people identifying what ereas they would like feedback on, and works best
where the process is reciprocal between peers. A key component of peer evaluation is peer
review of current practice cften based on peer observation of teaching interactions. It should
always be viewed as an opportunity not a threat for both parties.

Peer assessment - some practical tips

• Make sure that students understand the assessment criteria and the d'kirsck.lctics of work
at different levels (see example on the opposite page of text from booklets produced to help
pupils understand their tasks, the marking criteria to be used, and how to peer-assess); this might
involve discussion and looking at examples of work which meels/does not meet the criteria.

« Provide prompt questions and a structure for recording the responses - a template can be useful
in eliciting a rigorous approach.

• Provide opportunities for constructive quality feedback alongside grades.

• Use anonymous feedback to begin with (to overcome any feelings of ‘betrayal’ among
friends).

• Try using peer assessment ir medical groups (eg Year 6 assess vtar 5 and vioe-vnrso', to
depersonalise the process and estab!irJ • a culture of consultation.

" WV- * ~

• Start with manageable tasks that are well suited to self or peer assessment.

• Establish some ground rules for supportive student- to-student feedback (perhaps
developed with colleagues as well as students themselves, to ensure consistency).

Some examples of peer/self assessment

activities are:

• commenting on final or draft essays/reports

• anonymously or publicly grading presentations/ performance

• proposing a grade for their own work, after seeing/ assessing others’work --
• discussing and suggesting improvements to others’ work

• reflecting on improvements they could implement themselves

• discussing in groups before collectively providing a grade and feedback achievement

Teachers should encourage self-evaluation because self-assessment makes the students active
participants in their education (Sloan, 1996). There are a variety of ways for teachers to provide
the students with self-assessments. Research suggests that the simplest tools to encourage student
self-assessment are evaluative questions that force students to think about their work (Hart,
1999). Some examples of these questions include the following:

1. How much time and efforj did you put into this?

2. What do you think your strengths and weaknesses were in this assignment?

3. How could you improve your assignment?

4. What are the most valuable things you learned from this assignment?

It is important for teachers to model self-assessment too. Teachers need to show their students
that it is important for everybody to self-evaluate by doing their own self-evaluations. One thing
teachers can do is to ask their students for feedback on how the class is going and what the
teacher is doing well and not so

We|l- in this way the teacher is showing that they want to rnake improvements where needed.
Teachors could put up a suggestion box, and they can hand out evaluation forms at different
times of the year. This shows the students that continuous improvement is important.

Self evaluation

One of the most neglected for of explicit evaluation is self-evaluation. Ideally and logically, this
should proceed all other forms of evaluation.

Self-evaluation can assist you to:

• improve the educational expenances you provide for your students

• identify the professional education you need to further develop your capacity to teach
well

prepare for your performance review with your supervisor

assess your readiness to apply for promotion and tenure.

The neer evaluation process is outlined in brief below: