CHAPTER – I

INTRODUCTION

“The quality of nation depends upon the quality of its citizens, the
quality of citizens depends upon the quality of their education; the quality of
education depends upon the teachers; and the quality of teachers depends
upon the quality of teacher education among many other factors”.

-Gulab Chaurasia

Education is a vivacious investment for economic and human

development. It is influenced by the environment within which it subsists.
Faith, traditions and culture affect the education system and simultaneously
are also affected by it.

Education is a process which fosters the creative potential of an

individual and helps him to focus his energies on the aims he sets. Nations
become rich not by wealth but by its citizens and contributing citizens are
molded by its education system. It is this important role of education in
national development that has made teachers and educators occupy a respected
position during ancient times and even today. Education also helps in
establishing a society which enjoys peace and stability and moves towards
development and advancement.

Education imbibes qualities of patience, unselfishness, faithfulness,

endurance and a sense of sacrifice among people. Educated people nurture a
vision that distinguishes between good and bad; they cultivate the habit to
stand and fight for their rights and that of their comrades. The advancement of
a nation depends on such educated people. Education forms the bedrock of a
nation’s development. Therefore it is obligatory on the government and
relevant stakeholders of the country to give a serious thought and put in efforts
to enhance the quality of its education system. Education is hence, central to
growth and development of a nation and acts as a critical index for measuring

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the progress and development. It forms the fundamental instrument which
drives the nation towards richness, resourcefulness, and ensures peace and
stability. Education is no longer confined to just the three Rs, namely,
reading, writing and arithmetic but has a wider aim of development of skills
and competencies.

The world of the 21st century is changing rapidly and for our children to
live in this new world they need to be educated in a new way. Educators must
change the education system in such a way that it will help the students to
connect with the rapidly changing world, benefit from what they get from
today’s world and also will help them to face the challenges posed by it. 21 st
century schools are the nerve centers, a abode for students and teachers to
connect with their community. In this new environment teachers are less of
instructors and more of facilitators of information, preparing their students to
develop the ability of converting knowledge into wisdom. 21st century
teachers need to cultivate and maintain the child’s interest and curiosity in the
learning material by depicting how the learnt knowledge could be applied in
the real world. They must also work towards increasing their student's
motivation, which would make them lifelong learners. They should also bring
in flexibility and variety in their teaching and motivate learners by providing
the resources to continue learning outside the school. The ideal classroom of
the 21st century should make children excited about learning at school, and
disciplined since everyone is eager to learn. In such a classroom, learning
experiences and lessons are related to the community. Students are to
collaborate with their comrades and teachers from other schools and different
countries to learn about issues that affect the globe, and how they can be
solved for the future.

21st century children will need many skills in order to be successful.

Collaborating ability, team work, presentation skills, written communication
skills, willingness to examine civic and global issues, ability to use
technology, critical thinking skills, ability to conduct research to learn about

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issues, willingness and ability to learn about new career opportunities are a
few of them. The educational curriculum of this century is to be revamped to
incorporate these skills by making use of internet technology and multimedia.
The future lessons should not be based on textbooks, but are to be project
based. Skills and content should be learned through their research and projects
and textbooks would be one of the many possible resources.

Ideal schools of the 21st century should be spacious and cheerful, and
students need to work with individual assignments and group projects. The
walls of the classroom and schools will be hung with student work, and
students exhibit their creations and performances for their parents and
members of the community. Access to technology will be provided at all times
to the students in schools. The schools will be equipped with learning centers
and laboratories, and also studios for music, art, theatre. Classrooms should be
equipped with videoconferencing facilities and facilities for organizing
discussion boards so that students can participate in real time synchronous
conversations with experts all over the globe and also learn by watching
school productions and presentations.

21st century teachers need to be equipped with certain set of skills to

provide such education the students of this century. This would result in
dramatic and positive changes in the way education is transacted to children.
Students will be eager to learn and will be actively engaged in their learning.
In fact, they would also continue their learning at their home and also over
their leisure time too, and they will have access to the resources they need to
continue learning where ever they are. Such schools and its teachers would be
able to foster a love of learning in its students.

Any change in education and throws new demand for skilled teachers
and consequently, teacher education. Teacher Education today has become a
substantial component in our educational system having a large scale network
of institutions and an also various areas of academic specialization. Dellor’s

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Commission (1996) opines, “Rethinking of teacher education is necessary in
order to bring out in future teachers precisely those who are human and
possess intellectual qualities until they facilitate a fresh approach to teaching”.

Teachers have a vivacious and vibrant role in the lives of the students
they encounter. They impact what and how students learn every day in the
classroom, and their encouragement and nurturing helps students do their best
and reach goals. But their influence goes beyond what we see in the day-to-
day interactions within the school walls. Effective teachers have the
opportunity to contribute beyond the scope of the classroom and school day.

Besides their responsibility to educate students, teachers play an

important role in character development, shaping of a student's reputation,
honor and integrity. When they form relationships with students by attending
sports games, student productions, and other things, educators show care for
their students beyond grades and success in the classroom. The ways in which
teachers can lead are as diverse and varied as teachers themselves. Teachers
take up a wide range of roles to handle their tasks at school and to contribute
to student success. These roles are assigned to them formally and are shared
by them informally to build the all-inclusive community of students. The
following roles are a sampling of the many ways teachers can support the
success of their schools: Instructional facilitator, Resource Provider, School
Spearhead, Curriculum transactor, Data Trainer, Classroom Manager, Mentor,
Learning Initiator, and Catalytic agent for incorporating change.

The educational system is an instrument for national development and

it is intended to guarantee the effective functioning of the society. Modern
civilizations cannot dream of achieving the objectives of societal growth and
high cultural standards without the utmost utilization of talents of their
inhabitants. Such an effort has resulted in greater importance of relating the
process of school education and teacher education.

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 Clinton, in his voice for action for American Education in the 21st
Century in 1996, expressed, “Every community should have a talented and
dedicated teacher in every classroom. We have enormous opportunity for
ensuring teacher quality well into the 21st century if we recruit promising
people into teaching and give them the highest quality preparation and
training”.

The American Commission on teacher education rightly observes, “The

quality of a nation depends upon the quality of its citizens. The quality of its
citizens depends not exclusively, but in critical measure upon the quality of
their education, the quality of their education depends more than upon any
single factor, upon the quality of their teacher”.

The program of teacher preparation was called teacher training during

1905 to 1956. Its efforts to prepare teachers were similar to that of preparation
of mechanics or technicians. Its goals were narrower and focussed only on
training in skills needed for teaching.

As W.H. Kilpatrick said, “Training is given to animals and circus

performers, while education is to human beings”. Teacher education
incorporates development of knowledge in sound educational theory, training
in teaching skills, and professional skills.

Teacher education is a unceasing process and its in-service and pre-

service mechanisms are complimentary to each other. According to the
International Encyclopaedia of Teaching and Teacher education (1987),
“Teacher education can be considered in three phases: Pre-service, Induction
and In-service. The three phases are considered as parts of the continuous
process”.

Teacher education is grounded on the theory that, “Teachers are made,

not born” in contrary to the assumption, “Teachers are born, not made”. Since
teaching is deliberated as an art and a science, the teacher has to not only

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acquire knowledge, but also has to get trained in skills and the so called tricks
of the trade.

B.O. Smith in "Teacher for the Real World" (1969) states, "If a student
is to be prepared for the evolving world, then an essential attribute of effective
teacher is awareness of the realities of the world".

Learning to be (1972, UNESCO) has stated, "Pedagogical training must

be greeted to knowing and respecting the multiple aspects of human
personality".

About the professional educational status of teacher, The International

Encyclopaedia of Teaching and Teacher Education (1987) has observed,
"Enjoying the same social status and prestige as all those who eminently serve
society, today's or tomorrows teacher must be professional, whose educational
programme and level should be more and more comparable with the
physician's education".

1.1 TEACHER EDUCATION

Teacher education is that educational arrangement in which efforts are

made to educate teachers in such a way that the knowledge and values of one
generation are transferred to the next generation enabling it to cultivate all
educational and developmental responsibilities and it becomes capable of
inculcating the technical efficiency, scientific outlook, innovative thinking,
cultural competence and humanitarian disposition.

Teacher Education is an important part of the educational system. It is

closely related to the society and is influenced by the unique culture,
peculiarity and culture of the nation. The constitutional objectives, directive
principles adopted by the state, socio political problems, “explosion” of
relationship, ever increasing aspiration and the changes taking place in
education, expect the teacher education programme to be responsible and
present circumstances through which the teacher education programmes could

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be prepared. It is very important prepares competent teachers be aimed that the
nation. It is established that the quality and magnitude of learner achievement
are decided primarily by teacher competence, sensitivity and teacher
inspiration.

Goods Dictionary of Education refers to Teacher education as, “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”.

Teacher education has to be well-informed of the recent developments

and trends so that it would prepare teachers who are competent to take up the
challenges of the dynamic modern society. It needs to be ever-evolving,
vigorous and dynamic.

The curriculum, structure, organization, design and transaction modes,

and its appropriateness form the crux of the whole process of teacher
education. As in any other professional programmes teacher education
curriculum too has a knowledge base which is thoughtful to the needs of field
applications and encompasses meaningful and conceptual blending of
theoretical understanding which form the base of several cognate disciplines.
Yet the knowledge base in teacher education does not embrace merely an
admixture of concepts and principles from other disciplines, but includes a
distinct ‘gestalt’ which has materialized from the ‘conceptual blending’, which
has made it sufficiently specified.

Teacher education has been differentiated into stage-specific

programmes. This indicates that the knowledge base is adequately specialized
and diversified across the different stages, and should be utilized for planning
effective processes of educating entrant teachers for the tasks which a teacher
is expected to perform at each of these stages. This system embraces an
interdependence of the input variables, process variables and the output
variables.

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1.1.1 Functions of Teacher Education

Teacher education programme is instigated to perform the following

functions:

 Building confidence: Teacher education helps in building up the

confidence in the perspective teachers. A trained teacher will be able to
face the class with confidence and will also be able to tackle odd
situations which come up during teaching.

 Better understanding of the student: Teacher training enables the

perspective teacher to understand the student better. The scientific
knowledge of educational psychology assists him in dealing with
children scientifically.

 Familiarizing Methodology of teaching: Teacher training familiarizes

the future teacher with various methodologies of teaching in the
particular school subject.

 Building favorable attitude. Teacher training builds a favorable

attitude towards the teaching profession. During the course of training,
many doubts of the teacher trainee's would be removed which results
in creation of adoration and reverence for the teaching profession.

Teacher Education Policies in India have evolved over a period of time

and is a result of recommendations of various Committees/Commissions on
Education. The Kothari Commission (1966), the Chattopadyay Committee
(1985), the National Policy on Education (NPE 1986/92), Acharya
Ramamurthi Committee (1990), Yashpal Committee (1993), and the National
Curriculum Framework (NCF, 2005) are the important ones to be mentioned.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009,
too has important implications for teacher education in India.

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 Teacher education is provided by various agencies. NCTE, NCERT,
SBTE, University Department of Education, SIE, and DIET. National Council
of Teacher Education (NCTE), a statutory body of the Central Government,
plans and coordinates the development of pre-service teacher education, The
NCTE lays down norms and standards for teacher education courses, course
and content and duration, minimum qualifications for teacher educators and
minimum qualification for entry of student-teachers for the various courses. It
also grants recognition to institutions involved in providing such courses and
regulates and monitors their standards.

National Council of Educational Research and Training (NCERT), a

national level autonomous body and its six Regional Institutes of Education
(REIs) prepares a modules for teacher training courses and undertakes
programmes for training of teacher educators and teachers. National
University on Education al Planning and Administration (NUEPA), a national
level autonomous body provides Institutional support. At the state level, the
State Councils of Educational Research and Training (SCERTs), works to
prepare modules for teacher training and also conducts specialised courses for
school teachers and teacher educators. The Institutes for Advanced Learning
in Education (IASEs) and Colleges of Teacher Education (CTEs) provide in-
service training to teacher educators and also secondary and senior secondary
school teachers. At the district level, in-service training is provided by the
District Institutes of Education and Training (DIETs). In the vertical hierarchy
for providing in-service training to school teachers, the lowest rung of
institutions are the Block Resource Centers (BRCs) and Cluster Resource
Centers (CRCs). In-service training is also provided with active role of
unaided schools and other establishments.

1.1.2 Agencies of Teacher Education

Several agencies work for making teacher education activities more
fruitful at the state level by providing required facilities and funds to such

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institutions and collecting and disseminating information for their
improvement.

1.1.2.1 State Board of Teacher Education

The Board of Teacher Education are stabilised in almost each state of

the country. The Indian Education Commission (1964-66) had suggested the
founding of these boards with a view to improving teacher education
programme at the state level and, on its recommendation the first one was
started in Madhya Pradesh in 1967 and then in Maharashtra, Tamilnadu and
Jammu-Kashmir in 1973. Other states followed later and now there are boards
of teacher education in almost every state of India.

It was expected: i) to determine the criteria for affiliation of the state

level departments and institutions of teacher education; ii) to gather
information from the institutions in a state about the physical and academic
standards of teacher education and apply control over them; iii) to be careful
about the needed changes in curricula, textbooks and system of teacher
education in the state and act accordingly; iv) to determine the instruments to
judge the efficiency of the students; v) to provide guidelines and cooperation
for the improvement and reform in systems of teaching and evaluation in the
state universities and institutions of teacher education; vi) to make
arrangement of necessary funds and grant them to institutions to launch
programmes for teacher education at different levels.

The state board of Teacher Education prepares plans for quantitative

and qualitative improvement of the standards of teacher education in the state.
It offers necessary facilities to the teacher educators so that they may become
capable of their educational development and progress. The board prepares the
guidelines and facilities for establishing coordination between different
institutions of teacher education in the state. But since the establishment of
National Council for Teacher Education (NCTE) some of the functions have
been transferred from the board to the NCTE. The recognition of the

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institutions of teacher education, their affiliation, curricular improvement
being conducted previously by the board is now taken up by the NCTE.

1.1.2.2 University Department of Education

There is a Department of Education in almost every university of India.

The Department of Education was first of all started in Calcutta University in
1917 and other universities followed. Teacher Education was first given the
status of an independent subject of study by the University Grant Commission
(UGC) and then of a profession; and as a result grants were sanctioned by
UGC and such Departments were established in order to provide teacher
education at higher level in the universities.

The faculties of Education were launched in the universities and

through them these departments not only make arrangement for training in
teacher education but also organize teacher education courses in curriculum
construction, educational administration, improvement in evaluation system
and examination reform.

The university department of teacher education

 conduct training programmes for the school teachers

 organize the teacher training programmers for postgraduate teachers

and teacher educators also.

 the provide and improve the courses of study at the graduate and
postgraduate levels and conduct research programmes.

 conduct action research in the field of teacher education.

 prepare programmes for interdisciplinary curricula and research in

collaboration with other departments and encourage such activities.

 organize the extension program that may bring about coordination

between education and society and encourage research in this
direction.

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 They have their practicing schools and provide practical training to the
student teachers by demonstration lessons, practice teaching, practical
examination and related activities in these schools.

1.1.2.3 Colleges of Education

The colleges of education have the provision for developing teaching

skills and expertise in aspirant teachers A part from teaching of a few
compulsory and optional subjects, the student teachers are given knowledge
and training in new methods, techniques and strategies in teaching and
preparing better lesson plans and work experience, community living and
social responsibility; innovations in education like micro-teaching, remedial
teaching, programmed learning interaction analysis and action research; new
improved methods of evaluation of achievement and other activities, etc. The
group discussions, seminars, symposia, workshops and similar other activities
are organized to make them complete teachers. The programmes for in-service
teachers are also organized on the same pattern.

Some of the colleges of education are raised to the status of Institutes of

Advanced Studies in Education. Besides the above responsibilities, they
perform appreciable work for in-service teachers and arrange short and long
term courses during summer and winter vacations too.

1.1.2.4 State Institutes of Education

State Institutes of Education for elementary school teachers was started

in 1964. At present there are 30 state Institutions in the country.

The main purpose and functions of these institutes are to:

1. organize training courses for supervisors of elementary schools and

teacher educators at the elementary level.

2. conduct and supervise extension services at training institutions for

elementary teachers.

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 3. arrange seminars and conferences to senior state education officers.

4. conduct correspondence courses for teachers.

5. conduct research in elementary education as well as teacher education.

6. assist the State Departments of Education in the planning and

implementation of various educational plans at the elementary stage of
education.

1.1.2.5 District Institute of Education and Training (DIET)

As envisaged in the National Policy on Education, 1986, DIET's are

being established in various states to conduct in-service and pre-service
programmes for elementary teachers and for personnel working in adult and
non-formal education. It is envisaged that with the establishment of these
DIET's sub-standard institutes will be phased out.

1.1.2.6 Comprehensive college of Education

The idea was proposed by the Indian Education Commission (1964-66)

and the objective of a comprehensive college of education was to cease the
isolation of teacher education. A comprehensive college of educational runs as
many levels of teacher training as possible, for example, elementary teacher
training, language teacher training, physical education teacher training, B.Ed
etc. such colleges exist in Maharashtra.

Importance of Teacher education for bringing about quality

improvement in the education system has been highlighted by various
Committees and Commissions. The National Policies on Education and
Programmes of Action, 1986 and 1992 clearly emphasized and reinforced
the recommendations and statements made by various academic bodies setup
up for the purpose. Organizations and statutory bodies like NCERT and New
Delhi have been attempting for reorienting, and restructuring teacher
education at various levels and dimensions over the year.

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 Since teaching is regarded as a profession it is essential that teacher
education could be organized in such a way that emotional aspect and
professional competence may also be imparted besides development of its
social, cultural ethical and moral dimensions. It is thus an arrangement that
educates people to adopt the ability and competence of carrying out the
responsibility of modern and changing role of a teacher in the national context.
In this sense teacher education is not just a programme but also a mission.

The modern teacher education programmes should be sufficiently

flexible since the social and cultural scenario is changing at a fast pace.
Therefore teacher education has assumed great importance as an innovative
technique that may lead us to the innovative theoretical and practical changes
both at pre-service levels.

Teacher education is an effective and competent means to fulfil the

needs of socio-educational guidance because education is the cause of social
change besides being a means of the fulfilment of social needs. The society
puts the responsibility of socialization on the shoulders of teacher. The quality
of fulfilment of this responsibility depends upon the teacher and, in turn, the
quality of a teacher obviously depends upon the teacher education. Only
result-oriented teacher education programme can produce teachers with
democratic values necessary for a socialistic and secular society.

1.1.3 Objectives of Teacher Education

Any reforms or reorganizations of teacher education programme needs
a rethinking of the objectives of teacher education. Central to teacher
education is the question, “what value teacher education has to enhance the
prospective teachers’ ability to face challenges of facilitating the development
of critical and creative students and subsequently adults?” Reforms in teacher
education has been one of the enduring concern in the reports of education
commissions and committees on education. The Education Commission
(1964-66) dealt in detail on various issues of teacher education in India. It

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recommended development of integrated programmes, introduction of
internship, establishment of comprehensive colleges of education and
professionalization of teacher education.

It is not difficult to discern that, like educational aim in general, the

objectives or aims of teacher education would greatly influence the policy the
instructional structure and the direction and curricula of the colleges of
education. It is very often conceived that teacher education is aimed at training
teachers to support teacher's knowledge and skills to teach effectively, or in
short to produce good teachers.

The objectives of teacher education is to:

 produce student teachers with specific knowledge, skill and

competencies which can be observed and measured on the
performance of the prospective teacher.

 develop personal maturity of the prospective teachers

 to transmit traditional cultural knowledge and elaborate sequences

of skills to the prospective teachers.

 to train prospective teachers as active reflective agent who develops

the habit of inquiry and the ability to analyse the effectiveness of
what they are doing in teaching and changes in the method and
content of teaching as deemed necessary.

 to promote peace which also could mean to promote people

relationship, to promote people's understanding of history, their own
age and their environment, to promote people communication

 to preserve humanity and culture.

 to develop mature personality as a teacher.

 promote understanding of the psychological and moral development

of students.

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  foster an independent, inquisitive and reflective mind both in
himself and in students, and the concern of world peace.

The Bachelor of Education Course is mainly intended to prepare

effective secondary school teachers. The course aims at assisting student
teachers to be aware of new content, develop competencies and understand
his/her multiple role in teaching context.

The course is planned to realize the following objectives and therefore the
student teacher will be competent to:

 possess competence to teach his specialized subjects on the basis of

accepted principles of teaching and learning.

 develop understandings, skills, attitudes and interests that enable him

to nurture all round development of children.

 possess appropriate theoretical and practical knowledge of health and

physical education, recreational activities and games.

 develop skills in identifying, selecting, innovating and organizing

learning experiences for teaching.

 develop understanding of psychological principles of development,

individual differences, and cognitive, psycho-motor and attitudinal
changes.

 develop skills in guidance and counseling and in solving personal and

academic problems of children.

 understand the role of peer group, home, and the community in

moulding the personality of the child and help foster an amicable
home-school relationship.

 understand the role of the school as an agent for bringing changes in the
society

 undertake investigatory projects and action research.

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 These objectives could be better achieved through Competency based
teacher education, which is an approach to education based on the idea that if
“given appropriate time and conditions, almost all learners can and will learn
most of what they are taught". Competency based teacher education adopts a
systematic approach to develop and deliver instruction. This approach
includes; “what to teach, how to teach, what to test, how to test, and how to
structure student progress through the programme”.

Though Indian teacher education system has been strengthened during

the past couple of years due to the new NCTE Regulation 2009, teacher
Education has been struggling to incorporate these reforms and hence
strengthen its identity. Quality teachers can be trained by competent and
skilled Teacher Education professionals who have a passion for their
profession and do not compromise with the standards.

The term teaching skill has become a misnomer in education. All the
skills, like the life skills, techno-pedagogic skills, info-savvy skills, human
development skills, and emotional skills need to be integrated in teacher
education. Helaiya (2009) has stated that, “the life skills can be developed in
the pre-service teachers and integrated in the teacher education programmes.
The present century teachers ought to be highly skilled in management of
stress and emotions. The living competencies and techno pedagogic
competencies have not been found to be the significant predictors of teacher
education proficiency in India”.

It is for the teacher educators to materialize the efforts of the NCTE to

enhance quality in teacher education a reality. Teacher education is ravenous
and striving for proficient and competent teacher educators and thus the
competency of a teacher educator to achieve worthwhile knowledge, skills and
attitudes needs adequate attention. Today it is of prime need to obtain teacher
educators with high teaching competence and right attitude.

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1.2 TEACHER EDUCATOR

The teacher educators have always occupied the highest place in the
whole teaching process from the very ancient period. The place of a teacher
has been thought of even higher than God. This is reflected in the Secondary
Education Commission's (1953) report. It says "We are convinced that the
most important factor in the contemplated educational qualification, his
professional training and the place that he occupies with the school as in the
community. Particularly, the future of our nation depends on the continuation
and advancement of knowledge from one generation to the other. This process
is again based on the educational institutions, with the teacher as the inner
core. Of all the factors which determine the quality of education and its
contribution to national development, the teacher is undoubtedly the most
important". She has always been vital to education as a source of knowledge.
In fact the very education system exists because of the tremendous efforts of
academic staff members, their expertise and efficiency.

Teacher of teachers referred to being a mentor or trainer who works

with pre service teachers or fellow teachers. A teacher educator purposefully
shares his knowledge and skills pertinent to teaching in an attempt to improve
quality of teaching.

A teacher educator is “one who teaches, trains, and mentors student

teachers desiring to be qualified”. A Teacher Educator is “a person of
educated status who adequately prepares young teachers to be effective in all
teaching areas”.

A Teacher Educator is “a person with teaching experience who then

shares [his] experiences with current perspective educators”.

“A teacher [who] shares her knowledge and experience along with the
joy and tribulation of teaching/educating to help soon-to-be teaches.” Teacher

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educators directly interact with pre- service teachers with the intent to prepare,
train, and/or mentor them.

“A teacher educator is someone who gets the qualities of a teacher into

[herself] and can lead others to increase those qualities in themselves”.

“A teacher educator is one who devotes time to the improvement of

teacher education to help improve and prepare the effectiveness of teachers.
He/she may provide opportunities for growth”.

“Teacher educator is a professional who aids in teaching individuals the

methods and the practices associated with teaching. This may be done through
demonstrations and critiques and observations/evaluations.” Overall, these
definitions have discussed the responsibilities and tasks of a teacher educator.
Being a teacher educator is to take up an additional responsibility with a
unique purpose of preparing future teachers for teaching tasks.

The education of teacher educators has been ignored transparently and

things have been done at random in our country while it is the first thing that
deserves to be given highest priority because the education in schools depends
upon the education of teachers who are prepared by the teacher educators. The
fact is highlighted by Curriculum Framework for Teacher Education in these
words, "The professional level at which teachers are prepared would, in turn,
determine the quality of school education. Teacher educators have to be fully
familiar with the school realities, social environment and community
expectations. Only then, they would be able to really perform their challenging
tasks. On the professional side, teacher educators need to be actively
associated with policy formulation, implementation strategies and monitoring
of programmes". The significance of education of teacher educators has been
expressed in precise words.

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 Among the various activities of teacher educators following are the
important ones:

1. Development of new strategies and techniques of material

development.

2. Bringing about new ideas in evaluation.

3. Serious interaction with the community.

4. Generating activity -based environment in the training institutions.

5. Attaining skills for mobilizing resources.

6. Changing training programme of teachers in the context of

universalization of elementary education.

7. Conducting surveys and studies.

The professional quality of teacher educators decides the quality of

teachers, both at the pre-service and the in-service levels. The professional
level at which teachers are prepared would, in turn, determine the quality of
school education. Teacher educators need to be acquainted with the school
realities, community expectations and social environment. Only then, they
would be able to really perform their challenging tasks.

1.2.1 Desirable characteristics of proficient Teacher Educators:

Proficient teacher educators should possess certain experiences,

qualifications and exposures. They

 should preferably have an experience of teaching as school teachers

and must have worked in the school system for a few years.

 should also have been exposed to the outside world at large so that he
would have acquired a broader perspective.

 should be possessing a high academic competence.

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  should possess an integrated view of knowledge and belief in the
interventionist role of education.

 should have a socio-economic understanding of the problems faced by

the society.

 should have concern and empathy for the under-privileged.

 should posses research competence and aptitude for using research as

a tool for social and educational development.

 should posses personality attributes like ability to

a) work with a sense of independence.

b) act against the prevalent or popular opinion.

c) convince people.

d) lead by practice.

e) be creative and take sustained action.

f) mobilize resources, (financial and human) from the community

and,

g) work with various segments of society and also the government.

1.2.2 Teacher Educator Scenario

A teacher-educator is the topmost person in the professional pyramid
because she moulds the future teachers. A competent and effective teacher-
educator will help in the national development. The teacher-educator is the
core of the grand opera of teaching-learning since the whole system revolves
around him. The whole edifice of education stands on the shoulders of the
teacher-educators. They not only play varied roles in the society, but also help
the prospective teachers to develop the capacity to play different roles in the
schools as well as in the society.

21
 Teacher -educators are to be considered as the ultimate agents for the
realization of ideals, aims and objectives of education. Quality of education
hinges largely upon the quality of teacher-educators because they are
preparing the future teachers. The quality depends on the competence of
teacher educators. A person who has teaching competence will shine in his/her
profession.

Primarily competence becomes a reality exclusively because of the

efforts of people, and people working in an educational institution get attracted
to it because they antedate that the institution will reward the competence. All
thinkers of this century agree upon the fact that it is desirable if work is made
more agreeable, meaningful and interesting. Today Psychologists,
Sociologists, Administrators and Managers are pre-occupied with designing
strategies for delivering teaching competence to those in the profession of
teaching.

Studies conducted on Teaching competence suggest that teachers' status

could be enhanced to the highest set up in the educational ladder since he is
the "Pioneer" in seizing socialization of the society and also he transmits skills
appropriate to the abilities and knowledge and needs of the child in the
complex world of this century and that is what every child should possess to
enter into 21st century.

The very fact that teaching is a profession necessitates that teaching

becomes a specialized activity that needs specialized institutions through
which specialized knowledge/training is transmitted. A quality teacher
education institution will have to produce individuals who will be dedicated
and zealous to the profession and make their mark through their
accomplishments in the field. Going by the present situation in the country it
undoubtedly agreed by all that the obligation of getting good teachers lies on
the institution which educates these professionals. Further, it is the teachers in

22
these institutions who educate the desired individuals and not the institutions
themselves.

Teacher educators are accountable for the tasks taken up by them for
educating and producing quality teachers. Harvey (1993) and Atwood (2007)
point out, “Quality processes tend to focus on core aspects of education such
as learning-teaching and course organization. In other words teacher
educators’ way of organizing theoretical framework, practical sessions and
skills development programme affect the future teachers. The activities
suggested during training are carried to the classroom teaching in the schools”.
Researchers like McAffrey et.al. (2003), Rockoff (2004) and Rivkin et.al.
(2005) found that teachers make a significant impact on students’
achievement. However, the question, ‘if the teacher educators directly affect
the teachers’ classrooms behaviour or management of activities in the
schools?’ is superficially answered by the existing research studies.

Teacher educators should consider bringing in professionalism in their

work very earnestly. They should stop condemning the process of teacher
education and rather should work towards finding solutions to problems faced
by them.

Teacher educators can extensively contribute to the expansion of the

population of quality teachers. If they do so, they will be able to make up to
the high status they demand as the teacher of teachers or else would become
marginalized and irrelevant. They should be able to respond to the demands of
training the student teachers at both conceptual and pedagogical aspects.

Since Privatization and commercialization has entered the educational

system they primarily will have to accept the existing realities of the
challenges they would have to face in this globalized world. The need for large
number of men and women who aspire for degrees or diplomas in teacher
education is increasing and hence the dependency on private participation in
education system is inevitable.

23
 The teacher educators will need to explore on specialized skills and
competencies that would enhance the quality for professional functioning.
These skills need technical expertise and soft interpersonal skills and
capabilities. Quality teaching and quality assessment skills are most desirable.
Quality teaching skills involves the process of creating curiosity in the learners
and making students work towards becoming independent learners. To
illustrate posing a problem before the learners and helping them to discover
and find solutions to these problems is a skill and this skill has to be
established in the teacher trainees.

Also the teacher trainees need to be trained in quality assessment

procedures. Since reforms in evaluation of quality requires the trainees to
evaluate the students in terms of their learning styles and thinking process.
Similarly, skills of providing feedback need to be developed amongst teacher
educators so that they make the student trainees accept the feedback provided
open-mindedly and would improve upon their performance.

The teacher educators need to acquire all essential competencies and

personality characteristics imbibe and the right attitude towards their
profession in order to produce contributing teacher for the future technological
and globalized world to take up the issue and discover workable solutions to
concoct future teachers.

1.3 TEACHING COMPETENCE

Teaching competence refers to the application of different teaching
skills during the process of teaching. A competent teacher applies all the
teaching skills, understands the level and nature of students and alters teaching
accordingly. Teaching competence involves the utilization of the different
teaching skills. Some of the teaching skills are questioning, stimulus variation,
instruction, explanation, reinforcement. All these teaching skills are
considered as the core teaching skills. Teacher Trainees are trained in the

24
effective use of these core skills. Application of these skills makes the
Teachers to be competent.

Teaching competencies are explicit, demonstrable and perceptible

attributes required for teaching professionals to produce a learner friendly and
convincing learning environment. The vast extension in roles and
responsibilities demand that a teacher displays high order of professionalism
in every task and she performs inside and outside the classroom. Though
training and experience yield teachers with proficiency it is impossible for a
single teacher to apprise with all competencies in perfect amalgamation. A
competent teacher has clear vision of the set of objectives, is temperamental,
and cordial. A teacher needs meticulous execution of whatever is planned and
needs to manage affairs effectively inside and outside the classroom. A
teacher’s presentation of subject matter must strive for the responsiveness and
attention of students and must be capable of motivating every student.

1.3.1 Definition of Teaching Competence

According to S.N. Sharma (2001) defines,
“Competency is ordinarily defined as adequacy for a task or as
possession of required knowledge, skills and abilities. It
emphasizes the ability to do, rather than the ability to
demonstrate knowledge”.

Donald M. Medley (1982) defines teaching competency as,

“those knowledge, abilities and beliefs a teacher process and

brings to the teaching situation”

According to Prakash Srivastava and Anju Bjargava (1984),

“teaching is a series of events wherein a teacher attempts to

change the behaviour of students along the intended direction”.

Competency is the ability of the teacher educators to perform these

teaching events effectively. A competent teacher possesses teaching skills to

25
employ in a teaching situation in order to drive home to the child a point, an
idea or a thought so as to bring about the desired change in the student, Satish
Chand Bhadwal and Manjula Soot, (1991). In general, teaching competence is
nothing but the performance, ability, or the capacity of the teacher to teach.
The following are the major constituents of “teaching competence”.

Subject Competence
The knowledge of pedagogical content categorizes the distinctive
bodies of knowledge for teaching. It embodies the blending of pedagogy and
content into an understanding of how specific topics or issues are organized,
represented, and adapted to fit the diverse needs, interests and abilities of
learners, and are offered for instruction. A content specialist is distinguished
from that of the pedagogue through his understanding of the pedagogical
content.

Content Organization and Presentation

Textual, aural or visual content form the content of teaching. It may
also include: images, texts, sounds, animations and videos. Content of the
lesson to be taught is the vehicle to achieve the desirable out comes. The
content should be well organized and presented in sequential manner
appropriately.

Instructional Strategy
Instructional strategies mean all those approaches that a teacher
educator would adopt to actively engross student teachers in learning. These
are the strategies that energize a teacher educators instruction as they tend
towards meeting specific learning objectives. Effective instructional strategies
cater to various, unique and diverse development needs and learning styles of
the learners. Successful instruction may be a result of various features along
with sound instructional strategies. Teachers can put a variety of strategies and
techniques into practice by considering the characteristics of the learning
context including students’ needs and interests, and technical facilities.

26
Interactive Competence
The task of learning can be made more enjoyable and easier if the
teacher educators engages in interactive learning strategies. Interactive
learning techniques allow student teachers the opportunity to engage with new
material as they learn, allowing them to process the information and cement it
into their knowledge banks.

Classroom Management
Classroom management is refers to the methods educators use for
preventing misbehaviour and the ways with which they deal with them when
they arise. It is the techniques used by teachers to sustain control in their
classroom. Classroom management is one among the most difficult
components of teaching for a teacher educator. Dearth of effective classroom
management will amount to reduced learning among students in the
classroom. It also amounts to discontent and strain among the teachers, which
may in due course lead to individuals form an unfavourable attitude towards
the profession.

According to latest definition of Teaching Competence, "Teaching

competence is the result of various attitudes the person holds towards his job,
towards related factors and towards life in general". It also affected by many
inter-related factors like working conditions, job security, group structure,
compensation, and supervision. It is also a function of an individual's level of
aspiration. An individual with low aspiration is likely to be less competent
whereas another with a moderate level of aspiration can drive more happiness
from the same job increasing the efforts to enhance their competencies to
perform better and this increases the attainment of skills required for effective
teaching.

Competency is the ability to use the acquired skills, knowledge, and

personal and methodological abilities, in situations of work or study and in
personal and professional development. In today’s context of the competitive

27
globalized world, competency is described in terms of autonomy and
responsibility. A person's competence rests on gaining and maintaining access
to the technical and social activities of work and significantly on their
organizations in which they are employed.

The term "Competency and Competence" are used interchangeably

(Marck Wardt et. al., 1977 and Passi and Lalitha 1994). Singh [2002] opines,
“Competence is a personal trait or set of habits that leads to more effective and
superior job performance”.

Synder and Drummond [1988] define, “competency is a complex set of

relationship between one's intent and performances”.

“Applied to teaching competency refers to the right ways of conveying units

of knowledge, application and skills to students” [Shukla 2000]. The right
ways include knowledge of contents, processes, methods, strategies and the
means of transmitting them in a thought-provoking and interesting manner.

Development of competence requires successful identification of

feasible and relatively unwavering expertise of the niches of competence.
Development of competence requires resource rich environments. Many
competencies are identified with their distinctive assumptions and features. To
name a few;

1. Competence as a resource i.e., competence is equal to resources or to

configurations of resources affecting work place activities.

2. Competence as integration capabilities i.e., competency is the ability to

use and mange resources collectively.

3. Competence as innovative learning process i.e., competence is not yet

there, but created and renewed through daily practices and activities
and innovations.

28
 Teacher education programmes aims at developing various types of
teaching competencies in teachers. A profession like that of the teacher
educators demands that they acquire a certain set of teaching competencies

The International encyclopedia of teaching and teacher education

classified teaching competencies into six classes as

a. Cognitive based teaching competencies

b. Performance based teaching competencies

c. Consequence based teaching competencies

d. Managerial teaching competencies

e. Affective teaching competencies

f. Exploratory teaching competencies.

Besides the above, National Council for Teacher Education (NCTE)

identified the following ten inter- related teaching competencies to empower
future teachers to perform their roles and responsibilities with professional
confidence and insight.

1. Contextual competencies

2. Conceptual competencies

3. Content competencies

4. Transactional competencies

5. Competencies related to other educational activities

6. Competencies to develop teaching learning materials

7. Evaluation competencies

8. Management competencies

9. Competencies related to working with parents

10. Competencies related to working with community and other

agencies.

29
 Acknowledging the importance of affective factors in teaching
competency, Airasian (1974) was of the opinion that, 'A competent teacher
must have a knowledge of child development, of the material to be taught and
suitable methods, his skill must enable him to teach, advise and guide his
pupils, community and culture with which he is involved his attitudes should
be positive without being aggressive so that his example is likely to be
followed as he transmit explicitly and implicitly his values'. International
encyclopedia of teaching and teacher education even have given a great
emphasis on affective competency of the entire spectrum of teaching
competency. The affective competencies focus primarily on teacher feelings,
self-awareness and awareness of other-self as well as inter- personal
relationships which in turn help teachers and student teachers to effectively
organize their teaching strategies considering the learner's learning needs and
emotional needs.

Tasks / Functions of Teacher Education

Following are the areas in which teacher educators must be proficient
in educating the student teacher in order to develop competencies in teaching
among student teachers. Teacher educators need to cultivate the following
teaching competencies in the prospective teachers who undergo teacher
training in the colleges teachers of teacher education

Technological aids are expensive, have maintenance difficulty and their

uses are relatively cumbersome. Most of the teachers shirk away from the uses
of teaching aids because

• Preparation of teaching aids or their procurement involves cost.

• Preserving this aids involves cumbersome maintenance.

• Procuring these for specific classroom purposes.

Teacher educators should train student teachers to overcome problems

and to become creative in preparation of low cost aids from the available

30
resources. The student teachers should be trained to prepare the low cost aids
in their teaching subjects. The main theme of this technique is to train the
student teacher in the preparation of teaching aids with the available resources
so that they do not hesitate to use them in their future teaching life.

1.3.2 Repertoire of Teaching Competencies

The teacher educators repertoire consists of the following:

Knowledge of Subject Matter: they need to acquire adequate knowledge of

the content in order to be performing competently. Acquisition of knowledge
and comprehending of the subject is not just a matter of collecting information
and facts about the subject, more prominently; it involves the way of thinking
which characterises that particular discipline. This acquired knowledge needs
to be organized conceptually so that it provides a conceptual structure that will
be stable and coherent.

Planning: Teacher educators planning indicates such aspects of teaching that

would frame a course of action. This activity is typically done behind the
scene, before the actual teaching and in the absence of student teachers.
Teacher educators plans are the ‘scripts’ that include the selection of content
for a class and the strategies to be adopted to teach the selected content. It
involves decisions on what to teach, and also deciding on other supplementary
activities that would be a ‘bridge’ or a ‘gap-filling exercise”. Cognitive
competencies are prominently required to perform these tasks that are
involved in planning and they can be learned by practice.

Motivation: After preparing a good plan, the task of the teacher educators
before implementing it is to create a curiosity among student teachers to
motivate them to the task of learning. Various means could be adopted to
achieve this. To name a few of them:

 giving students meaningful, interesting and relevant activities.

31
  adopting a favourable and positive attitude towards student trainees,
praising, rewarding and encouraging the efforts of learners.

 giving feedback, appreciating and encouraging their responses.

 Adopting co-operative learning strategies that involve learners in the

classroom activities and student communication.

 linking the content to be taught to the previous learnt knowledge and

also to other subjects by towing their past experiences and ensuring
suitable pace of presentation.

 being flexible to cater to the varying abilities of learners and their

experiences.

 pose suitably challenging tasks.

Communication and Presentation: After creating the student teachers

interest in learning, the teacher educator has to transact specific subject matter
to the student teacher. The teacher educator has to communicate with the
student teachers in various ways so that the student teachers attain the wide
learning outcomes. In order to achieve the set objectives effectively, the
teacher educators need to evidently be proficient in various skills of lecturing,
reading, explaining, conducting discussion, eliciting through questions
dramatizing, demonstrating, adopting audio visual aids, and many more. They
could be categorized as skills required for effective communication and
presentation in an instructional situation.

Evaluation: Teacher educators need to essentially evaluate the student

teachers’ achievement of the specified objectives as a part of their teaching.
The skills of evaluation include preparing of the question papers and also
conducting oral examinations. The student trainees need to be observed in
many different situations so that the extent of achievement of the terminal
behaviours could be judged. This demands the teacher educator to perform a
set of activities. A teacher educator has to select suitable evaluation tools and

32
techniques. After the tools are decided the teacher educator has to start
measuring the specified behaviour to assess the achievement of the set
terminal behaviour. The actual terminal behaviour of the students with their
expected behaviour needs to be compared so that the teacher educator could
judge the extent of achievement of the expected terminal behaviour. The gap
between the set objective and actually achieved terminal behaviour signposts
the areas unlearnt by the student teachers. This provides the teacher educators
with the feedback so that he/she teaching could provide the necessary remedial
help to the student teachers and also work to improve his own teaching
practices.

Classroom management and discipline: A healthy and encouraging climate

need to be created and maintained in the classroom for an effective
instructional process. This makes the classroom management very critical task
of a teacher educator. Teacher educators have to be proficient with
management skills which would be advantageous for him in managing the
class and maintain a productive climate in the class.

Teacher educators need to adopt their teaching methods to the pace of

progress of each student teacher. They must also focus on student-learners to
redefine their relationship to knowledge and facilitate the acquisition of this
knowledge. Competency-based programs of study and their teaching practice
in the school, require teachers to perform some tasks and to acquire new
competencies. Teamwork with colleagues who teach other subjects is
important in developing and evaluating competencies over periods longer than
one academic year. Since the role of the teacher and the teaching context have
changed, new resources of knowledge and skills are required to be practiced
for the profession. To qualify, as effective teacher educators they, must
acquire more complex competencies that are needed to the changing times in
the profession.

33
 Every teacher’s task is closely related to the nature of the students and
their classroom. Today classrooms require teachers who can “prepare virtually
all students for higher order thinking and performance skills once reserved to
only a few” (Darling-Hammond, 2006). In the 21st century, the demand for
acquisition of competencies on the part of the teacher educators and student
trainees is increasing and even researchers and practitioners are aware of these
demands and hence teacher education programmes are undergoing a
significant change to maintain the standards for Teaching Competence. The
Teaching Competencies have to be acquired by the Teacher educators and the
following Teaching competencies have to be developed:

1. Knowledge of Student teachers and their Development

 Understand and appreciate diversity among student teachers

 Form constructive relationships with students

 Connect student teachers ' prior learning, interests and life experiences,
with their learning goals

 Use a variety of resources and instructional strategies to respond to the

diverse needs of student teachers

 Facilitate such learning experiences that encourage autonomy, choice,

and interaction

 Engage student teachers in critical thinking, problem solving activities,

and other activities that help in making subject matter taught
meaningful

2. Create an Effective Learning Environment

 Establish a climate that promotes fairness

 Establish a collaborative learning environment

 Create a physical environment that engages all student teachers

34
  Plan and implement classroom procedures and routine that support
student teachers learning

 Make effective use of instructional time.

3. Understand the subject matter

 Demonstrate knowledge of subject matter, content and skills

 Interrelate information and ideas within and across disciplines and

areas

 Use instructional methods and techniques suitable to the subject matter

 Use resources, materials, and e-learning technologies to provide

meaningful learning.

4. Plan and Design Appropriate Learning Experiences

 Establish aims and goals for student teachers

 Design and sequence instructional activities for learning of student

teachers

 Modify instructional plans to satisfy the learning needs all student

teachers

 Use resources to satisfy the needs of student teachers

5. Use Assessment to Monitor Student Learning

 Communicate learning goals to student teachers

 Collect and adopt various sources of information to measure learning

 Assist student teachers in assessing their own learning

 Maintain up-to-date records and analyse data

 Communicate with student teachers and families about their progress.

6. Develop Professional Practice

 Reflect on teaching practice to extend knowledge and skills

35
  Establish goals for professional development

 Meet the responsibilities being a professional Teacher educators

 Work with families in supporting student learning

 Maintain positive relationships with other professionals

 Work with colleagues to improve professional practice.

The new approach to education increases the need to professionalize

the act of teacher educators. Reforms in the education system has introduced
various rudiments that will affect the functions of teacher educators and the
nature and importance of the competencies required to perform the teaching
task.

These rudiments will be enhanced through autonomy for colleges, an

approach to learning that gives the Prospective Teacher the place of a
facilitator of the learning process, a competency-based programme designed
for training teachers, enhanced periodical cycles in colleges, and the policy of
adapting colleges to the needs of all student teachers. The professional
expertise of the teacher educators is essential at all the levels of educational
services. The new conception of teaching that gives student teachers primary
responsibility in the teaching-learning process demands the teacher educators
to use new pedagogical methodologies and means of classroom management.

The teacher educators also possess different personality characteristic

and views towards profession. These may also have an influence on their
behaviours

1.4 PERSONALITY TYPE OF TEACHER EDUCATORS

In some ways all individuals are the same. All individuals have the
same human nature and share a common humanity people have human bodies
and human minds and all have human thoughts and human feelings. All

36
individuals are completely different and unique. No two individuals can ever
have the same experience of life, the same perspective, the same mind.

Personality is about all people in being human different ways. How all
people are variations on the same themes. How the human nature all people
share manifests in different styles of thinking, feeling and acting.

To be successful a teacher educator must come to grips with the basic

question; ‘how well do I get along with my student teachers?’ The answer to
this question depends largely upon teacher educators personality type.
Personality characteristics influence teaching. Personality type is the kind of
person one just happens to be. Most important, many teacher educators do not
realize the significance of the role of personality type in teaching.

The term personality itself originates from the Latin word ‘persona’,
which means ‘a theatrical mask’ worn by performers to disguise their
identities and the roles they play. Personality is as an integrated whole of
characteristic patterns of thoughts, feelings and behaviours which make every
individuals unique. In addition to this, personality ascends from within the
individual and is fairly stable throughout life.

Eysenck expands on the definitions of Allport and Murray, and defines

personality as, “the sum-total of the actual or potential behaviour-patterns of
the organism, as determined by heredity and environment; it originates and
develops through the functional interaction of the four main sectors into which
these behaviour-patterns are organized: the cognitive sector (intelligence), the
cognitive sector (character), the affective sector (temperament), and the
somatic sector (constitution)”.

1.4.1 Definitions of Personality:

Funder, D. C., (1997) defines,
"Personality refers to individuals' characteristic patterns of
thought, emotion, and behaviour, together with the

37
 psychological mechanisms - hidden or not - behind those
patterns. This definition means that among their colleagues in
other subfields of psychology, those psychologists who study
personality have a unique mandate: to explain whole persons."

Feist and Feist, (2009) define personality as,

"Although no single definition is acceptable to all personality
theorists, we can say that personality is a pattern of relatively
permanent traits and unique characteristics that give both
consistency and individuality to a person's behaviour."

According to Allport (1961) defines,

"Personality is a dynamic organization within the individual of
those psycho-physical systems that determine his unique
adjustment to his environment".

Cattell (1970) defines,

"Personality is that which permits a prediction of what a person
will do in a given situation"

Eysenck (1971) defines,

"Personality is the more or less stable and enduring organization
of a person's character, temperament, intellect and physique
which determine his unique adjustment to the environment".

According to Guilford (1959) defines,

"Personality is a person's unique pattern of traits"

1.4.2 Nature of Personality

Personality refers to the integrated whole rather than the sum of parts,
Personality implies an integration of various traits, and is the outcome of both

38
heredity and environment. It composes of traits which are acquired or learned.
Each personality can be identified with some motive force.

Personality is something unique and specific, Personality is self-

consciousness, Personality includes everything about a person, Personality is
not static but is dynamic. Learning and acquisition of experiences contribute
towards growth and development of personality, Every person's personality
has one or more distinguishing features to achieve specific goals, Personality
is shaped well through social interaction, Personality is hidden, Personality is
cause of behaviour.

1.4.3 Components of Personality

Personality is made up of traits and patterns of emotions, values, and
thoughts. Some of the characteristics of personality include:

1. Consistency – personality has a recognizable order and regularity to

behaviours. People act in similar ways in a variety of situations.

2. Psychological and physiological - Personality is a psychological construct,

but is also predisposed by biological needs and processes.

3. It influences behaviours and actions – it impacts an individual’s moves

and response to his environment and also causes him to act in specific
ways.

4. Multiple expressions - Personality is displayed not only in behaviours but

is also depicted in feelings, thoughts, relationships and interactions.

Various theories about how personality emerges do exist and various schools
of psychological thoughts influence the theories. Major theories of personality
are:

 Type theories: they were the early theories on personality. These theories
advocated a limited number of "personality types" and were related to
biological influences.

39
 Trait theories: advocated personality as the result of internal
characteristics that are genetically based.

 Psychodynamic theories: are propounded and influenced by the views of

Sigmund Freud and emphasize the influence of the unconscious on
personality. Psychodynamic theories include the Freud’s psychosexual
stages and Erik Erikson’s psycho-social developmental stages.

 Behavioural theories: Theorists like B.F. Skinner and John. B. Watson

suggest that personality is a result of interaction between the individual
and the environment. Behavioural theorists study observable and
measurable behaviours, and they reject theories that take into account the
internal thoughts and feelings.

 Humanist theories: Theorists like Carl Rogers and Abraham Maslow

stress on the significance of free will and individual experience in the
development of personality.

‘Personality Type’ refers to, “the psychological classification of different

Types of individuals.” Collins Dictionary (CD) interpret Personality Type as
“a cluster of personality traits commonly occurring together.”

Personality type is moulded and influenced by and affected by many

factors. Genetic factors and the environment in which person grows up can
mould his personality type. Both biological and environmental factors interact
together to form one's personality type.

Each individual personality is unique and personalities are diverse. Few

individuals also share similarities in a few personality characteristics.
Eysenck's inclusion of the "somatic sector" highlights his interest in relating

40
the behavioral aspects of personality to primary physiological structure and
function. Like Sheldon Eysenck exhibits his attention to the relations between
personality and physique and has probed the possible relations between
observable behavior and the functioning of various parts of the brain.

Table No 1.1 Table showing psychological correlates of dimensions of

personality:

INTROVERSION – EXTRAVERSION

Introversion: tender minded, Extroversion: tough minded,

introspective, serious, easily aroused impulsive, novel, outgoing tendency,
but restrains, performance inhibited performance enriched due to
by excitement, solitary, sensitive to excitement, prefer working with
slight disturbances people, tolerant to disturbances

NEUROTICISM
Low emotional stability, capacity for self-exertion, low will-power, slow in
action and thought, low persistence, repressive tendency to unpleasant
situations, low sensory acuity but high level of activation.

PSYCHOTICISM
Poor concentration, insensitive, poor memory, less caring for others, disregard
for danger, cruel, occasionally original and creative, liking for unusual things,
appear peculiar to others

41
 Fig 1.1: Eysenck’s personality types

Oxford English Dictionary (OED) views it as, “A collection of

personality traits which are thought to occur together consistently, especially
as determined by a certain pattern of response to a personality inventory.”
Thus “individuals in the study would commonly produce patterned responses
which would be ascribed to particular Personality Types.”

Personality Traits are different from Personality Types, as the later

embodies a group of individual tendencies. The Types involve qualitative
differences between people whereas Traits refer to quantitative differences
between people.

Eysenck distinguishes between the concepts of Type and Trait. A

‘Trait’ refers to “a set of related behaviours that vary or repeatedly occur

42
together”. A Type is “a higher order or superordinate construct comprised of a
set of correlated Traits”. Type is said to be more inclusive and general.

Eysenck believes that the model of a Personality must be hierarchical.

He proposes a hierarchy containing four levels. At the bottom level are
specific responses. At the second level are habitual responses which include
frequent or recurring behaviours; the third level is that of traits which are
defined in terms of inter-correlated sets of habitual responses. At the height
level of generality are Types. They are defined as ‘inter-correlated set of
Traits’. Following flow Chart demonstrates Eysenck’s view:

Fig 1.2: Figure depicting Traits making up the Type concept of the introvert

Introversion Type – IV /
Higher level

persistence Rigid Subjectivity Shyness Irritability

Traits III Level

Habitual response
II Level
level

Specific response I Level

level

43
 Fig 1.3: Figure depicting Traits making up the Type concept of the Extrovert

Extroversion Type – IV /
Higher level

Sociable Live Assertive Active Dominant

Traits III Level

Habitual response II Level

level

Specific response I Level

level

Eysenck adapts the ‘Type approach’ as well as the ‘Trait approach’ to

categorize people. His model of personality embraces three basic typological
dimensions, viz, Introverts v/s Extroverts, Neurosis v/s Stability, and
Psychotism v/s Impulse control. Eysenck thus place individuals at any location
between the two extremes on each Type and he also opines that all the three
dimensions as essentially normally distributed within the population.

An effective teacher educator strives for the all-round development of

student teachers and he should be able to set an example by inculcating proper
attitudes and qualities among the pupils. Several studies have proved that the
contributing factors for Teacher Effectiveness are emotional stability, a good
disposition, patience, adventurousness, self-control and self-efficiency. In
addition, there is need for professional competence. The teacher educators
should be conversant with the principles of educational psychology along with
a proficiency in the use of his assets for the benefit of student teachers. A
reasonable manipulation of expression, dedication, professional alertness and
interest in self-improvement are the other requirements of an effective teacher.

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In the ultimate analysis, the personality of a teacher is an important factor
closely related to Teaching Effectiveness.

A number of studies have shown the importance of personality factors

as predictive of Teacher Effectiveness. It is evident that teachers with positive
personality characteristics show a greater Teacher Effectiveness than teachers
with negative personality characteristics. Personality factors are also
associated with teachers’ behaviour.

In the words of Gagne (1976), “it is an established fact that the teacher
educators play a major and crucial part in enhancing the learning of the
learner. Therefore teachers’ personality is a crucial factor in training the
student teachers for arranging the environment for effective teaching”.

An effective use of the teacher personality is indispensable in piloting

the instructional activities. Collahans, (1966) opines, “The teachers whose
personality type is conducive to create and maintain a classroom or learning
environment in which students feel comfortable and in which they are
motivated to learn is said to constitute a desirable teaching personality”. An
acclaimed a teacher with a matured personality is a fully functioning,
psychologically healthy individual possessing the attributes such as
acceptance, extemporaneity, self-sufficiency, autonomy, democratic nature
and creativity (Maslow, 1970). Therefore one who actualises these is indeed
the most effective teacher. Murray (1972) and Dandes (1966) support these
views through their empherical studies.

Coats (1970) conclude that the teacher’s charisma is probably a

significant trait. Beck (1975) reports, “pupils perceive an effective teacher as a
warm, friendly and supportive person who communicates clearly, disciplines
and motivates students effectively and flexibly adopts various methodologies
to teach”. A number of characteristics, some of which are related to the
teacher personality, have been consistently identified as comprising effective

45
teaching at the College and University level, by Eble (1970) and Heldebrand
and Wilson (1970).

Ojha, Hardeo (1969) rightly say that the most important personality
characteristic of a teacher is a scholarship, clarity honest character, good
health, hard work and fairness.

Chhaya (1974) compares effective and ineffective teachers with respect

to personality adjustment and concludes that the effective teachers are
emotionally more stable, authoritarian and extrovert. From this we can
understand that the Personality Types of the teachers to play a significant role
in influencing Teacher Effectiveness.

According to Kurt Singer (1978), "The importance of teacher's

personality can be seen particularly in his relationship with his pupils, and in
the climate of feeling which he is able to produce. He further states that every
learning process is accompanied by personal feelings and is affected by the
social relationship within the learning group and if the individual's feelings
and needs which sees parallel to his intellectual learning process are ignored,
the whole learning process suffers" (P92-93) 9. This implies effective teaching
depends upon some personality dimensions of the teacher.

According to Dent (1975), "First the teacher's personality should be live

and attractive. This does not rule out people who are physically plain or even
ugly, because many such have great personal charm. But it does rule out such
types as the over excitable, melancholy, frigid, sarcastic, cynical, frustrated
and over burning. I would say, that it excludes all of dull and purely negative
personality" (P1 28)'0

According to Ryan and Cooper (1975), "Teacher's personality or ways

of interacting with people undercut their effectiveness as teachers. The
teacher's personality gains tremendous importance when the affective tone of
the college classroom is considered" (P106)11

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 According to Rogers (1969), "The facilitation of significant learning
rest upon certain attitudinal factors which exist in the personal relationship
between the facilitator and the learner. He enumerates realness, being one's
self praising, acceptance, trust and empathetic understanding as such factors"
(P106)12

According to Travers (1980), "Effective teaching is not a set of distinct

acts, each isolated from the other, as proponents of the theory of distinct
competencies would have us believe. Specific behaviours identified as related
to effective teaching are merely symptomatic of the underlying characteristics
that teacher preparation should attempt to develop. Teaching as performing art
requires that the teacher training gives emphasis to training the prospective
teacher's personality" (P32-35)'3 His school of thought emphasizes the
development of an effective classroom personality as a pre-condition to
effective teaching.

1.4.4 Personality of Teacher Educators

Teacher's personality is a critical factor that limits their teaching

performance. The changing role of teacher from that of a dispenser of
knowledge, to that of a stimulator, motivator and helper presumes that only
teachers possessing certain personality traits can perform those roles most
effectively.

No amount of sermons from the teacher can make much headway if he

does not possess an impressive personality. A teacher teaches not only by
what he says and does, but very largely by 'what he is'. Children are imitative
and suggestive by nature. They imitate the dress, voice, habits and manners of
their teachers. Know thyself is the most important advice for a teacher. Self-
analysis and self-appraisal on the part of teacher is a necessary equipment.
Gandhiji says "woe to the teacher who teaches one thing with the lips and
carries another in the heart". The teacher must try to find his own
shortcomings and try to remove them. The teacher is always on exhibition,

47
observed by hundreds of eyes. His actions are always being watched by his
pupils.

It is desirable that teacher educators are frank, sincere, honest, humble,

sympathetic, agreeable, fair, impartial, helpful, straight forward, upright,
dutiful etc. He should avoid everything that is petty, small and mean. He must
be punctual in his programmes, must avoid mannerism, be always cheerful
and humorous, handle controversial topics skilfully, use polite language, avoid
sarcastic remarks, show sincere interest in the students and school, be frank to
admit ignorance, cultivate initiative and resourcefulness, and be true to the
ethics his profession.

Teacher educator’s personality is a critical factor that influences his/her

teaching performance. Student teacher are imitative and suggestive by nature.
They imitate the dress, voice, habits and manners of their teacher educators.
The changing role of teacher educators from that of a dispenser of knowledge,
to that of a stimulator, motivator and helper presumes that only teacher
educators possessing certain personality traits can perform those roles most
effectively and equally important is the beliefs and feeling of the teacher
educators towards his profession and its significance in the society.

1.5 ATTITUDE TOWARDS TEACHING PROFESSION

Teacher educators attitudes affect his behaviour towards the student
teachers. Attitude is a mental or neural state of readiness, organized through
experience, exerting a directive or dynamic influence on the individual’s
response to all objects and situations to which it is related. A simpler
definition of attitude is a mind-set or a tendency to act in a particular way due
to both an individual’s experience and temperament.

Attitude can be defined as an organization of beliefs, habits and

motives associated with a particular object. ‘An attitude is a readiness to
respond in such a way that behaviour is given a certain direction’.

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According to Sorenson,
“An attitude is a particular feeling about something”. It
therefore involves a tendency to behave in a certain way in
situations which involves that something, whether person, idea
or object. It is partially rational and partially emotional and is
acquired, not inherent, in an individual’.

According to Whittaker,
‘An attitude is a predisposition or readiness to respond in a
predetermined manner to relevant stimuli’.

Attitude reflects man’s behaviour and a teacher educators who thinks

well of his/her profession is sure to contribute much towards the de and
society.

An attitude can be defined as a positive or negative evaluation of

people, objects, event, activities, ideas, or just about anything in your
environment (Zimbardo et al., 1999). Attitudes are expected to change as a
function of experience.

The word attitude (from Latin aptus) is defined within the framework
of social psychology as a subjective or mental preparation for action. It defines
outward and visible postures and human beliefs. Attitudes determine what
each individual will see, hear, think and do. They are rooted in experience and
do not become automatic routine conduct. Attitude means the individual's
prevailing tendency to respond favorably or unfavorably to an object (person
or group of people, institutions or events). Attitudes can be positive (values) or
negative (prejudice).

Social psychologists distinguish and study three components of the

responses: a) cognitive component, which is the knowledge about an attitude
object, whether accurate or not; b) affective component: feelings towards the

49
object and c) conative or behavioural component, which is the action taken
towards the object.

Attitude is a mental position relative to a way of thinking or being. The

current popular usage of attitude implies a negative mind set, a "chip on the
shoulder" behaviour, and an inner anger toward the prevailing majority of
thought.

In a somewhat broad way, attitude may be designated as specific or

general reaction tendency which qualifies and controls the response situations
“from a cognitive point of view”. New comb and others (1969), opines, “An
attitude represents an organization of balanced cognitions. From a
motivational point of view an attitude represents a state of readiness for
motive arousal”. This readiness to react implies some kind of stimulating
situation either specific or general.

An individual’s attitude towards something is his predisposition to be

motivated in relation to it. So an attitude is characterized by its readiness or
preparatory sets towards some action but is not to be confused with motive or
response itself. It has a certain stability and consistency. This does not mean,
however, that the attitude does not or may not change.

An attitude implies individual to object relationship. The object may be

a person or place, one’s home and family members, school, teaching
profession, etc. An important aspect of individual object relationship that an
attitude always shows some directionality. “By direction of an attitude we
mean that the residual affect felt towards an object can be either positive or
negative” (New comb and others, 1969). Positive attitude predispose the
person to approach the object while negative attitude predispose avoidance of
the object.

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Katz (1960) has suggested the following functions that attitude serves:

 Adjustment function

 Ego-defensive function

 Value expressive function

 Knowledge function
An attitude is learned, and this happens in relation to persons, ideas,
objects and values. They may be formed in various situations which have an
emotional element to it. Attitudes affect the overt behaviour as well as the
internal psychological processes too.

According to Allport (1935), “attitude is a mental and neural state of

readiness to respond, organized through experiences exerting a directive and
or dynamic influence on behaviour”.

1.5.1 Characteristics of Attitudes

The following are the features of attitude:

 Favourableness: is the extent to which a person is for or against a

psychological object. It determines the positive or negative direction of
attitude.

 Intensity: refers to the strength or intensity of the feeling. The direction

of this feeling may differ. Intensity of two people may be equal and in
opposite directions. People may also possess neutral attitude and the
intensity would be low.

 Salience: refers to how impulsively an individual expresses his attitude.

 Attitudes are acquired: are formed through experience.

 Attitudes are more or less permanent: are enduring and are stable over
a period of time and this helps in prediction of his future behaviour.

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  Attitudes involve subject object relationship: are formed in relation to
some person, idea, view, object or situation.

 Attitudes involve affective, cognitive and action components

 Attitudes are inferred: Attitudes can be inferred from individual’s

actions, words since it will not be freely expressed by a person.

‘Teacher educators are professionals’. Most of the problems of teacher

education and the teaching-learning process can be solved without heavy
financial inputs, if teacher educators possess a healthy attitude towards their
profession. In India, Lack of favourable attitude among teacher educators has
made it challenging to ensure quality in teacher education. The increasing
demand for professional service with quality in teacher preparation has put the
onus on the teacher educators profession to be responsible and more
accountable to the needs and conditions of their service. Due to lack of highly
positive attitude towards the profession among teacher educators, continuous
and adequate efforts are not made to recognize the best ideas in time, practice
and role in action for self-renewal and sustenance.

Effective learning of student teachers can be achieved only when

teacher educators and student teachers are gifted with highly favourable
attitude towards their profession. The quantitative expansion and qualitative
improvement of teacher education institution has raised the demand for right
type of teacher educators with favourable attitude towards their profession.
This necessitates teaching competence of teachers the inculcation of
favourable professional attitude in teacher educators.

A negative or unfavourable attitude makes the teaching task of a

teacher educator tough, more monotonous and unpleasant. Research evidence
shows that the majority of the successful teachers have desirable professional
attitudes. This indicates that teachers possessing highly favourable attitude
towards their profession exhibit responsibility and hard work.

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1.5.2 Dimensions of Attitude towards Teaching Profession

In ambit of teacher educators attitude in this study is the attitude of

teacher educators towards five dimensions of teaching, namely Academic
aspect of teaching profession, Administrative aspects of teaching profession,
Social and Psychological aspects of teaching profession, Co-curricular aspects
of teaching profession, and Economic aspects of teaching profession.

The following are the dimension of Attitude towards Teaching Profession

 Academic aspect of teaching profession:

This area includes statements pertaining to the academic aspect of the
profession. These statements are related to the predispositions teachers
generally have for the type of work they are doing. The pre dispositions they
have for their commitment to academic work, the predispositions they have for
their professional growth, etc., are some of the ingredients of this component.

 Administrative aspect of teaching profession:

This area includes statement on the predisposition of teachers on their
involvement in school administrative tasks. This work is pertaining to
curricular development and co-curricular activities.

 Social and psychological aspects of teaching profession:

This component pertains to the predispositions of teachers as regards to
the social status of teaching profession, the morale boosting, and its influence
on moulding the future generations. The psychological feelings of security or
in-security and the pleasure or pain in general are also inculcated in this
component.

 Co-curricular aspects of teaching profession:

It relates to dispositions of teacher’s roles and functions in the area of
co-curricular activities and their importance as a part and parcel of teaching
profession functional aspect is highlighted in this component.

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 Economic aspect of teaching profession:
Predisposition about the economic profitability of the profession in
terms of salary and other benefits, besides other aspects, are included in this
component

According to Kagitcibasi (1999), “Attitudes are considered to be worth

studying and analysing as one of the indicators of behaviour while examining
the individual’s behaviours. Attitudes affect both our social perception and
behaviours. Attitude is a tendency which is attributed to the individual and
which forms his thoughts, feelings, and behaviours about a psychological
object”.

Robbins (1994) says, “Attitudes express how an individual feels about

something. Attitudes are different from opinions, values, and beliefs. While
attitudes and opinions look similar, opinions differ from attitudes in terms of
the degree of generalization and the measurement technique”.

According to Kagitcibasi, (1999) and Sakalli, (2001): “a) Attitude is

about a psychological object, b) Attitudes involve readiness to react, c)
Attitudes have the power to motivate, d) Attitudes can be stable, e) Attitudes
involve evaluation, f) Attitudes cannot be observed directly but represent a
tendency which can be implied from the observable behaviours of the
individual and is attributed to the individual”. The relationship between
teacher educators attitude and behaviour and competency is to be investigated.

According to (Kagitcibasi, 1999) thee factors that affect the relationship

between attitude and behaviour are:

 Time factor
 Strength of attitude
 Accessibility of the attitude
 Awareness.

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 A teacher educator who has a favourable attitude towards his/her
profession can bring desirable changes in the student teachers. The
establishment of good relationship between teacher educators and class is vital
and determines whether the process of learning is going to be a cooperative
effort or an uneasy alliance.

Knowing a teacher educator’s attitude towards his profession allows us

to estimate the potential behaviours towards his profession which has great
significance for improvement of the quality of teacher education programmes.
Teacher training programs, too, try to ensure that students’ behaviours in their
professional lives are more effective. Teacher educators with highly
favourable attitude towards their profession would also imbibe the same in
their student trainees. This becomes a requirement for the teacher educators to
be more efficient.

According to Lewis and Norwich (2005), “the attitudes to a certain job,

means the tendencies that push the person who is in charge to perform a
particular conduct against the same job”. In this respect, it could be asserted
that if professional attitudes are not taken into consideration, the efficiency
and accuracy of the same profession doubtful. The vague perception of the
teaching competencies required of a teacher educator may result in a negative
effect, especially with the explosion of knowledge that the world is
witnessing.

Figure 1.4. The cycle of the relationship between attitudes and teaching
practices (Smith, 1993).

Attitudes’ toward Teaching Profession

↕
Teaching Practice of teacher educators
↕
Student teachers attitudes and Achievement

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 Figure 1.4 indicates that teacher educators attitude towards profession
has an effect not only on their teaching practice, but also on their student
teachers. That only way they have a crucial role in making students have
attitude towards any subject. In this study, particularly, teacher educators
attitude towards teaching profession and the relationship to teaching
competence is being studied.

The competence of a teacher educator may have an influence on the

way they interact with teacher trainees and also on their teaching activities, the
way they adjust to the changing needs of teacher education and their thoughts
behaviors and attitude towards teaching profession. Hence personality type
and Attitude towards teaching profession of teacher educators may influence
their Teaching competence.

1.6 NEED AND SIGNIFICANCE OF THE STUDY

The quality of life of citizens of a nation depends upon the quality of
their education, their knowledge, attitude and values, which is turn depends
upon the quality of teachers who are the pivots of educational system. The
development of such skilled teachers in turn depends on quality of teacher
educators. In the recent years India has taken a fresh and more critical look at
the role of education within the context of overall national development. The
goals of education follow the national goals of development which aims at
Human Resources Development. The development of human resource is
possible through a properly organized programme of quality education.

Globally, there is an overwhelming concern over the quality of

education. The Education Commission (1964) pointed out, “The quality,
competence and character of teachers to be the most significant factor
influencing the quality of education and its contribution to national
development.” Undoubtedly, quality of school education is the direct
consequence and outcome of the quality of teachers and teacher education
system. It is imperative, that the teacher has to assume greater responsibility so

56
as to initiate action for the transformation of society as an agent of social
change and thereby help achieve the goal of national development by
providing quality education. In this context, quality improvement of teacher
education program is one of the indispensable needs.

The future society shall be a knowledge oriented, technology driven

and fast changing society. Teachers have to prepare young people with the
competences they need to enter a world that is in rapid evolution; this means
that school curricula, and approaches to the organization of education and to
teaching need to adapt very rapidly to the changing needs of society and of the
economy. The teachers shall be required to continuously update their stock of
knowledge through a well-organized mechanism of in-service programmes.
Teachers need to be fully equipped with rigorous intellectual and moral
qualities, to understand their own culture and cultures of other parts of the
world, maintain a balance between the two, help learners to view various
things happening around them with an open mind and in a broader
perspective. It is the teacher education programme which has to shoulder the
responsibility of preparing such skilled and competent teachers. The teacher
education in India is facing the challenge of producing such teachers for the
new digital society and globalized world.

Importance of teacher education for bringing about quality

improvement in the education system has been highlighted by various
Committees and Commissions. The national policies on education and
programmes of action, 1986 and 1992 clearly emphasized and reinforced the
recommendations and statements made by various academic bodies setup up
for the purpose. Organizations and statutory bodies like NCERT and NCTE,
have put in tremendous efforts for reorienting, and re-structuring teacher
education at various levels and dimensions over the years.

New education reforms in schools education as well as teacher

education are given importance and its success ultimately depends on the

57
quality of teacher educators. As the people responsible for making sure that
teachers’ knowledge, skills and attitudes are kept up to date, teacher educators
must themselves be open to constant evolution in their own professional body
of knowledge, skills and attitudes, and must be able to adapt rapidly to
changing needs. It is the teacher educators who have to shoulder the
responsibility of preparing capable, skillful teachers in this technological and
globalized era. In order to meet this challenge successfully, it is necessary to
gear up the quality of teacher educators.

The role of a teacher educator in the educational process is more

challenging and dynamic. The teacher educators work is not only transmission
of knowledge but it is much more. The teacher educators’ great task is
inspiring and guiding the student teachers towards cherished goals. Teacher
educator in a naturalistic set up is a setter of the stage, a supplier of material
and opportunities, a provider of an ideal environment, a creator of conditions
under which natural development takes place. Issue of teacher educators’
quality, training and continuous professional development is vital to the
improvement of not only our education system but also in achieving the goal
of education for all. Hence the teacher educators need to be possess a high
teaching competency to fulfil these functions.

From the psychological point of view the teacher educator’s attitude

may be influential on their performance and development in their profession.
Attitudes are generally the outcome of values and more implied in the
environment surrounding the mind. Teacher educators with favourable attitude
towards teaching profession may find healthy sustenance and create
favourable learning environment. The teacher’s intellectual attitude, emotional
reactions, various habits and personality type that include all these affect the
student trainee in terms of academic success, personality and interests. These
aspects significantly influence the thinking processes, classroom activities,
professional changes, improvements and teaching skills of teacher educators.
The feelings, culture, values, thoughts, beliefs, behaviour which form the

58
personality of teacher educators may affect the attitude of the individual
towards his profession and these variables inters may influence the teaching
competence of the teacher educators. Hence the researcher felt an imperative
need to assess the teaching competence, personality type and attitude towards
teaching profession of teacher educators.

The review of related literature reveals that research efforts have been
directed towards teaching competence of teachers but not of teacher educators.
Unfortunately attention is not drawn to correlate Teaching Competence of
Teacher Educator in relation to their Personality Type and Attitude towards
Teaching Profession. Hence the study is a modest venture in this direction.

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