Today’s class

INSTITUTION
 Organizing
Professional Aspects of
Teacher Preparation
Program

Marbanylla R. Sawian
M. Sc (N) 1st year
 Central objective
At the end of the class, the
students will be able to organize
the professional aspects of
teacher preparation program
 Specific objectives:
At the end of the class, the students will be able to:
• Define teacher preparation program
• Outline the aims of teacher preparation program
• Analyse the objectives of teacher preparation program
• Apply the models of teacher preparation program
• Elaborate on the different aspects of teacher preparation program
• Construct teacher preparation program courses
• Structure the entrance examinations post teacher preparation program
• Anticipate the drawbacks of teacher preparation program
 • Policies and procedures
designed to equip prospective
Teacher teachers
-knowledge, attitudes,
preparation behaviours & skills for
effective performance in the
classroom, school and wider
community
 • Professional program
• Aims to prepare individuals to
Teacher join the teaching profession & in
preparation due course of time- supervisors,
program administrators and trainers of
teachers
 Aims of the program
To develop teachers who are:
• Competent, caring and qualified educators
• Well-prepared in their subject knowledge
• Able to implement ‘best teaching practices’
• Proficient readers, writers, listeners and able to model expertise
• Knowledgeable about education technology
• Well grounded in appreciation of diversity and global culture.
 Objectives of the program
• Better understanding of the student
• Building confidence
• Using the methodology of teaching
• Building favourable attitude
• Familiarizing with the latest in education
• Making familiar with school organization
• Creating social insight
• Improving standards
Models of teacher
preparation
1. Craft model
2. Competency based model
3. Reflective model
Note:
-Mentors
-Mentees
Craft model
-Brooks & • Mentees- novice learners
Sikes • Watch and learn from the
mentor’s practice
• Observation of excellent
practices
• Learning by seeing
 • Mentees replicate appropriate behaviour
Competency
• Mimic own idealized models of good
based
teaching
Model • Frustrating- if unable to maintain/attain
certain levels of competencies
- mentor and mentee should
work together on reflecting the
aspects of practice

PRACTICE TEACHING
Reflective • Mentees- centre their efforts on
model student learning
• Can lead to ‘own developmental
theories’ about teaching practice.
• Reflect on the positives and
negatives of practices done.
 Journal information:
Revitalising reflective practice in teacher education

• Pre-service teachers were given video technology to film

themselves while practice teaching.
• A survey was done on the pre-service teachers in regards to
confidence, flair, posture, eye contact, intonation and
methodology.
• Findings: The pre-service teachers found it useful in structuring
reflective practices to improve themselves.
-Roberts, Pauline; Barblett, Lennie; Reflective
practice, June 2021, CINAHL Complete
Different aspects of teaching program
Curriculum Professional Professional
revision competence development
● To ensure
● To meet with the ● Personal &
continuity and
need of social professional
progress in learning
change growth
● To avoid gaps &
● All-round ● Raise standards
non-productive
development ● Practically
repetition in subject
matter ● Responsible perfect-drilling
citizen
Different aspects of teaching program
Leadership Career
training development
● To attain leadership ● To attain higher
position & qualification
qualities ● To achieve
● To prepare job higher positions
responsibilities for in a job
all ranks
Review
Pre-primary School Primary/Elementary School
Lower: classes 1-5
Play group, Kindergarten Upper: classes 6-8
Ages:3-5 years Ages: 6-14 years

Secondary School Higher Secondary School

Classes: 9-10 Classes: 11-12
Ages: 15-16years Ages: 17-18 years

Undergraduate: Post graduate:

Bachelors/ Diploma Masters, Ph.D
Teacher preparation Program courses

• Certificate courses:
1. Basic Training Teacher certificate
2. Primary teacher Certificate

• Diploma Courses:
1. Diploma in Nursery Teacher Training
2. Diploma in Elementary Education
3. Diploma in Junior Basic Training
Teacher preparation Program courses
(cont.)
• Undergraduate courses:
1. Bachelor’s of Elementary Education
2. Bachelor’s of Education

• Post-graduate courses:
1. Masters of Education
2. Masters of Arts in Education
3.Masters of Philosophy in Education
Certificate courses
1. Primary Teacher Certificate
Curriculum:
Phase I
Duration: 6 months
● Principles & approaches of early
Scope: Pre-primary, childhood education
Montessori school Phase II
Teacher assistant. ● Characteristics of young learners
Phase III
Eligibility criteria:
10+2 passed with 50% ● Lesson Planning & instructional
aggregate strategies
Phase IV:
● Classroom management
2.Basic training Certificate
Curriculum:
Duration: 2 years 1st year 2nd year
● Education ● Pedagogical
Scope: Primary school
● Teaching course- EVS,
teacher assistant.
methods Language,
Eligibility criteria: Mathematics,
10+2 passed with 50%
● Domains of Social Studies
aggregate teaching
● Psychological ● Emerging trends
basis of Child
Development
Diploma Courses
Diploma in Nursery Teacher Training
Subjects:
Duration: 1 year
● Teaching methodology
Scope: Pre-primary ● Child psychology
school teacher.
● History and Philosophy of pre-
Eligibility criteria: primary education
10+2 passed with 50%
aggregate based
● Nursery school organization
on institutional entrance ● Child health nutrition
test or merit
● Arts and craft
Diploma in Junior BasicTraining
Subjects:
Duration: 2 years
Scope: Primary school ● Foundation course
teacher.
● Pedagogical practice
● Practical work:
Eligibility criteria:
10+2 passed with 55%  Co-curricular activities
aggregate based
on institutional entrance  Community work
test or merit
● School experience program
Diploma in Elementary Education
1st semester:
Duration: 2 years • Development of children
(4 semesters)
Scope: Primary school • Contemporary Society
Teacher • Education
Eligibility criteria: • Pedagogical practice
10+2 passed with 50% 2nd semester:
aggregate based
on institutional entrance • Mathematics for the primary
test or merit • Proficiency in English
• Work and education
Diploma in Elementary Education(Cont.)
3rd semester
● Sociocultural context
● Teacher identity and school culture
● Leadership and change
4th semester
● Diversity and Education
● School health and Education
● Fine Arts and Education
● Internship
 Journal information:
“A study of D. El. Education to establish benchmarks to guide
the introduction of new curriculum”

• General appearance • Feedback

• Introduction • Nature of interaction
• Teaching methodology • Communication flow
• A.V. Aids
• Teacher’s Demeanour
• Role of questioning
• Classroom management
• Reinforcement of learning
 Journal information:
“A study of D. El. Education to establish benchmarks to guide
the introduction of new curriculum”
• Rating scale of each aspect
• Lowest point used descriptors representing traditional teacher
centred learning model
• Midpoint- transitional category of classroom practice from
traditional towards desired model of NCF.
• Highest point- Desired model of NCF
 Journal information:
“A study of D. El. Education to establish benchmarks to guide
the introduction of new curriculum”
• Workshop- 10 practice sessions by the educators
• Sample size- 366 teachers from various schools of Meghalaya who
evaluated the teachings

• Findings: significant negative results for educational technology &

Nature of interaction amongst the others

• Suggestion: new Curriculum should focus on improving educational

technology and the nature of interaction.
Undergraduate Courses
Bachelors of Elementary Education
Duration: 4 years Year 1
• Child development
Scope: Primary school
Teacher • Contemporary India
(esp.- central schools).
• Nature of language
Eligibility criteria:
• Core Mathematics
10+2 passed with 50%
aggregate based • Core Natural Science
on institutional entrance
test or merit • Core Social Sciences
Bachelors of Elementary Education (cont)
Year 2: Year 3: Year 4:
• English I • English II • Language
• Hindi I • Hindi II • Mathematics
• Mathematics I • Mathematics II • Natural
• Physics I • Physics II Science
• Chemistry I • Chemistry II • Social Science
• History I • History II • Computer
Education
• Political Science I • Political Science II
• Project work
• Geography I • Geography II
• Economics I • Economics II
 Bachelors of Education
1st year: 2nd year:
• Child development • Gender, School
Duration: 2 years
& Society
• Language
Scope: Secondary School • • Arts in
Contemporary India
Teacher Education
and Education
• Reading and
• Pedagogy of school
Eligibility criteria: Reflecting on
10+2 passed with 55% • Knowledge and texts
aggregate based Curriculum
• Creating an
on institutional entrance • Learning & Teaching
inclusive school
test or merit
• School exposure
program
Post-graduate Courses
 Masters of Education
Semester 1:
Duration: 2 years ꞏ Philosophical foundation-I
(4 semesters)
ꞏ Psychological foundation-I
Scope: Higher
SecondarySchool ꞏ Sociological foundation-I
Teacher, College ꞏ Methodology of educational
professor
research & statistics-I
Eligibility criteria:
ꞏ Information & communication
B. Education
Technology-I
 Masters of Education (cont)
Semester 3:
Semester 2:
ꞏ Philosophical foundation-I • Comparative Education-I
• Curriculum Studies-I
ꞏ Psychological foundation-I
ꞏ Sociological foundation-I
Semester 4:
ꞏ Methodology of educational
research & statistics-I • Comparative Education-
II
ꞏ Information & communication
Technology-I • Curriculum Studies-II
• Dissertation
 Masters of Arts in Education

Duration: 2 years Subjects:

Scope: Higher • Philosophical and Social

Secondary School foundation of Education
Teacher, College
Professor • Educational Administration and
Management
Eligibility criteria:
B. A. in any subject • Human Rights & Law
Masters of Philosophy in Education
Duration: 1 year Candidate can opt any one of the
following:
Scope: Higher • Research method and techniques
Secondary School,
Teacher, College • Contemporary Issues in Higher
Professor Education
• Education for the 21st century
Eligibility criteria:
Masters degree
 • Teacher eligibility test (TET)
Entrance • Central teacher eligibility test
Examinations (CTET)
• State teacher eligibility test
(STET)
• National eligibility test- UGC
(NET-UGC)
 Teacher eligibility test
• Conducted by both Central and State governments.
• Minimum qualifucation for becoming a primary school
teacher.
• Eligible candidates:
 Basic teaching certificate
 Diploma in Elemenatary Education
 Bachelor of Education
 Bachelor of Elementary Education
Central Teacher Eligibility Test
• Controlled by Central government and CBSE.
• Minimum qualifucation for a becoming a primary
school teacher especially for central schools like
ARMY, K.V. School)
• Eligible candidates:
 Bachelor of Education
 Bachelor of Elementary Education
State Teacher Eligibility Test
• Controlled by various State governments.
• Minimum qualifucation for becoming a:
- Secondary school teacher (paper 1)
-Higher secondary school (paper 2)
• Eligible candidates:
 Bachelor of Education
 Masters of Education
 Masters of Arts in Education
National Eligibility Test- UGC
• Conducted by CBSE on behalf of University Grants
Commission.
• Minimum qualifucation for becoming an
 Assistant Professor and Junior Research Fellow
• Eligible candidates:
 Masters of Education
 Masters of Arts in Education
 Masters of Philosophy in Education
 Drawbacks in teacher preparation

• Lack of uniformity
• Poor standards with respect to resources
• Incompetent teacher educators
• Traditional curriculum and teaching methods
• Improper feedback mechanisms
• Unsure job placements
Recapitulation
• Teacher preparation program
• Aims of the program
• Objectives of the program
• Models of teacher preparation
• Different aspects of the program
• Teacher preparation courses
• Entrance examinations
• Drawbacks
Quizziz
https://quizizz.com/admin/quiz/63d2dc6bb8f1c9001ec7035f?sour
ce=quiz_share
Any doubts?
Bibliography
1. Sodhi, Jaspreet Kaur, “Comprehensive Textbook of
Nursing Education”, Second Edition-2022, Jaypee
Brothers Medical Publishers (P) Ltd., New Delhi, Page
no-358-366

2. Sudha, R., “Nursing Education Principles and Concepts”,

Second Edition-2021, Jaypee Brothers Medical Publishers
(P) Ltd., New Delhi, Page no-289-291
 Journal information
1. -Roberts, Pauline; Barblett, Lennie; “ Revitalising reflective
practice in pre-service teacher education”, Reflective
practice, June 2021, CINAHL Complete

2. Sangma, Jasmine B. A., “A study of Diploma in Elementary

Education to Establish Benchmarks to guide the Introduction
of New Curriculum”, Directorate of Educational Research &
Training, Shillong, Meghalaya, Shillong Printing Press, Page
no. 13-19
 Internet references
1. Preparation of professional teacher
https://gyansanchay.csjmu.ac.in/wp-content/uploads/2022/
04/PREPARATION-OF-PROFESSIONAL-TEACHER-O
RGANIZING-PROFESSIONAL-ASPECTS-OF-TEACHE
R-PREPARATION-PROGRAM.pdf

2. Teacher qualifications, degrees, credentials

https://study.com/qualifications_for_being_a_teacher.html
 Write on “the suggestions for
improving quality of teacher
preparation program”
Assignment
Submit on 30/1/2022 at
[email protected]
Thank
You!