Page 2 of 6

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 12

November 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 725

accessibility to quality education is

considered essential for development. This

has necessitated improvement in the system

of teacher education so as to prepare quality

teachers.

Current Scenario

India has a large system of education. There

are nearly 5.98 lakh Primary Schools, 76

lakh Elementary Schools and 98 thousand

high / Higher Secondary Schools in the

country, about 1300 teacher education

institutions for elementary teachers and

nearly 700 colleges of education / university

departments preparing teachers for

secondary and higher secondary schools. A

sizeable number of them are untrained or

under-trained. In certain regions, As far as

in-service education is concerned the

situation is not very encouraging. In this

scenario it has been observed that teacher

educators are not professionally committed

and overall competencies of teachers leave

much to be desired. The quality of pre- service education has actually shown signs

of deterioration. Naseem & Anas (20 11)

revealed in their study about the various

problems that are existing in Indian Teacher

Education. While Sharma (2012) focused

on the fact that ICT can play a important

role in professional growth of the teacher

and shaping the global economy. Unless

teacher educators model effective use of

technology in their own classes, it will not

be possible to prepare a new generation of

teachers who effectively use the new tools

for teaching and learning. All these

problems are closely associated with

increase in sub-standard institutions of

teacher education and there are numerous

reports of gross malpractices; and the

support system provided by the State

Councils of Educational Research and

Training (SCERTs) and the University

Departments of Education has been

insufficient and there is no support system

below the state level. The DIETs are

charged with the responsibility of organizing

pre-service and in-service programmes in

addition to being the nodal resource centers

for elementary education at district level.

Likewise, Colleges of Teacher Education

(CTEs) and Institutions of Advanced Study

in Education (TASEs) have been given the

responsibility of introducing innovations in

teacher education programmes at the

secondary and higher secondary stages and

in vocational education.

Although National Council for Teacher

Education (NCTE) as a non-statutory body

has taken several steps as regards quality

improvement in teacher education. Its major

contribution was to prepare Teacher

Education Curriculum Framework

consequently, teacher education curricula

have witnessed many changes in teacher

preparation programmes in various

universities and boards in the country.

During the last decade, new thrusts have

been posed due to rapid changes in the

educational, political, social and economic

contexts at the national and international

levels. Teacher education by and large, is

conventional in its nature and purpose. The

integration of theory and practice and

Page 3 of 6

Journal for Studies in Management and Planning

Available at

http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 12

November 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 726

consequent curricular response to the

requirements of the school system still

remains inadequate. Their familiarity with

latest educational developments remains

insufficient. Organized and stimulatory

learning experiences whenever available,

rarely contribute to enhancing teachers’

capacities for self- directed lifelong learning.

The system still prepares teachers who do

not necessarily become professionally

competent and committed at the completion

of initial teacher preparation programmes.

Problems of Teacher Education

It is universally accepted phenomenon that

education is an effective means for social

reconstruction and to a great extent it offers

solutions to the problems a society is faced

now. These problems may be economic,

social, cultural, political, moral, ecological

and educational. Since the teachers play a

major role in education of children, their

own education becomes a matter of vital

concern. Various problems in way of teacher

education are following:

 Short Duration of Teacher Training

Programs

 Incompetency of Pupil Teachers

 Narrow Teacher Education Program

 Rigid curriculum

 Problem of supervision of teaching

 Deficient in content of the Teaching

Subject

 Methods of Teaching are lacking in

innovation

 Poor Academic record of teachers &

students

 Scanty facilities for pupil-teacher

 Lack of facilities for Professional

Development

 Insufficient financial grants

 Less Scope of Teacher Education

Teacher education must, therefore, create

necessary awareness among teachers about

their new roles and responsibilities.

Education of teachers needs to strengthen

and focus upon the main attributes of a

profession, such as, the systematic theory,

rigorous training over a specified duration,

authority, community sanction, ethical code

and culture, generating knowledge through

research and specialization. It is

acknowledged that formal professional

training on continuous basis is necessary for

becoming a good teacher as it caters to the

development of one’s personality and

sharpening of communication skills and

commitment to a code of conduct.

Emerging Trends and reforms/

Innovations

Innovation is usually understood as the

introduction of something new and useful,

like introducing new methods, techniques,

or practices or new or altered products and

services. Schools or teacher education

institutions can carry out innovations or

experimentation on any aspect of their work

related to teaching-learning, training or

management of schools in order to improve

efficiency of the institution to overcome

problems . they face in day to day

functioning. The present structure of teacher

education is supported by a network of

national, provincial and district level

resource institutions working together to