Issues Related Transfer of Teacher

Keywords: Why the need of teacher education, Definition
of  Education,  Teacher Education, Pedagogical theory,  How to Teach, what to Teach, How
to Design Instruction/ lesson  plan, How
to Manage a Classroom, How to Engage Parents in the Learning Process,
How to Inspire and Motivate Learners,

Why
the need of teacher education

MEANING AND DEFINITION OF  EDUCATION

MEANING OF EDUCATION

   “Education” Latin words “Educare”
“Educatum”      or“Educere”. “Educatum”
and “Educare” means “ to train to bring up and to nourish” while educere means
“to lead out”

DEFINITION OF EDUCATION

“ A process necessary for
the creation of a sound mind in a sound body”( Aristotle)

“Education is a process
which enables the individual to distinguish between true and false, good and
bed, right conduct and evil doings” (Imam Ghazali)

Education is a process of
living through a continuous reconstruction of experiences. It is the
development of all those capacities in the individual which will enable him to
control his environment and fulfill his possibilities.” (John Dewey).

Teacher education is a
professional preparation of teacher through course work and practical teaching.

                                                            Or

Teacher education is defined
as a program of education, research and training of persons to teach
pre-primary to Higher education.

Teacher
Education:

“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/her responsibilities more
effectively”  (Good Dictionary of
Education)

“ A programme of Educational
research & training of persons to teach from pre-primary to higher
education level.”

Teacher education comprises
of teaching skills,  pedagogical skills
and theory and professional skills”

Teacher Education =
Teaching Skills  + Pedagogical theory
+  Professional skills

Teaching skills

Would include providing
training and practice in the different techniques, approaches and strategies
that would help the teachers to plan and impart instruction, provide appropriate
reinforcement and conduct effective assessment.

It includes effective
classroom management skills, preparation and use of instructional materials and
communication skills

Pedagogical theory

Includes the philosophical,
sociological and Psychological considerations that would enable the teachers to
have a sound basis for practicing the teaching skills in the classroom. The
theory is stage specific and is based on the needs and requirements that are
characteristic of that stage.

Nature of Teacher Education

1.  Teacher education is a continuous process and
its pre-service and in-service components are complimentary to each other.
According to the International Encyclopedia of Teaching and Teacher education
(1987), Teacher education can be considered in two phases:

Pre-service Induction and
In-service. The three phases are considered as parts of a continuous process.

2.         Teacher education is based on the theory that ―Teachers are
made, not born in contrary to the assumption, ―Teachers are born, not made.
Since teaching is considered an art and a science, the teacher has to acquire
not only knowledge, but also skills that are called ―tricks of the trade.

3. Teacher education is
broad and comprehensive. Besides pre-service and in-service programmes for
teachers, it is meant to be involved in various community programmes and
extension activities;    adult education
and non-formal education programmes, literacy and development activities of the
society.

4. As in other professional
education programmes the teacher education curriculum has a knowledge base
which is sensitive to the needs of field applications and comprises meaningful,
conceptual blending of theoretical understanding available in several similar
disciplines. However the knowledge base in teacher education does not comprise
only an admixture of concepts and principles from other disciplines, but a
distinct gestalt‘emerging from the conceptual blending‘, making it sufficiently
specified

Need of teacher education:

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.”

Looking at the present
system of education, one can say most of teaching is theory — some practical
participation and psychological involvement, but mostly theory. How can a
25-year-old graduate know the problems of a five or ten year old boy or girl?
We need to re-educate these young teachers or select more mature people to be
teachers who have more insight and depth in understanding the principles of
teaching learning process:

1.         
How to Teach

           Different teaching methods are incorporated in teacher education program
to improve the teaching skills of the teachers

2.         
What to Teach

           What is important to teach and what not teacher are trained for this
purpose to achieve the aims and objective of education

3.       How to Design Instruction

           The design of sound lessons,
enrichment activities, and evaluation process is a top-level skill that all
educators should have and do develop in their area-specific educational methods
classes

4. How to Manage a Classroom

            For anyone who has never taught, this may seem
unimportant, but for those who have been on the front lines, know the
importance of classroom management, how to handle disinterested, and sometimes
hostile students. This is an entire discipline of its own that includes
elements of psychology, counseling, discipline, self-confidence training.

5. How to Engage Parents in
the Learning Process

            One of the most important contributors to student
success is parental involvement in the learning process. The best teachers
knows the ways how to reach out to parents and know how to draw them into a
conversation about their child’s learning. Too many educators do not, and this
is a skill that is taught in teacher education programs and definitely not
elsewhere.

6. How to Inspire and
Motivate Learners:

This is also a very
important skill that why it is also taught in teacher education programs. To
motivate students for teaching learning process.

Some other aspects and need
of teacher education are;

·        
The length of academic preparation and the
level and quality of subject matter knowledge

·        
The range of pedagogical skills that teachers
possess to meet the needs of diverse learning situations

·        
The degree of commitment to the profession,
sensitivity to contemporary issues and problems and the level of motivation

    SCOPE OF TEACHER EDUCATION

·        
Professional commitment and the development of
overall competencies of teachers.

·        
The quality of pre-service education has improved
with recent developments in pedagogical science

·        
Teacher education progranmmes consist mainly
of pre-service teacher training with practically and systematic training
programmes for in-service teachers

·        
Seminars and workshops for the training of
teachers

·        
Refreshment courses for teachers from time to
time

Objectives

Vision of teacher education:
Teacher education has to become more sensitive to the emerging demands from the
school system. For this, it has to prepare teachers for a dual role of;

Encouraging, supportive and
humane facilitator in teaching learning situations who enables learners
(students) to discover their talents, to realize their physical and
intellectual potentialities to the fullest, to develop character and desirable
social and human values to function as responsible citizens

 An active member of the
group of persons who make conscious effort to contribute towards the process of
renewal of school curriculum to maintain its relevance to the changing societal
needs and personal needs of learners, keeping in view the experiences gained in
the past and the vital concerns that have emerged in the light of changing
national development goals and educational priorities.

Teacher Education has to
comprise such features as would enable the student teachers to;

·        
Care for children, and who love to be with
them;

·        
Understand children within social, cultural
and political contexts;

·        
View learning as a search for meaning out of
personal experience;

·        
Understand the way learning occurs, possible
ways of creating conducive conditions for learning, Differentiate among
students in respect of their pace and styles of learning.

·        
View knowledge generation as a continuously
evolving process of reflective learning.

·        
Be receptive and constantly learning.

·        
View learning as a search for meaning out of
personal experience, and knowledge generation as a continuously evolving
process of reflective learning.

·        
View knowledge not as an external reality
embedded in textbooks, but as constructed in the shared context of
teaching-learning and personal experience.

·        
Own responsibility towards society, and work
to build a better world.

·        
Appreciate the potential of productive work
and hands-on experience as a pedagogic medium both inside and outside the
classroom.

·        
Analyze the curricular framework, policy
implications and texts.

·        
Have a sound knowledge base and basic
proficiency in language.

·        
The objectives of teacher education would
therefore be to,

·        
Provide opportunities to observe and engage
with children, communicate with and relate to children

·        
Provide opportunities for self-learning,
reflection, assimilation and articulation of new ideas; developing capacities
for self-directed learning and the ability to think, be self-critical and to
work in groups.

·        
Provide opportunities for understanding self
and others (including one‘s beliefs, assumptions and emotions); developing the
ability for self-analysis, self-evaluation, adaptability, flexibility,
creativity and innovation.

·        
Provide opportunities to enhance
understanding, knowledge and examine disciplinary knowledge and social
realities, relate subject matter with the social setting and develop critical
thinking.

·        
Provide opportunities to develop professional
skills in pedagogy, observation, documentation, analysis, drama, craft,
story-telling and reflective inquiry.