Structure of Teacher Education and its Future

The present structure of teacher education can be explained by the concept of training on which it is based. Although the college themselves may perceive their functions differently, the concept of skill predominates is that of a basic training. Most teachers undergo a period of full time training at the-beginning of their career. Further training depends on their personal efforts and experience in the schools.

The structure related to basic training incorporates concurrent training. This is often used to describe the interspersing of school practice within the local courses. In the basic courses, the academic and professional aspects develop side by side. This is justified by the belief that study in depth forms an essential part of the personal education of teachers.

The consequence of a structure developed to concurrent training is the familiar division between academic and professional education departments. It is some times further differentiated by similar divisions within the Education Department. Both ideas are ambivalent about the demands made on institutions/colleges by the periods of teaching practice that characterizes the different courses. The effect of the present situation is reflected in the B.Ed. and MA Education programs. Newly launched B.Ed. (4 Years) programme by different universities has comprehensive teaching practice/internship plans that may help to develop more relevant competencies in prospective teachers.

The present structure revolves around the concept of common/core courses, the completion of which offers qualified teacher. In practice, the commitment to the achieved training is very less. The current structure and concept of appear to be less influential. A phase system of training with a shorter initial period could make a considerable impact.

The existing system of salary scale obscures the real complexity of the teaching profession. Structural changes could improve opportunities for research and innovation and other change that has important implications for the structure of teacher education.


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