Mr. Rahul Amin,
Lecturer, S. D.Patel College of Education, Vadodara.
Mr. Nitesh Patel,
Lecturer, Sigma Institute of Tech &Engg., Vadodara.
ABSTRACT
Education and national development are so closely integrated and interrelated that in the history of mankind. No educational reform can be successful unless the quality of teacher is improved, but in turn the quality of teacher depends to a large extent on the quality of Teacher Education. The quality of Teacher Education of our country especially at the secondary level is far from acceptable. There are many questions raise in the mind of author such as
1) The admission process adopted by University and Teacher Education institutions going on till the month of August or September and then in the month of April or May the teacher trainee is awarded the degree of B.Ed.
2) Content mastery among the candidateshas always been doubted by school principals during interviews after training of candidate.
3) How far are the teacher education institutions able to maintain the quality of teaching and truly devoted towards foundation of Teacher creation?
4) Who should be responsible for managing teacher education? Is it NCTE or UGC or State government agency or training institutes responsible?
5) Why the important aspect of training is missing out by them knowingly?
The author still has a question which essentials to be answered immediately and will help to solve many problems related to Teacher Education and the apex body like N.C.T.E only should look into such issues and provide direction. Teachers Education Program needs to be revised from time to time. The program can’t achieve its objectives until it makes sincere efforts to resolve them. In this paper, author would like to discuss some of the major suggestions related to secondary Teacher Education.Therefore, investigator wants to study on Opinion of Teacher Educators for improving quality in Pre-service Teacher Training Program.
INTRODUCTION
Education and national development are so closely integrated and interrelated that in the history of mankind; education has formed a continuum and the basis for a development of human society.Teachers translate the national objectives into educational action. Teachers communicate to their pupils the importance of the feeling for the national integrity and unity. Each nation devotes significant attention and attempts for the teachers because any educational reform depends upon the quality of teachers. They carry the heaviest responsibility and burden for improving the quality education. In order to have good teachers, we must attract the bright students to the profession and must provide the most effective teacher training. Report of MHRD (1986) had stressed “Investment in the teacher education can yield very rich dividends; because the financial resources required are small when measured against the resulting improvement in the education of million first rate teacher training institution can thus play a crucial role in the development of education”. Secondary Teacher education at pre-service level requires a special attention. It has two aspects – theoretical studies and practical activities. The theoretical component equips student-teachers with the knowledge of various dimensions of teacher education and the practical components help them acquire the essential teaching skills. Practical in teacher education are generally of two categories – practical on theory subjects and practical related to schools.
RATIONALE OF THE STUDY:
No educational reform can be successful unless the quality of teacher is improved, but in turn the quality of teacher depends to a large extent on the quality of Teacher Education. The quality of Teacher Education of our country especially at the secondary level is far from acceptable. This may be due to lack of focus on admission Procedure, duration of the program, method of teaching, practical work and appointment of teachers. Percentage of marks at graduate and post-graduate level forms the main criterion for the admission, which will never ensure favourable attitude, and aptitude for teaching. The author feels that weightage must be given to the following aspects during admission. NCTE (1995) suggested 210 days per year for B.Ed. course; but in reality hardly these number of days are available. It is high time to rethink about duration. The most important part of teacher education programme is practice teaching and related practical work. But in reality practice teaching programme is far from satisfactory. Because of time constraint and high student teacher ratio, lessons are not observed fully. Duration of Internship programme should be escalation.According to NCTE (2010), there is a mismatch between the demand and supply of teachers. There are no good teachers available in certain subject. There are many questions raise in the mind of author such as
1) The admission process adopted by University and Teacher Education institutions going on till the month of August or September and then in the month of April or May the teacher trainee is awarded the degree of B.Ed.
2) Content mastery among the candidates has always been doubted by school principals during interviews after training of candidate.
3) How far are the teacher education institutions able to maintain the quality of teaching and truly devoted towards foundation of Teacher creation?
4) Who should be responsible for managing teacher education? Is it NCTE or UGC or State government agency or training institutes responsible?
5) Why the important aspect of training is missing out by them knowingly?
The author still has a question which essentials to be answered immediately and will help to solve many problems related to Teacher Education and the apex body like N.C.T.E only should look into such issues and provide direction. Teachers Education Program needs to be revised from time to time. The program can’t achieve its objectives until it makes sincere efforts to resolve them. In this paper, author would like to discuss some of the major suggestions related to secondary Teacher Education.Therefore, investigator wants to study on Opinion of Teacher Educators for improving quality in Pre-service Teacher Training Program.
STATEMENT OF THE PROBLEM
A study on Opinion of Teacher Educators for improving quality in Pre-service Teacher Training Program at Secondary Level
OBJECTIVES OF THE STUDY
1. To study the Opinion of Teacher Educators with reference to…
a) Admission Procedure
b) Duration of the program
c) Method of teaching
d) Practical work
e) Appointment of teachers
EXPLAINATION OF THE TERM
According to Mangla (2010) : Pre-service: It is for those who after graduation and post-graduation decide to enter this profession and takes up teacher education courses in teacher education institutions,
OPERATIONALIZATION OF THE TERM:
Opinion: For the present study opinion refer to the views expressed by the Teacher Educators on a five point scale regarding B.Ed. Colleges affiliated to Gujarat University in Vadodara city, in terms of admission Procedure, duration of the program, method of teaching, practical work and appointment of teachers.
DELIMITATION OF THE STUDY
The present study is delimited to the B.Ed. colleges, Teacher Educators of B.Ed. colleges, B.Ed. colleges affiliated to Gujarat University in Vadodara.
METHODOLOGY OF THE STUDY
The study is a survey type in nature and was carrying out by investigator. The study seeks to understand opinion of Teacher Educators regarding B.Ed. program.
POPULATION
All the Teacher Educators of B.Ed. colleges of Gujarat University constituted as the population of the study. There are total two B.Ed. colleges affiliated to Gujarat University of Vadodara city.
1) S.D.Patel B.Ed. College
2) Akshar Mahila B.Ed. college
SAMPLE
Population constitute as a sample for the proposed study. A total two colleges had selected as the sample of the study.
1) S.D.Patel B.Ed. College
2) Akshar Mahila B.Ed. college
TOOLS FOR DATA COLLECTION
In order to collect the data for research, one has to devise appropriate tool. Here for this study the investigator had prepared an opinionnaire for Teacher Educators. Opinionnaire as a tool focusing on the objectives of the proposed study consisted of twenty items validated by experts. The tools were checked for their content validity, language, relevancy of items in consideration with the objectives of the study.
DATA COLLECTION
The data was collected personally by the investigator from the two selected B.Ed. Colleges. For data collection the investigator had taken permission from the colleges. After seeking principal’s permission the opinionnaire was distributed with their written manual for Teacher Educators. Opinionnaire collected personally by the investigator.
DATA ANALYSIS
The Teacher Educators opinionnaire consist of closed ended items. The data relating to close ended items were analyzing in terms of frequencies and frequencies was converted into percentages base on the number of the respondents in agreement with a particular response out of total number of responders.
MAJOR FINDINGS OF THE PRESENT STUDY
1) Majority of the Teacher Educators (85.71%) agreed that the Admission procedure should not be depends upon only on merit list.
2) Majority of the Teacher Educators (100%) agreed that 50% criteria for admission should be strictly followed for B.Ed. colleges.
3) Majority of the Teacher Educators (78.57%) agreed that the Admission procedure should be depends upon Entrance test.
4) Majority of the Teacher Educators (100%) agreed that the admission B.Ed. College’s affiliated to Gujarat University’s procedure of should be complete before May month.
5) Majority of the Teacher Educators (64.28%) agreed that the duration of the B.Ed. program should be increased.
6) Majority of the Teacher Educators (57.14%) agreed that the only one Method of teaching should be given in B.Ed. colleges.
7) Majority of the Teacher Educators (85.71%) agreed that the B.Ed. trainees facing problems in second method offered by colleges, who have not learnt at graduation and post-graduation level.
8) Majority of the Teacher Educators (64.28%) agreed that binary contain papers of each method of teaching should be given in B.Ed. program.
9) Majority of the Teacher Educators (78.57%) agreed that the subject’s allotment of candidate during admission, that subject’s should have learned at graduation and post-graduation Level.
10) Majority of the Teacher Educators (92.85%) agreed that they are facing problems regarding teaching of theory to B.Ed. trainees in semester-1.
11) Majority of the Teacher Educators (100%) agreed that they are facing problems regarding practical work insemester-1.
12) Majority of the Teacher Educators (92.85%) agreed that they are facing problems regarding C.C.A in semester-1.
13) Majority of the Teacher Educators (100%) agreed that they were facing problem while observation of school lesson.
14) Majority of the Teacher Educators (21.42%) agreed that the duration of the Internship program should be increased.
15) Majority of the Teacher Educators (100%) agreed that the B.Ed. trainees facing problems in content of method, who have not learnt at graduate and post-graduate level.
16) Majority of the Teacher Educators (100%) agreed that the B.Ed. trainees facing problems during Practice Teaching Phase, those who have not learnt subjects at graduate and post-graduate level which is given in B.Ed. program.
17) Majority of the Teacher Educators (42.85%) were disagreed in about residential of B.Ed. College.
18) Majority of the Teacher Educators (100%) agreed that there should be implications on salary of Teacher Educators.
19) Majority of the Teacher Educators (100%) agreed that there should be an independent body that regulates salary of Teacher Educators.
20) Majority of the Teacher Educators (100%) agreed that there should be norms to appoint Teachers in schools.
SUGGESTIONS
On the basis of major findings, the investigator arrived at following suggestions for the improvement of B.Ed. training program affiliated to Gujarat University in Vadodara city.
1) Teacher Educators agreed that the admission procedure should not be depends upon only on merit list, there should be 50% criteria strictly follow for admission and also conduct entrance test for admission procedure.
2) Gujarat University must complete admission procedure before academic program of B.Ed.
3) Duration of the B.Ed. program should be increased and Method of teaching should be given in a proper way. B.Ed. trainees facing problems in second method offered by colleges, who have not learnt at graduation and post-graduation level andMethod allotment of candidate during admission, that subject’s should have learned at graduation and post-graduation Level.
4) The B.Ed. trainees facing problems in content of method and Practice Teaching Phase, who have not learnt at graduate and post-graduate level programTeacher Educators, are facing problems regarding teaching of theory,bearing practical work, C.C.Aand observation of school lesson due to less time.
5) The duration of the Internship program should be increased.
6) There should be implications regarding salary of Teacher Educators, independent body that regulates salary of Teacher Educators and norms to appoint Teachers in schools.
REFERENCES:
Kothari, C. R. (2005). Research Methodology.New Delhi: New Age International.
Mangala, Sheela (2010). Teacher Education: Trends & strategies. New Delhi: Radha
Publication.
MHRD (1986). National Policy on Education, New Delhi: MHRD.
NCTE. (1995). Norms and Standards for Teacher Education Institutions (Secondary),
New Delhi:NCTE.
NCTE (2010). Demand and supply Estimates of School Teachers and Teacher Educator
(2007-08 – 2016-17) (Gujarat). New Delhi: National Council for Teacher
Education.