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| Structure of Pre-Service Education for Teachers: A Comparison between NPE, 1986 and NEP, 2020 | |||||||||||||||||||
| Paper Id :
16239 Submission Date :
2022-06-09 Acceptance Date :
2022-06-19 Publication Date :
2022-06-25
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| Abstract |
The New Education Policy 2020 emphasizes more on reformation of Teacher Education in Indian to have better quality of school education. Because, if we could produce quality teachers, the quality of education at school level will automatically be better. In NEP-2020, the suggested pre-service education of teachers will almost different from existing one. It is suggested that there will only be one pre-service teacher education course i.e. integrated teacher education programme. Testing of which has been started by providing ITEP to some of institutions in all over the country w.e.f. 2022-23 session. It will be totally different from the courses running these days like ETT, JBT, D.Ed., D.El.Ed., B.El.Ed., B.Ed and D.E.C.E. These courses were the choice of students perhaps to save an area for employment. But ITEP is such a programme, which will be chosen only by those candidates, who really want to be teachers. This approach may bring a revolutionary change in the field of education at all stages.
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| Keywords | Teacher Education, New Education Policy, Integrated Teacher Education Programme. | ||||||||||||||||||
| Introduction |
Pre-Service Teacher Education is a programme to give the education and training to the students before they enter in teaching affairs/profession. This includes the teaching skills, knowledge of Child psychology, Practice Teaching in simulated conditions as well as real conditions, knowledge of different teaching techniques and methods etc. There is a long list of different courses of Pre-service Teacher Education for different stages of school education. Some of courses are ETT, JBT, D.Ed., D.El.Ed., B.El.Ed., B.Ed and D.E.C.E. These all courses have been designed for teaching at the different levels of school education. The qualification eligibility for these courses is 10+2 and graduation. After thirty-four years, the National Education Policy (NEP) for India has been updated, revised and approved on 29 July 2020. And the recommendations regarding teacher education given in NEP will change the whole scenario. Remarkably, the thrust area of the new education policy is to make the system of education well-resourced and multidisciplinary by the consolidation of multiple educational institutions and disciplines which constantly strives to deliver the needs.
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| Objective of study | 1. To overview the structure of Pre-service Education for Teachers
2. To analyze the issues of existing Pre-service Education for Teachers
3. To Compare the structure of Pre-service Education for Teachers of NPE, 1986 with the NEP, 2020 |
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| Review of Literature | Chitra (2019) revealed in
here study that there are four broad success factors for the implementation of
new approaches to initial teacher education: 1. A clear vision of effective
teaching that informs the entire program, provides a basis for prioritization
and resource allocation, and ensures that all those involved in supporting
pre-service teachers present a coherent message. 2. Integrating theory and
practice so that professional experience in schools is central to the program,
and graduates leave with a full toolkit of effective teaching strategies and
the capacity to continually review and improve their approaches. 3. Highly
skilled and well supported supervising teachers who are accomplished adult
educators as well as expert teachers, equipped to play the pivotal role they
are assigned in these programs. 4. Sustainable, scalable partnerships that
bring the resources and capabilities of all parties to the table, and engage
systems to ensure the benefits of successful approaches are spread widely. The
current policy focus on initial teacher education presents a major opportunity
to significantly improve this critical component of a high quality education
system. Examination of existing effective practices can provide a strong
foundation for further reform. Since the teacher is the pivot of the entire
educational system and is the main catalytic agent for introducing desirable
changes in the teaching learning process, all attempts need be made for
motivating teachers to become innovative and creative. It goes without saying
that a self-motivated and really industrious teacher can utilize his or her own
resources to keep him or herself abreast of new knowledge and skills. It has
been recognized that teacher education programs should be structured and
modified in a way that enables their teacher graduates to respond dynamically
to the new problems and challenges in the field of education. Only then can
teachers help in national development. Misra (2015) studied about teacher education in India and revealed that a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India's current population is below the age of 25 and over 65% below 35. There are two ways to proceed in this direction. First, making an internal review and assessment of present scenario of teacher education and suggesting need-based measures. The second one is to learn from those countries that have recently reviewed their teacher education systems and are continuously working for the betterment of teacher education. Following second approach, present paper analyzes teacher education policies, practices, and reform in Scotland, argues that concerns and commitments to reform teacher education in India and Scotland are similar, and suggests implications of Scottish experiences in the Indian context. |
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| Methodology | The present study is based on the secondary data extracted from different newspapers, magazines, journals and websites. This is basically a conceptual discussion on the existing structure of pre-service education for teachers and proposed structure in NEP 2020. |
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| Analysis | Highlights
of NEP 2020 regarding Pre-service Education for Teachers 1. By 2030, the minimum
degree qualification for teaching will be a 4-year integrated B.Ed. degree 2.
Stringent action will be taken against Teacher Education Institutions (TEIs) 3.
Stand-alone institutions of Teacher Education will no more be exiting 4.
There will be provision for multiple entries and exits in integrated course 5.
N.T.T./D.E.C.E. pass candidates to be considered eligible for 2nd year of ITEP 6.
D.Ed/D.El.Ed./JBT/E.T.T. holders after (10+2) will be considered eligible for
entry in 3rd year of the ITEP 7.
BA/B.Sc./B.Com and JBT/D.Ed. holders would be allowed to enter in 4th year of ITEP. 8.
B.Ed. passouts will be allowed to enter in 5th year of Post Graduate Degree course Comparison
between structure of Pre-service Education for Teachers(NPE, 1986)and structure
of Pre-service Education for Teachers(NEP 2020)
Challenges
of NEP 2020 regardingPre-service Education for Teachers 1.
There are a large number of stand-alone Teacher Education institutions in all
over the country. Converting theseinstitutions into multidisciplinary
institutions will be a great challenge 2. There are approximately 540 B.Ed. institutions In Haryana only and 60 to70 thousands of candidates pursue the 1year B.Ed. (Previously) and 2 year B.Ed.course these days. Adjustment this number will also be difficult. 3.
Multiple Entries and Exits in ITEP is good step, But if the candidate will not
be able to pursue his studiesfurther, would he be able to go in teaching
profession at lower level. 4.It
is said that after 2030 the existing teacher training course diplomas/degrees
will not be considered for theteaching job, the candidates who do ITEP will be
eligible for Teaching Profession. Then what would be the future of candidates
having existing courses diplomas/degrees. Merits
of proposed Pre-service Education for Teachers 1.
There will be more flexibility for candidates to choose the teacher education
course at different levels/stages 2.
More emphasis will be on skill development by indulging the candidates for more
time in practicing 3.
Mentorship will help in solving the problems faced by the candidates Demerits
of proposed Pre-service Education for Teachers 1. No doubt, there will be flexibility at different stages in ITEP, but closing the different courses of Teacher Education will shut the door of other types of flexibilities for candidates 2. The infrastructure of most of the stand-alone teacher education institutions is not sufficient to run multidisciplinary course like ITEP. This would be a great problem for these institutions.
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| Conclusion |
The recommendations of NEP 2020 regarding Teacher Education are progressive in nature. The proposed integrated course of Teacher Education i.e. ITEP gives a fresh look to the Teacher Education to meet out the expectations of candidates who want to go in teaching profession. Then existing system is quite capable of doing the same but the scenario of society is changing day-by-day and demand also as well. At present the B.Ed. or any other teacher education course is chosen to save the gap year and for the sake of diploma/degree. But the new proposed integrated course is meant for the candidates, who really want to go in teaching profession and be teachers. There are some issues like conversion of stand-alone institutions into multidisciplinary institutions and closing of all other teacher education programmes/diploma/ degree etc. In nutshell it can be said that the recommendations given by the NEP regarding Teacher Education, will play an important role in creating new era of Teacher Education in Indian. This task can be realized only when there is full co-operation and collaboration between all the stakeholders in Teacher Education. |
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| References | 1. Nandini, ed. (29 July 2020). “New Education Policy 2020 Highlights. School and Higher Education to see major changes". Hindustan Times.
2. Jebaraj, Priscilla (2 August 2020). “The Hindu explains| what has the National Education Policy 2020 proposed?” The Hindu. ISSN 0971-751X
3. Chopra, Rithika (2 August 2020). “Explained: Reading the new National Education Policy 2020”. The Indian Express.
4. Shukla, Amandeep (29 July 2020). “New Education Policy 2020: NEP moots professional standards for teachers”. Hindustan Times.
5. Dr. D P Sharma on “The Challenges in Indian Education System”. Eduvoice| the Voice of Education Industry. 25 May 2020.
6. Final National Education Policy 2020 (PDF) (Report). Ministry of Human Resource Development
Weblinks
8. https://www.education.gov.in
9. https://pib.gov.in
10. https://www.business-standard.com
11. https://www.educationtimes.com |
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