Teacher preparation practices in Elementary,Secondary,Special Education B.Ed and Language Teachers Training
Topic : COMPARISON OF TEACHER PREPARATION PRACTICES IN ELEMENTARY, SECONDARY,
SPECIAL EDUCATION B.Ed., AND LANGUAGE TEACHERS TRAINING
TEACHER EDUCATION
Teacher education TE (TE) or teacher training refers to the policies, procedures, and
provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviours,
and skills they require to perform their tasks effectively in the classroom, school, and wider
community. The professionals who engage in this activity are called teacher educators (or, in
some contexts, teacher trainers).
An educational institution performs a significant function of providing learning experiences
to lead their students from the darkness of ignorance to the light of knowledge. The key
personnel in the institutions who play an important role to bring about this transformation are
teachers. As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education,
―The teacher is the most important element in any educational program. It is the teacher
who is mainly responsible for implementation of the educational process at any stage.‖ This
shows that it is imperative to invest in the preparation of teachers, so that the future of a
nation is secure. The importance of competent teachers to the nation„s school system can in
no way be overemphasized. The National Curriculum Framework 2005 places demands and
expectations on the teacher, which need to be addressed by both initial and continuing teacher
education.
Definition and Meaning of Teacher Education Good‟s dictionary of Education defines
Teacher Education as “All formal and informal activities and experiences that help to qualify
to a person to assume the responsibility as a member of the educational profession or to
discharge his responsibility most effectively”
TEACHER PREPARATION PRACTICES IN ELEMETARY LEVEL
D.Ed. or Diploma in Education is a certificate level teacher training programme that equips
candidates to become nursery school teachers. The course basically caters to elementary level
education in India and is an important job-oriented programme in the field of education.
Depending on the university/ college in which a candidate applies for admission, duration of
D.Ed. course varies from one to three years. The minimum duration to complete the course
also varies from institute to institute. The course, however, is available as a both full-time and
part-time programme.
Admission to D.Ed. programme is usually offered on the basis of candidates‟ performance in
the written entrance test conducted at university/ institute level. However, some institutions
also offer direct admission to candidates on the basis of merit. The merit list is prepared by
the officials on the basis of candidates‟ marks in Class 12th exams.
To meet eligibility criteria for D.Ed. programme candidates should clear Class 12th in any
stream from a recognised board with minimum 50% - 60% aggregate marks.
Elementary education is imperative for the development of a better society and D.Ed. helps in
achieving just the same. Candidates who successfully complete D.Ed. course come out as
skilled and qualified elementary school teachers. Such teachers can find employment
opportunities at any institute imparting elementary education such as government schools,
private schools, private tuition centres, day care centres,
Subjects that are typically taught in D.Ed. course are as mentioned below:
Possess knowledge of first and second language, mathematics, topics related to social and
natural sciences.
Develop skills to identify, select and organize learning experience pertaining to subjects
mentioned above and also the skills to conduct them.
Possess theoretical and practical knowledge in respect of the child health, physical and
creational activities, work experiences, play games, creative art, music and the skills to
conduct these activities.
Develops understanding of the major psychological principles pertaining to growth and
development of children under his /her care.
Possess theoretical and practical knowledge in respect of childhood education including
integrated teacher.
Develops understanding of the major principles of learning in formal and informal
situation.
Conducts action research
Understands the role of the school, the peer groups and community in shaping the
personality of the child and also develops an amicable home and school relationship
Understands the role of the school and teachers in changing the society.
TEACHER PREPARATION PRACTICES IN SECONDARY LEVEL
A Bachelor of Education (B.Ed.) is a graduate professional degree which prepares students
for work as a teacher in schools, though in some countries like Tanzania, Kenya and various
other countries additional tasks like field work and research are required in order for the
student to be fully qualified to teach.
Meant for preparing teachers for secondary schools, this four year (earlier two year) training
course is open to intermediates, with an emphasis on the principles and methodology of
teaching, leading to the Bachelor of Teaching (B.T.), subsequently renamed as Bachelor of
Education (B.Ed.) degree. In some states there is Licentiate in Teaching (L.T.), which is
considered equivalent to the B.Ed. degree. Bachelor of Education (B.Ed.) is an undergraduate
course offered for those interested in pursuing a career in teaching. The B.Ed. degree is
mandatory for teaching at the secondary (classes 6 to 10) and higher secondary (10+2 or
classes 11 and 12). The minimum qualification required for entry into B.Ed. course is
intermediate (10+2). While students from the Arts stream are trained to teach subjects like
History, Civics, Geography, and languages, the students from the Science stream are trained
to teach Mathematics, Physics, Chemistry, and Biology. The duration of the course will be
four years from session 2020-21 as per NCTE Regulations, 2019. After B.Ed., students can
pursue Master of Education (M.Ed.) in any Indian university or teacher-training institutes
offering the course. The National Council for Teacher Education is the statutory body which
regulating teacher training courses in the country of India.
The Right to Free and Compulsory Education for Children (RTE Act 2009) came into force
from April 2010. The act emphasizes on quality education for every child. As such, with the
view to bring about quality education in schools, it is required that the entry level percentage
to B.Ed. be 50 for those candidates in the General Category and 45 for Scheduled Castes and
Scheduled Tribes.
The Bachelor of Elementary Education (B.El.Ed.) programme is a four-year integrated
professional degree programme offered after the higher secondary stage of school. B.El.Ed. is
designed to integrate the study of subject knowledge, human development, pedagogical
knowledge, and communication skills. Both professional and academic options are available
to students who graduate with a B.El.Ed. degree.
Considered to be the noblest profession, Teaching has always been one of the most popular
career choices among students. However, to become a teacher at the pre-nursery, nursery,
primary, secondary and senior secondary levels in schools or to become a professor at the
college/university level, aspirants need to possess the right qualifications.
B.Ed. is the bachelor‟s degree undertaken to take up teaching as a profession. However, it is
worth knowing that B.Ed. or Bachelor of Education is not an undergraduate degree and to
pursue this course one needs to have completed his/her graduation. Thus, B.Ed. is a
professional course and right after completing this course, students can get a job at the school
level. The B.Ed. course duration is typically two years. Candidates can pursue B.Ed. in
distance education as well as regular mode. B.Ed. course fees vary from college to college
and depend on different parameters such as the type of institution (government/ private) and
mode of education (regular/ distance).
TEACHER PREPARATION PRACTICES IN SPECIAL EDUCATION LEVEL
Special Education is the branch of education which uses instructional material, special
instructional methodology, learning-teaching aids, and such equipment to meet the
educational needs of children with specific learning disabilities. The remedial instruction or
remediation aims at improving a given skill or ability in a student.
B.Ed. special education or bachelor of education in special education is an under graduate
education course. Special education defines the education of students with special needs in a
way that addresses the student‟s individual differences and needs. More clearly B.Ed. special
education course is meant for preparing teachers for teaching special needs children, such as,
children with hearing impairment/mental retardation visual impairment who are studying in
special schools or in the general schools under the integrating setting. The duration of the
course two years and it may be provided by some certain institutes on a part – time basis as
well
The techniques used in such a mode of education include providing the student with more
practice or more explanation than usual, some repetitions of information and instruction,
and more time to work on the skill. These methods vary from student to student. A student
with difficulty in reading can be provided with remediation by:
One-on-one reading sessions
Phonics instruction
Practicing reading aloud.
An Inclusive Model of education would imply provision of education for individuals with
special needs. Within such an educational system, children study side by side with their
mainstream peers, towards developing their full potential. The program is aimed at
normalizing special services for which such students qualify.
The course‟s curriculum has been designed to empower special educators to teach students
with disabilities in inclusive and special school settings. This includes:
Knowledge of specific disability areas, cross disability areas, and other disability areas.
Training in different pedagogies of teaching.
Emphasis on developing skills and knowledge and understanding how the curriculum
can be transacted across disabilities
Special Education Teachers use various techniques to promote learning. Some such
techniques depend on the disability, and various teaching methods can include
individualized instruction and small group work. Such students need special arrangements
in order to take a test, and special education teachers ensure that appropriate ones are
provided, with the questions read orally, or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for
each special education student. An IEP sets personalized goals for each student and is
tailored to the student‟s individual needs and ability. Many teachers work closely with
parents to inform them of their child‟s progress and suggest techniques to promote
learning at home.
Special Education Teachers mostly tend to work with students at the elementary, middle,
and secondary schooling level, but some of the teachers do work with pre-schoolers as
well.
Such teachers are trained to work with specific groups. The course is highly important to
identify which group the student can be categorized under, as this course involves the
tailoring of education according to the student‟s needs. Early intervention is essential in
educating children with disabilities.
Special Education Teachers are involved in:
Students‟ social, behavioural, and academic development.
Helping students develop emotionally, feel comfortable in social situations, and develop
awareness of socially acceptable behaviour.
Communicating and working together with parents, school psychologists, occupational
and physical therapists, social workers, speech therapists, some school administrators,
and other teachers.
Such an inclusive education involves an attempt to provide more of these special services
by means of:
Providing additional aids and support inside the regular classroom, apart from
individualized instruction.
Extension of general education curriculum and goals, for students needing special
services.
Shared problem solving, responsibility, and mutual support among all the staff members
who provide services to students.
TEACHER PREPARATION PRACTICES IN LANGUAGE TEACHER TRAINING
is concerned with the professional development of language teachers. It is concerned with the
social, political, and cultural factors that affect the teaching of specific languages. Its
coverage includes methodologies, curriculum development, syllabus design, material
development and evaluation and testing, among others. Learn more in: An Appraisal of a
Computer-Based Continuing Professional Development (CPD) Course for Nigerian English
Teachers and Teacher-trainers
Language teacher education in this context concerns the education of pre‐school, primary,
lower and upper secondary school teachers of languages. Pre‐school and primary school
teachers are usually distinguished from lower and upper secondary school teachers in the
educational paths they follow and in the language and language education training they
receive, with the former following a generalist route and the latter receiving specific language
teacher training. The objectives of teacher education programmes are generally defined in
terms of competences to be obtained in relation to the level of education for which the student
teachers are being prepared, although these are not generally specified in terms of language
competences.
Language teacher education programs are likely to be housed in departments of applied
linguistics, education, or languages and literature: These three disciplines provide the
knowledge base and opportunities for developing skills and dispositions for both prospective
and experienced teachers. Until recently, applied linguistics (psycholinguistics,
sociolinguistics, discourse analysis, language description, and language teaching and testing
methodology) formed the core of language teacher education, not unexpected, since language
teaching has historically been the primary focus of applied linguistics
In the Indian context, as in most other countries, language education occupies a
prominent place in the over all educational policy. The various commissions and committees
related to education in India have unequivocally laid stress on the need for providing quality
language education to all the learners. All the educationists agree that the mother tongue
needs to be given top priority in the system right from the first day of education and that must
be the medium of instruction in subsequent years if education is expected to help the learner
maximally to grow in the physical, intellectual and spiritual domains of life. We need to
promote the study a second language in order to communicate outside our own language
group for any practical purpose like business, tourism, cultural exchange, administration and
social work. It would also bind together the citizens of a nation. But that is not enough.
Human beings cannot exist as islands in themselves; they have to transcend the geographical
boundaries of states and countries goaded on by their personal, cultural or business needs. For
them it is imperative to learn a foreign language of their choice.
Based on these considerations, the leading educationists of India forged a Three
Language Formula which was also accepted by the Indian Parliament. The government
policy, the National Policy on Education (1986/92) endorses that formula and puts emphasis
on its acceptance in the educational scenario of the country. The National Curriculum
Frameworks prescribed the Three Language Formula in 1968, 1975-76, 1988, 2000 and 2005.
In theory, even now educational forums resound with the praise of this Formula and a resolve
to implement it. However, in reality even about five decades after the formulation of the
„Three language Formula‟ it is yet to be effectively implemented in its original spirit. In spite
of all the changes in the socio-economic scenario, market pressures and the behaviour pattern
of the Indian youth, the Formula still remains relevant
COMPARISON OF TEACHER PREPARATION PRACTICES IN ELEMENTARY,
SECONDARY, SPECIAL EDUCATION B.Ed., AND LANGUAGE TEACHERS
TRAINING
Teaching is a highly professional activity which demands specialized knowledge, skill and
behaviour. Teacher professionalism comprises competence, performance and behaviour
which reflect on teacher‟s personality in school and society. Professional competence is
fundamental in teaching profession which includes preparation of teacher for classroom
processes, acquisition of knowledge of subject and facilitates personality development of
children. Competencies of an effective teacher include interpersonal communication,
pedagogical empowerment and organizational leadership. Professional competence results in
performance of teacher in terms of overall development of children. The competent teacher is
supposed to perform better in the interest of the children and society as well.
Teacher education reaches teachers at all levels of education, namely Pre-primary, Primary,
Elementary, Secondary, Higher Secondary and the Tertiary. The needs and requirements of
students and education vary m at each level. Hence level and stage- specific teacher
preparation is essential. Teacher education also helps in the development of teaching skills in
teachers of professional institutions. The teachers in professional institutions have only the
theoretical and practical knowledge of their respective subject they require specialized
teacher training inputs to deal with students entering their professions. Teacher education also
reaches special education and physical education. Thus where there are teachers, there would
be teacher education The knowledge base is adequately specialized and diversified across
stages, in order to develop effective processes of preparing entrant teachers for the functions
which a teacher is expected to perform at each stage.
Teachers provided with proper training on up-to-date information and new research on class
room management, on emerging technology tools for the classroom, new class room
resources, and more could become a successful factor to their schools.
CONCLUSION
Teacher education TE (TE) or teacher training refers to the policies, procedures, and
provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviours,
and skills they require to perform their tasks effectively in the classroom, school, and wider
community. The professionals who engage in this activity are called teacher educators (or, in
some contexts, teacher trainers).
D.Ed. or Diploma in Education is a certificate level teacher training programme that equips
candidates to become nursery school teachers. The course basically caters to elementary level
education in India and is an important job-oriented programme in the field of education.The
Bachelor of Elementary Education (B.El.Ed.) programme is a four-year integrated
professional degree programme offered after the higher secondary stage of school. B.El.Ed. is
designed to integrate the study of subject knowledge, human development, pedagogical
knowledge, and communication skills. Both professional and academic options are available
to students who graduate with a B.El.Ed. degree
Language teacher education programs are likely to be housed in departments of applied
linguistics, education, or languages and literature: These three disciplines provide the
knowledge base and opportunities for developing skills and dispositions for both prospective
and experienced teachers. Until recently, applied linguistics (psycholinguistics,
sociolinguistics, discourse analysis, language description, and language teaching and testing
methodology) formed the core of language teacher education, not unexpected, since language
teaching has historically been the primary focus of applied linguistics
SPECIAL EDUCATION B.Ed., AND LANGUAGE TEACHERS TRAINING
TEACHER EDUCATION
Teacher education TE (TE) or teacher training refers to the policies, procedures, and
provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviours,
and skills they require to perform their tasks effectively in the classroom, school, and wider
community. The professionals who engage in this activity are called teacher educators (or, in
some contexts, teacher trainers).
An educational institution performs a significant function of providing learning experiences
to lead their students from the darkness of ignorance to the light of knowledge. The key
personnel in the institutions who play an important role to bring about this transformation are
teachers. As stated by NCTE (1998) in Quality Concerns in Secondary Teacher Education,
―The teacher is the most important element in any educational program. It is the teacher
who is mainly responsible for implementation of the educational process at any stage.‖ This
shows that it is imperative to invest in the preparation of teachers, so that the future of a
nation is secure. The importance of competent teachers to the nation„s school system can in
no way be overemphasized. The National Curriculum Framework 2005 places demands and
expectations on the teacher, which need to be addressed by both initial and continuing teacher
education.
Definition and Meaning of Teacher Education Good‟s dictionary of Education defines
Teacher Education as “All formal and informal activities and experiences that help to qualify
to a person to assume the responsibility as a member of the educational profession or to
discharge his responsibility most effectively”
TEACHER PREPARATION PRACTICES IN ELEMETARY LEVEL
D.Ed. or Diploma in Education is a certificate level teacher training programme that equips
candidates to become nursery school teachers. The course basically caters to elementary level
education in India and is an important job-oriented programme in the field of education.
Depending on the university/ college in which a candidate applies for admission, duration of
D.Ed. course varies from one to three years. The minimum duration to complete the course
also varies from institute to institute. The course, however, is available as a both full-time and
part-time programme.
Admission to D.Ed. programme is usually offered on the basis of candidates‟ performance in
the written entrance test conducted at university/ institute level. However, some institutions
also offer direct admission to candidates on the basis of merit. The merit list is prepared by
the officials on the basis of candidates‟ marks in Class 12th exams.
To meet eligibility criteria for D.Ed. programme candidates should clear Class 12th in any
stream from a recognised board with minimum 50% - 60% aggregate marks.
Elementary education is imperative for the development of a better society and D.Ed. helps in
achieving just the same. Candidates who successfully complete D.Ed. course come out as
skilled and qualified elementary school teachers. Such teachers can find employment
opportunities at any institute imparting elementary education such as government schools,
private schools, private tuition centres, day care centres,
Subjects that are typically taught in D.Ed. course are as mentioned below:
Possess knowledge of first and second language, mathematics, topics related to social and
natural sciences.
Develop skills to identify, select and organize learning experience pertaining to subjects
mentioned above and also the skills to conduct them.
Possess theoretical and practical knowledge in respect of the child health, physical and
creational activities, work experiences, play games, creative art, music and the skills to
conduct these activities.
Develops understanding of the major psychological principles pertaining to growth and
development of children under his /her care.
Possess theoretical and practical knowledge in respect of childhood education including
integrated teacher.
Develops understanding of the major principles of learning in formal and informal
situation.
Conducts action research
Understands the role of the school, the peer groups and community in shaping the
personality of the child and also develops an amicable home and school relationship
Understands the role of the school and teachers in changing the society.
TEACHER PREPARATION PRACTICES IN SECONDARY LEVEL
A Bachelor of Education (B.Ed.) is a graduate professional degree which prepares students
for work as a teacher in schools, though in some countries like Tanzania, Kenya and various
other countries additional tasks like field work and research are required in order for the
student to be fully qualified to teach.
Meant for preparing teachers for secondary schools, this four year (earlier two year) training
course is open to intermediates, with an emphasis on the principles and methodology of
teaching, leading to the Bachelor of Teaching (B.T.), subsequently renamed as Bachelor of
Education (B.Ed.) degree. In some states there is Licentiate in Teaching (L.T.), which is
considered equivalent to the B.Ed. degree. Bachelor of Education (B.Ed.) is an undergraduate
course offered for those interested in pursuing a career in teaching. The B.Ed. degree is
mandatory for teaching at the secondary (classes 6 to 10) and higher secondary (10+2 or
classes 11 and 12). The minimum qualification required for entry into B.Ed. course is
intermediate (10+2). While students from the Arts stream are trained to teach subjects like
History, Civics, Geography, and languages, the students from the Science stream are trained
to teach Mathematics, Physics, Chemistry, and Biology. The duration of the course will be
four years from session 2020-21 as per NCTE Regulations, 2019. After B.Ed., students can
pursue Master of Education (M.Ed.) in any Indian university or teacher-training institutes
offering the course. The National Council for Teacher Education is the statutory body which
regulating teacher training courses in the country of India.
The Right to Free and Compulsory Education for Children (RTE Act 2009) came into force
from April 2010. The act emphasizes on quality education for every child. As such, with the
view to bring about quality education in schools, it is required that the entry level percentage
to B.Ed. be 50 for those candidates in the General Category and 45 for Scheduled Castes and
Scheduled Tribes.
The Bachelor of Elementary Education (B.El.Ed.) programme is a four-year integrated
professional degree programme offered after the higher secondary stage of school. B.El.Ed. is
designed to integrate the study of subject knowledge, human development, pedagogical
knowledge, and communication skills. Both professional and academic options are available
to students who graduate with a B.El.Ed. degree.
Considered to be the noblest profession, Teaching has always been one of the most popular
career choices among students. However, to become a teacher at the pre-nursery, nursery,
primary, secondary and senior secondary levels in schools or to become a professor at the
college/university level, aspirants need to possess the right qualifications.
B.Ed. is the bachelor‟s degree undertaken to take up teaching as a profession. However, it is
worth knowing that B.Ed. or Bachelor of Education is not an undergraduate degree and to
pursue this course one needs to have completed his/her graduation. Thus, B.Ed. is a
professional course and right after completing this course, students can get a job at the school
level. The B.Ed. course duration is typically two years. Candidates can pursue B.Ed. in
distance education as well as regular mode. B.Ed. course fees vary from college to college
and depend on different parameters such as the type of institution (government/ private) and
mode of education (regular/ distance).
TEACHER PREPARATION PRACTICES IN SPECIAL EDUCATION LEVEL
Special Education is the branch of education which uses instructional material, special
instructional methodology, learning-teaching aids, and such equipment to meet the
educational needs of children with specific learning disabilities. The remedial instruction or
remediation aims at improving a given skill or ability in a student.
B.Ed. special education or bachelor of education in special education is an under graduate
education course. Special education defines the education of students with special needs in a
way that addresses the student‟s individual differences and needs. More clearly B.Ed. special
education course is meant for preparing teachers for teaching special needs children, such as,
children with hearing impairment/mental retardation visual impairment who are studying in
special schools or in the general schools under the integrating setting. The duration of the
course two years and it may be provided by some certain institutes on a part – time basis as
well
The techniques used in such a mode of education include providing the student with more
practice or more explanation than usual, some repetitions of information and instruction,
and more time to work on the skill. These methods vary from student to student. A student
with difficulty in reading can be provided with remediation by:
One-on-one reading sessions
Phonics instruction
Practicing reading aloud.
An Inclusive Model of education would imply provision of education for individuals with
special needs. Within such an educational system, children study side by side with their
mainstream peers, towards developing their full potential. The program is aimed at
normalizing special services for which such students qualify.
The course‟s curriculum has been designed to empower special educators to teach students
with disabilities in inclusive and special school settings. This includes:
Knowledge of specific disability areas, cross disability areas, and other disability areas.
Training in different pedagogies of teaching.
Emphasis on developing skills and knowledge and understanding how the curriculum
can be transacted across disabilities
Special Education Teachers use various techniques to promote learning. Some such
techniques depend on the disability, and various teaching methods can include
individualized instruction and small group work. Such students need special arrangements
in order to take a test, and special education teachers ensure that appropriate ones are
provided, with the questions read orally, or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for
each special education student. An IEP sets personalized goals for each student and is
tailored to the student‟s individual needs and ability. Many teachers work closely with
parents to inform them of their child‟s progress and suggest techniques to promote
learning at home.
Special Education Teachers mostly tend to work with students at the elementary, middle,
and secondary schooling level, but some of the teachers do work with pre-schoolers as
well.
Such teachers are trained to work with specific groups. The course is highly important to
identify which group the student can be categorized under, as this course involves the
tailoring of education according to the student‟s needs. Early intervention is essential in
educating children with disabilities.
Special Education Teachers are involved in:
Students‟ social, behavioural, and academic development.
Helping students develop emotionally, feel comfortable in social situations, and develop
awareness of socially acceptable behaviour.
Communicating and working together with parents, school psychologists, occupational
and physical therapists, social workers, speech therapists, some school administrators,
and other teachers.
Such an inclusive education involves an attempt to provide more of these special services
by means of:
Providing additional aids and support inside the regular classroom, apart from
individualized instruction.
Extension of general education curriculum and goals, for students needing special
services.
Shared problem solving, responsibility, and mutual support among all the staff members
who provide services to students.
TEACHER PREPARATION PRACTICES IN LANGUAGE TEACHER TRAINING
is concerned with the professional development of language teachers. It is concerned with the
social, political, and cultural factors that affect the teaching of specific languages. Its
coverage includes methodologies, curriculum development, syllabus design, material
development and evaluation and testing, among others. Learn more in: An Appraisal of a
Computer-Based Continuing Professional Development (CPD) Course for Nigerian English
Teachers and Teacher-trainers
Language teacher education in this context concerns the education of pre‐school, primary,
lower and upper secondary school teachers of languages. Pre‐school and primary school
teachers are usually distinguished from lower and upper secondary school teachers in the
educational paths they follow and in the language and language education training they
receive, with the former following a generalist route and the latter receiving specific language
teacher training. The objectives of teacher education programmes are generally defined in
terms of competences to be obtained in relation to the level of education for which the student
teachers are being prepared, although these are not generally specified in terms of language
competences.
Language teacher education programs are likely to be housed in departments of applied
linguistics, education, or languages and literature: These three disciplines provide the
knowledge base and opportunities for developing skills and dispositions for both prospective
and experienced teachers. Until recently, applied linguistics (psycholinguistics,
sociolinguistics, discourse analysis, language description, and language teaching and testing
methodology) formed the core of language teacher education, not unexpected, since language
teaching has historically been the primary focus of applied linguistics
In the Indian context, as in most other countries, language education occupies a
prominent place in the over all educational policy. The various commissions and committees
related to education in India have unequivocally laid stress on the need for providing quality
language education to all the learners. All the educationists agree that the mother tongue
needs to be given top priority in the system right from the first day of education and that must
be the medium of instruction in subsequent years if education is expected to help the learner
maximally to grow in the physical, intellectual and spiritual domains of life. We need to
promote the study a second language in order to communicate outside our own language
group for any practical purpose like business, tourism, cultural exchange, administration and
social work. It would also bind together the citizens of a nation. But that is not enough.
Human beings cannot exist as islands in themselves; they have to transcend the geographical
boundaries of states and countries goaded on by their personal, cultural or business needs. For
them it is imperative to learn a foreign language of their choice.
Based on these considerations, the leading educationists of India forged a Three
Language Formula which was also accepted by the Indian Parliament. The government
policy, the National Policy on Education (1986/92) endorses that formula and puts emphasis
on its acceptance in the educational scenario of the country. The National Curriculum
Frameworks prescribed the Three Language Formula in 1968, 1975-76, 1988, 2000 and 2005.
In theory, even now educational forums resound with the praise of this Formula and a resolve
to implement it. However, in reality even about five decades after the formulation of the
„Three language Formula‟ it is yet to be effectively implemented in its original spirit. In spite
of all the changes in the socio-economic scenario, market pressures and the behaviour pattern
of the Indian youth, the Formula still remains relevant
COMPARISON OF TEACHER PREPARATION PRACTICES IN ELEMENTARY,
SECONDARY, SPECIAL EDUCATION B.Ed., AND LANGUAGE TEACHERS
TRAINING
Teaching is a highly professional activity which demands specialized knowledge, skill and
behaviour. Teacher professionalism comprises competence, performance and behaviour
which reflect on teacher‟s personality in school and society. Professional competence is
fundamental in teaching profession which includes preparation of teacher for classroom
processes, acquisition of knowledge of subject and facilitates personality development of
children. Competencies of an effective teacher include interpersonal communication,
pedagogical empowerment and organizational leadership. Professional competence results in
performance of teacher in terms of overall development of children. The competent teacher is
supposed to perform better in the interest of the children and society as well.
Teacher education reaches teachers at all levels of education, namely Pre-primary, Primary,
Elementary, Secondary, Higher Secondary and the Tertiary. The needs and requirements of
students and education vary m at each level. Hence level and stage- specific teacher
preparation is essential. Teacher education also helps in the development of teaching skills in
teachers of professional institutions. The teachers in professional institutions have only the
theoretical and practical knowledge of their respective subject they require specialized
teacher training inputs to deal with students entering their professions. Teacher education also
reaches special education and physical education. Thus where there are teachers, there would
be teacher education The knowledge base is adequately specialized and diversified across
stages, in order to develop effective processes of preparing entrant teachers for the functions
which a teacher is expected to perform at each stage.
Teachers provided with proper training on up-to-date information and new research on class
room management, on emerging technology tools for the classroom, new class room
resources, and more could become a successful factor to their schools.
CONCLUSION
Teacher education TE (TE) or teacher training refers to the policies, procedures, and
provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviours,
and skills they require to perform their tasks effectively in the classroom, school, and wider
community. The professionals who engage in this activity are called teacher educators (or, in
some contexts, teacher trainers).
D.Ed. or Diploma in Education is a certificate level teacher training programme that equips
candidates to become nursery school teachers. The course basically caters to elementary level
education in India and is an important job-oriented programme in the field of education.The
Bachelor of Elementary Education (B.El.Ed.) programme is a four-year integrated
professional degree programme offered after the higher secondary stage of school. B.El.Ed. is
designed to integrate the study of subject knowledge, human development, pedagogical
knowledge, and communication skills. Both professional and academic options are available
to students who graduate with a B.El.Ed. degree
Language teacher education programs are likely to be housed in departments of applied
linguistics, education, or languages and literature: These three disciplines provide the
knowledge base and opportunities for developing skills and dispositions for both prospective
and experienced teachers. Until recently, applied linguistics (psycholinguistics,
sociolinguistics, discourse analysis, language description, and language teaching and testing
methodology) formed the core of language teacher education, not unexpected, since language
teaching has historically been the primary focus of applied linguistics
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