Context

The National Education Policy recognises and identifies teachers and faculty as the heart of the learning process. Teacher education is vital in developing multidisciplinary perspectives and knowledge among students.

The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level.

Teacher Education

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Why is there a need for Reinventing Teacher Education?

  • In order to develop 21st-century skills like critical thinking – it is important for educators to develop skills like analysis, evaluation skills.
  • There is a need to imbibe skills amongst students like communication, creativity, critical thinking and collaboration which we value as 21st-century skills.
  • Students now do not rely solely on textbook information for their learning and they are far more aware. So, the educator here needs to go beyond the textbook.
  • Educators need to command more respect by bringing in more professionalism in the way they deal with students and parents, control and manage the classroom environment.

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Challenges

  • Lack of use of science and technology: The educational programmes for teachers or teacher education have not made full use of the latest technologies for developing teaching skills among students.
  • Lack of control over teacher education institutions: The teacher education institutions are so drastically increasing in number that it becomes difficult to monitor all the institutions. Some of these institutions are compromising quality for the sake of money.
  • Lacking in developing life skills: The main issue is that teacher-education is memory-based i.e. there is no active involvement of students, so there is a lack in the development of life skills among the students, which are essential for all-around development of students.
  • Lack of co-curricular activities: The co-curricular activities in teacher education are unplanned and not sufficient. Sometimes due to lack of time management these activities are ignored.
  • Problem of teaching practice: Teaching practice is neither adequate nor properly conducted. Student-teacher does not take the task of teaching practice seriously.

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Teachers Education Post NEP-2020

  • The National Policy in Education was prepared to improve the quality of education in the country and was focused on providing education facilities to all the citizens of the nation.
  • The new education policy must help recruit the very best and brightest to the entire teaching profession at all levels.

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Recommendations

  • Teachers should develop a global context for teaching and learning, and for this NEP recommends Continuous Professional Development (CPD).
  • Continuous development in a phased manner like we recommend for students is always long term and far-reaching.
  • The General Education Council should be given a free hand to unbiasedly assess the worth of the teachers through the National Professional Standards set for the teachers both in rural areas as well as in urban areas.
  • The teachers teaching in schools situated in rural India should be given the same scope to participate in various activities when compared to their urban counterparts.
  • Teaching still, to many of us, is an alternative profession, so rigorous training needs to be imparted so that we can give our best to the future citizens of the country.

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Conclusion

There is a need to revamp the entire teaching-learning process of the Bachelor of Education course keeping in mind the multidisciplinary and integrated approach of the curriculum. One of the main aims of NEP is to support and nurture teachers through all phases of their tenure.

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