In-service Education

B.Ed. 2015-16

M.Vijayalakshmi
Assistant Professor
• 4.1 Teacher Education – Meaning, Concept,
Need and Importance
• 4.2 Selection for Training, Professional
Preparation at different Levels, Improvement
and Expected outcomes (NCTE)
• 4.3 Enhancing Professional Efficiency – Agents of
teacher education at State and Center level
• 4.4 Problems in Teacher Education and Remedial
Measures
• 4.5 In-service Education – Definition, Meaning,
Concept, Need, Important Problems and
Suggestions
4.5 In-service Education – Definition,
Meaning, Concept, Need, Important
Problems and Suggestions
 In-service Education
• Education to become a better teacher
• Received while in service
• Includes all the programmes in which the
teacher plays a vital part and gets benefited
by professional improvement
• May be refresher courses – organised by
institutions or tours and visits to centres from
where new ideas and insights are acquired
• The development of a teacher
does not cease when he leaves
the training college. He now
begins to learn from a different
kind of experience
- Oliver
 Meaning
• Some sort of provision which may
make the teachers up-to-date with
respect to the knowledge of his
subject of teaching, methods and
techniques, innovative ideas in each
sphere of his academic life
 Definition

• A programme of activities aiming

at the continuing growth of
teachers and educational
personnel in-service
• M.B. Buch
 Need and Importance
• Kothari Commission observes
• The need of in-service education is
most urgent in the teaching
profession because of the rapid
advance in all fields of knowledge
and continuing evolution of
pedagogical theory and practice
• Education – A Life Long Process
• Need of Continuous Training
• Need of Professional Growth
• To bring Dynamism in Teaching
• Up gradation of Knowledge in the Teaching
Subjects
• To Exchange Views
• To Develop Critical Thinking
• To create a Sense of belongingness
• For Educational Reconstruction
• Education of the educator
• Educational Extension
• The pre-service training provided to
the teacher
• Changing areas of human
endeavour
• Improvement of competence
• Need of change
 Objectives
• To provide incentives to the teachers
• To help the teachers to know their problems
• To solve them by pooling their resources and
wisdom
• To employ more effective methods of teaching
• To get acquainted with modern techniques in
education
• To broaden the mental outlook of the teachers
• To upgrade the teachers knowledge and
understanding of the contents
• To increase the professional efficiency of the
teacher
Structure and Models of ISET for Teachers
• Orientation courses
• Summer courses
• Sandwitch courses
• Refresher courses
• Correspondence courses
• Evening courses
• Intensive courses
• Workshops
• Seminar and Symposium
• Educational conferences
• Extension centers
• Exchange of Experts
• Short term courses
• Bureau of Publication
• Professional writings
• Indirect Training
• Experimenting
• Science Clubs, etc
Institutions or Agencies for In-service Education
• State Institutes of Education
• State Institutes of Science
• State Institute of English
• Extension Services Departments
• Correspondences Courses for Teachers
• Evening Courses for M.Ed.
• Summer Institutes for Teachers
• Seminars
• Refresher Courses
• Vocational Literature
• Short Term Courses
• Distance Education
• Sandwitch Courses
• Holding Workshops
• Agencies
 NCERT
 UGC
 University Departments of Education
 Regional colleges of Education Professional
Organizations of Teachers
 A Group of Schools
 Problems related to In-service Education

• Lack of Incentives
• Lack of Motivation
• Lack of Interest
• Inappropriate Methods and Techniques
• Inadequate Evaluative Techniques
• Inappropriate Curriculum and Courses
• Inadequate Facilities or Resources problems
• Inadequate Training of Teacher Education
• Administrative Problems
• Organization Problems
• Financial Problems
• Lack of Specification in Objectives
• Lack of follow-up programme
• Lack of relationship between the needs of
Institutions and type of ISET programmes
 Suggestions

• A suggestion by Education
Commission
• Other Suggestions
 Suggestions by Education Commission
• A large scale and coordinated
programme of continuing
education for teachers of all
levels should be organized by
university pre-education
institutions and pre-associations.
• Visualizing our limits of
resources, it is advisable to
arrange for each teacher in initial
stages a programme at the rate
of 3 months continuing
education in every five years of
completed service.
• A fundamental policy may be
evolved at national level to make
adequate provision to involve every
teacher in their professional growth.
In India, primary level teacher, by
and large, have not availed of such
facility of continuing education in
the past. Something concrete must
be done for them.
• The NCERT has suggested that every
state should prepare a three-tier plan of
continuing education. The first tier will
consist of teacher education followed by
the second tier of the headmasters and
secondary school teachers who will be
trained by key persons trained in first
tier. Lastly, the third tier consisting of
primary school teachers will have to
trained by both the first and second tier
trainers.
• To meet the needs of teachers
belonging to different
categories the programme of
continuing education should
be varied in nature
• Planning of continuing education
should follow a comprehensive
approach based on understanding
of needs of schools, needs of
teachers and problem
developments in the near future.
Realistic in their approach the
organization should expect gradual
changes in participating teachers.
• There is a need of developing a
theoretical framework of continuing
education through deeper thinking and
pooling of ideas. At present it is
considered as a mixture of adult
education, teacher education extension
education and continuing education,
etc. and has ultimately lost its entity. An
effort may be made to set up
independent centers of continuing
education.
• The link between pre-service
and in-service education must
be established as early as
possible. These should not
considered as distinct and
separate.
• Success of continuing education
will depend largely on the ability
and competence of experts. In
order to develop desired
expertise among teacher
educators, they should be
provided many opportunities
and incentives to continue their
professional growth.
• A policy may be formulated to
assure some intrinsic motivation
as well as to induce some
extrinsic incentive to
participating teachers. Award of
credits, higher distinction, rise
on status, written appreciation,
etc., may be resorted to as an
extrinsic incentive.
• Evaluation of its functioning has
to be done at two stages- first
when a programme of
continuing education is being
organized and second at the
follow up stage when the
participants have gone back to
their respective places.
• There is need to create more
conducive climate for acceptance
of the programme. Participants
should not consider it as an
activity of fun and site seeing. It
should provide creative,
sympathetic and group activities
and develop leadership among
them.
• Since the program of continuing
education will involve
substantial financial and
manpower resources and time, it
will be desirable to fix the
priorities and phase out the
program at the national of the
state level.
• As the extension service departments
attached to training college,
universities and other educational
institutions are a very bad shape at
present it may be suggested that
these should become an integral part
of the training colleges and should not
maintain their separate entity. This
may also help easy conduct of
continuing education.
 Other Suggestions
• Well-Planned Programmes
• Expansion of ISET
• Cooperation of Various Agencies
• Role of Inspectors
• Qualified Resource Persons
• Follow-up Programmes
• Research
• Incentive to Teachers
• Subject Teachers’ Associations
• Subject Experts