TEACHER EDUCATION AS A PROFESSION

This field was seen as a pious service and important social work in ancient times, but in the modern
times it is considered as a profession where the teachers is providing education in lieu of money.
Therefore, it took the form of an occupation in the modern period and the teachers took the salary
in return for it. It has been accepted as a profession as has been consented by the University grants
Commission. Later, teaching was also accepted as a profession by the National Council of Teacher
Education, and for this, the need for qualitative improvement and upgradation was emphasized.

In fact, in a profession, attention is given to some basic facts which are related to minimum skill
competence, commitment and practical performance. In the absence of these, a person can neither
succeed economically in a profession nor can be certified to be profession in terms of quality.
Profession leads to self-reliance as well as strengthening the person financially, but for this there is
also the inevitability of maintaining continuity of professional practice.

Without practice, there is no attainment of efficiency in any profession, nor is it possible to upgrade
in commitment and performance.
For example, a physician can achieve social and economic prestige through medical practice with
professional efficiency and performance, or an engineer or chartered accountant may be able to do
so, but a teacher does not find themselves competent enough can`t do so. The teacher is obliged to
serve either in a school or in a coaching institute. As a result, the art or skill of doing jobs increases
in them, but the standard level of professional efficiency, commitment and performance is never
attained.

Therefore, till date teaching has not got the standard of profession fully, even though acceptance
has been given for this. Secondly, teaching has not been able to get social reputation as a complete
profession till date. This is the reason that a medical teacher is given 'non-practicing allowance' from
educational institutions, but no such arrangement is made for a teacher or teacher educator. Above
all, they have been banned from taking classes in tuition or coaching centres.

Profession teacher preparation

For the purpose of quality upgradation in the field of teacher education competence and
commitment and teacher performance is considered necessary by National Council for Teacher
Education. The Council gave approval to the recommendation of Prof R H Dave committee regarding
the minimum level of learning at primary level to improve the quality, in the field of teacher
education. As a result of the expansion in the field of science and information technology, the world
is being seen as a global village and thus the work, role and responsibility of teachers are increasing.
After the approval of the Sarva Shiksha Abhiyan, the increase in the number of students is bound to
happen. This expansion must also affect the level of quality teaching.

Characteristics of competent and committed teacher

The Council has made meaningful effort in this regard to highlight thematic rights as well as many
other competencies and commitment areas for teachers, keeping in mind the need to establish
social justice and equity in Indian social scene

It is been clarified in this context that a skilled and committed teacher can be a person

1. who is popular among the students, could work as their partner and is praised and respected
by the community.
 2. One who has modest behaviour and has confidence in the contribution towards nation
building.
3. He should be aware of the explosion in knowledge and population and significant increase in
education.
4. Be aware of processing the updated information through appropriate sources and
processing them according to teaching-learning array.
5. With the changing times, be alert to the renewal of your teaching approach and methods,
technique and technical knowledge.
6. One who believes that he can achieve professional upgradation through self-directed
education.
7. One who is a role model for his students
8. One who is capable to interact with all those who can help in enhancing the institutional
skills, in order to ensure the role of education as an agency of socialization, and who is
capable to contribute towards educational progress, affiliation and utility.

From these traits, it is clear that a modern teacher is a person who is not only the best teacher of his
subject, but who is also innovative, thought-oriented, socializing, professionally competent, efficient,
tactful self-confident as well self-reliant. The preparation of such qualified teachers through the
Teacher Education Program is a challenging task.

Talking about the emerging educational and social scene, the Council stated in its document that
often in the absence of special efforts for quality control, quantitative growth reduces the qualitative
level as the ratio of workload, work-limit and responsibility is increasing and there is no upgrading in
facilities, resources and planning.

This is the reason that the National Education Policy (1986) talked about determining the minimum
learning level for the learner for each level of school education.

It can be possible to increase the quality in the educational sector only by providing equal
educational opportunities and justice.

Also, it is necessary to make efficient textual materials.

Efficient textbook, guide book, etc. need to be produced for every educational level. Such efforts
have been made in the fields of language, mathematics and social studies from class 1 to 5. The
need for a suitable guidance program has been approved not only for teachers but also for teacher
educators and educational administrators and employers.

Corrective learning planning can be another measure and identifying areas of core competence and
commitment, considered indispensable for teacher preparation, universal education,
communication revolution and the use of modern approaches may be considered practical.

Acknowledging the challenges of educational and social visual change with strong determination,
understanding and confidence, this effort has begun in 1978 with the creation of a curriculum
format for teacher education by the Council.

Also, the recommendation of a two-year primary teacher education program for persons for higher
secondary educational qualifications was a meaningful step towards up gradation of all prospective
teachers of 5.9 lakh primary schools.
to be central and quality Another achievement was the establishment of district education and
training institutions as resource centres. These institutions can prove control in terms of teacher
preparation, training material creation, curriculum development and program management.

B. Ed. Other major efforts like primary education, four-year integrated curriculum, collective
guidance for serving teachers, Shiksha karmi Yojana in states like Madhya Pradesh, Lok-Jumbish
scheme in Rajasthan, Promotion of Primary and Elementary Education, etc. were made. Efforts were
made through these various schemes to achieve the requisite skills, new assessment system
identification and the ability to demonstrate the skills required to meet the new responsibilities, in
order to manage the Inputs of the new teachers

. While acknowledging the indispensability of giving a place in the field of teacher education to the
need-based program for teacher preparation in terms of profession, the Council clarified As a
profession, comprehensive education training related to areas related to low skill and commitment
areas is indispensable for this.

Key competence areas are

1) Contextual,

(2) Conceptual efficiency

(3) Subjective efficiency.

(4) Transactional.

(5) Other Educational Activities.

(6) Teaching learning materials,

(7) Management,

(8) Parent-cum-working skills,

(9) Community and other agencies working with Community and Other Agencies)

1.Contextual Competencies

This is a key competence dimension in which it is emphasized that until we are well acquainted with
the textual reference points, we cannot understand it properly,

For example, only in the context of various socio-economic circumstances can an event or behaviour
be justified or unfair. Therefore, it is very important for teachers to have clear information or
understanding about the social, economic, cultural language and religious context, which can be
tried to clarify any facts or events etc. in the context of reference points.

With the change in the context of country, time, characters etc., it is natural to see a change in the
meaning and importance of facts. For example. At a time when there is a decrease in the
population of a country, it is not fatal to have a large family size, but it can never be appropriate to
give recognition to a large family, given the current population and mass density of the country.

The understanding of social justice, diversified community organizations and equity, the need for
equal educational opportunity, etc. is also inherent under contextual efficiency. To understand the
republic of India and the democratic basis, it is unavoidable to know about these reference point.
There has to be awareness about social heterogeneity, regional diversity and deterrent elements of
education, etc. and fourthly, it contains elements related to keeping information about different
developmental processes, such as urbanization, unemployment, value creation, political mobility, In
the absence of knowledge about emerging challenges related to scientific and technological
development, modernization and emerging change, westernization and globalization, it can be
difficult to explain any socio-economic-cultural change and educational implications. This is the
reason that contextual proficiency has been given an important and primary place for a modern
teacher.

2.Conceptual competencies

On the one hand it is necessary for a teacher to be familiar with the concepts of education studies
and learning, while on the other hand it is considered necessary to be aware of the impact of various
socio-economic-cultural factors on them. It is only possible to present the course effectively or
conduct practical work after knowing what are the requirements of the learners for physical, mental
and cultural development and what are their developmental characteristics. Mere attainment of
proficiency about curriculum concepts is not enough but at the same time proficient in teaching
methodological concepts are important.

The concept is the basis on which it is possible to make a meaningful effort to establish and develop
learning - if there is no knowledge about the elementary operations of mathematics, then a child will
never go ahead in carrying out higher mathematical operations. Without properly understanding the
basic concepts of the subject of geography, a student cannot understand the complex conceptual
and thematic facts of the future properly.

There is difficulty in understanding the concept of economic landscape without understanding the
concept of natural landscape. This is the reason that it is important for the teachers to have
conceptual competence.

3.Content competencies

It became as inevitable for any teacher to gain mastery in content in his or her subject matter just as
it is for a ritualistic Brahmin to know his mantras. They have to analyse the syllabus prior to teaching
and prepare it in a sequence in which the syllabus has to be taught and they also need to clarify the
mutual correlations so that the student is able to get the correct information about relationships

Knowledge of learning interval can be possible only when the teacher has mastery in the subject at
the same time, he can also make meaningful efforts for remedial teaching. It is no longer difficult to
make learning a joyous process for those who have knowledge of the subject. To clarify any fact,
which type of teaching aids can prove more useful This person can decide who is proficient in the
subject.

There is no doubt that only the teacher with mastery in the subject can succeed in both group or
individual learning situations. This is the reason that the teachers are asked to look at the text book
as well as the reference books and mention them in the lesson plan while preparing the lesson plan
so that they are able to see all the elements of the teaching subject and Change To become well
acquainted with the changes etc.

4.Transactional competencies

Teaching cannot be accomplished only by mastery in subject because the basic task of a teacher is to
transfer the knowledge. This is to make lesson planning practical and to assess achievement levels.
For this, introduction of socially oriented concepts along with many psychological and management
related rules and principles becomes indispensable for a skilled teacher. In the absence of in-depth
knowledge in the communication process, more of the communication gap in the teaching method is
natural. Acharya Ramamurthy Commission (19921 Report) has consistently held the lack of teaching
practice as reason for the inefficiency in this skill. In the absence of continuous assessment and
corrective teaching, it is not possible to overcome the deficiencies in the curriculum transmission.

For this, it is necessary to have proficiency in the use of different technique and methodologies so
that all the learners do not need to be learn by a single method. In particular, there is a possibility
that that teacher-oriented learning methods have more learning and communication gaps. whereas
in the field of action-oriented activities (regional excursion, inspection, storytelling, practical work,
etc.) it is found to be relatively less frequent.

5.Competencies related to other educational activities

While more emphasis has been given to curricular activities in earlier mentioned competencies
through which cognitive development is possible, but for emotional and psycho-emotional
development, extracurricular activities need to be given attention.

For the development of value, we consider non-curricular activities more practical than the
curricular activities as the value can be learn more meaningfully through imitation. It is a behaviour
dependent process.

By Celebration of various national and social festivals and events, through the application of
community work task (eg village cleaning, donation of labour, tour, social work, direct contact with
social service creators, etc.) and organizing daily prayers, meetings, deliberations etc, The learner
can receive many emotional training on his own. For these programs, there is a need to have
planning and organizing skills etc.

6.Competencies to Develop Teaching - learning materials.

For Effective teaching, according to the learning situation, requires a number of teaching learning
materials. The teacher should be proficient and skilled in the art of preparing those materials
themselves so that it is possible to give effective form of teaching even in the event of their
unavailability.

Self-study materials are needed to increase classroom interaction. It is also possible to sustain the
impact of learning by using modern technical learning materials (such as audio-visual or non-visual
tapes, slides and transparencies-based computer tools, multi-media, etc.).

This may be possible when the teacher is familiar with them and are proficient in using them in
classroom situations as and when required. It is also considered necessary to have information
about Enrichment materials, corrective educational tools etc. so that it is possible for the teacher to
ensure their use as required during the teaching period.

It may also be useful for them to use local and community resources. Therefore, through this
competence it may be possible to enable teachers to act as modern and efficient communicators
who will be able to successfully educate more and more learners in the shortest possible time.

7.Evaluation based competencies

Since evaluation is considered to be an integral part of teaching, so no teacher can achieve the level
of competence in the absence of evaluation.
The Current education system promotes deficiencies and phobia of learning however evaluation is
intended to clarify the extent of proficiency in learning and to encourage efficiency or anticipatory
learning. Students cannot be classified in groups on the basis of achievement and there is no
justification of passing score (33 or 36 percentage points) As there is no system of feedback
dependent learning, upgradation in the examination system, it is far from assessment.

In the classroom, in the absence of continuous and diagnostic evaluation, learning-related

shortcomings are not possible to overcome. In the field of teacher education, second or third class
certification is issued which has no justification. It is not important to evaluate teaching learning only
on the basis of questions. Both periodical assessment and comprehensive evaluation are needed
today, but more attention and importance needs to be given to the first so that the opportunistic
impact does not completely and always affect the achievement level. (illness, Learning disruption,
other programs, etc.) It is necessary for a skilled teacher or teacher to have a special introduction to
various methods and techniques of modern measurement and evaluation so that they have the
ability to handle useful approaches as per the requirement.

8.Management Competencies

For good and effective teaching, the teacher requires a great deal of skill in classroom administration
and management skills. They are also required to use management skills in organizing various
academic and non-curricular programs. Along with group teaching, the teacher also has to be able to
guide, which is often related to management.

For this, it is considered necessary to teachers to have special knowledge about group mentality,
group dynamics, personal instincts, aptitude and interest and ambitions.

A skilled management teacher can develop social responsibility and service-mindedness by engaging
and motivating students studying in any level of the classroom in a collective activity, while in
contrast, the teacher's work is only limited to classroom teaching.

Today, in the modern era, a teacher is always told to be ready to face continuous increase in
responsibility and scope of work along with Teaching and in a situation where efficiency and
commitment are being given importance. It is necessary that through teacher education program,
teaching training about management skills in future, along with teaching skills, must be provided.

8.Competencies Related to working with Parents.

This skill, has been considered more essential for the early elementary education level by the council
as the possibility of drop outs and abandonment is more at this level, but still at other levels, this
skill can prove useful for a skilled teacher in establishing the relationship with the community and
society.

Even today, the parent is neither aware of learning nor is particularly interested in regularity,
timeliness, cooperation and conduct improvement in learning. Since most of the time learners are
controlled by their parents or guardians at home. Therefore, in the absence of their active
cooperation, upgradation of learning outcomes can never be possible through a single teacher
effort.

In a survey, it was found that even today the parents of primary level learners in Varanasi are at
below average level of awareness towards the environment. In such a situation it cannot be
expected that their children will be able to have more environmental consciousness. It will be the
special responsibility of the teachers to make meaningful efforts to make the parents and guardian
community aware of the socially beneficial topics, if there is a need for educational upgradation. For
this, they must acquire skills in parent-co-working skills.

9.Competencies Related to Working with Community and Other Agencies

In order to enrich the school resources and to improve the situation, it will be necessary to enlist the
help of community and other allied or co-operative organizations in the coming days.

In the colonial period, education and teachers were arranged to keep them away from the
community and society so that it could be possible to establish English language in the educated
class. This newly educated class should be away from the traditional Indian society and near to the
foreign rule. This was their wish, but today the situation has changed.

Today, education is a means of fulfilling social needs and aspirations.

Therefore, if the teacher / teacher is not skilled in establishing close contact between society and
education and schools. If the community resources are not able to be used for the school and the
community is not going to give importance to the construction of the community, then it may not be
possible to reduce this distance and they may also find it difficult to attain social prestige.

Caste - Sub-caste culture, aspirations, literacy and awareness level. Community structure. All the
information like personality with important social status, resource availability etc. are the
ingredients of social circle. Only a skilled teacher / teacher may be able to present it. For this,
behavioural efficiency and communication efficiency have a special role.

Commitment Areas:

For modern-day teacher preparation efforts were made by the Council to point out several areas of
commitment as well as competencies in its documentation -Competency Based and In Commitment
Oriented Teacher Education for Quality School Education.

Five key commitment areas, such as the learner, society, profession, excellence, and basic values.

These commitments should be in the teachers of the society for cohesion so that it is possible to free
the society from stress, problems etc. This is an area related to the emotional side. If the learners
are to be taught about tolerance, patience, thoughtfulness, faith, good conduct etc. then compliance
of these commitments is not only inevitable but also unavoidable.

Commitment to the Learner:

The character and personality of teachers has a direct impact on the mind and mind of the learners.
Learning attitude is created in the school and it is possible only if the learner feels that learning is an
enjoyable and useful experience rather than an annoying one.

Only teachers / teachers committed to the learners can make learning simple and interesting, who
not only has love for their subject matter but they love their learner also.

If he shows tolerance for their errors, is ready to ensure their progress, is able to set the paradigm
for developing human values and is successful in displaying fellow feeling towards them Learning can
be an interesting process, not a burden.

It is only the teacher's emotional stability that can be able to provide motivation for self-control.
Therefore, the teacher has to try as an introspection in the context of self-behaviour so that the
student can learn a lot from them indirectly due to being imitation. Therefore, in the absence of
commitment to the learner, it may not be possible to do the teaching work effectively because in
such a situation their behaviour and conduct itself is not exemplary.

Commitment to the Society:

commitment to society in order to achieve success in teaching cannot be denied. A person has some
responsibility towards the society in which the person resides. Therefore, irrespective of the learner
from any social class, it is the responsibility of the teacher to provide equal educational
opportunities to all. It is their duty to provide special opportunities to the socially degenerate
students and not to despise them.

Just as commitment to the learners can motivate teachers / teachers, in the same way, they can also
be respected by members of society and community by demonstrating commitment to society.

Literacy cooperation, awareness development, encouragement and learning support, social

participation, communicating the urge among the non-destitute sections of education, etc. are many
such works through which they can become respectable by showing self-commitment towards the
society. It becomes the responsibility of teacher education institutions to teach this skill.

Commitment to the Profession

If a teacher is proud of his profession (teaching) and is desirous for professional development, then
he can definitely show his commitment in this direction. Often due to unemployment it is not
possible to accept teaching as a profession. If he is not able to accept himself as the real nation-
builder, then lack of commitment is possible.

Neither nation leaders nor administrative officials are capable of preparing future generations. No
matter how big an officer is, he has to go to a teacher or teachers in the school for the education of
his son or daughter. If he wants, he can develop his character and his personality, or if he wants, he
can even spoil it.aThe person who has this right is indeed the creator of the nation, even if the
society or the nation is unable to provide proper dignity to him.

A committed teacher always abides by his professional ethics and duty, whether he or she receive
social redemption or not. What and how much society or nation can give to a person who is capable
to teach a human being to become a noble man by preventing him from becoming a demon? It is
said that no one can determine the value of learning. Similarly, it is not possible for any billionaire to
give teacher's profession an appropriate redemption.

Even by not giving any formal education, a teacher may be able to direct the life of his students
through his ideal character and good behaviour, which no other person of another profession can
give .

This knowledge can generate an inner commitment towards their profession. Respect for
colleagues, constant positive efforts for profession prosperity, simple living, sweet behavior and
value-driven behavior, compliance with profession dignities and ability to work without getting
affected from inferiority complex and social neglectful attitude is the basis for commitment.
Therefore, providing appropriate teaching and training about it is an indispensable part of the
modern teacher education program
Commitment to Attain Excellence for Professional Actions

To develop this commitment –

the undying urge to attain knowledge,

the desire to achieve work efficiency,

the unwavering aspiration for superior performance,

Continuous efforts to achieve efficiency in the transfer of Knowledge,

and more and more the unstated urge for good teaching, etc., can be a positive factor.

Through pre-service and in-service teacher education programs, if it is possible to develop these
qualities in the teacher , then there is no reason why a teacher could not ensure the attainment of
success through teaching practice.The desire to excel in profession activities may be able to establish
a committed teacher or teacher in society.

Commitment to Basic Values

This is also a very important commitment area, because today, erosion and degradation of values
are being seen everywhere in life and society. Integrity, honesty, cooperation, affection and love,
objectivity, regularity, punctuality, service spirit etc. are such basic life values, in the absence of
which a person cannot make his character respectable.

These values are indirectly passed on to the future teachers through teacher education programmes.
Today it has become necessary to make efforts to establish them in the hearts of teachers. The role
of teacher can become exemplary for the students in following these values.

They may be able to change their behaviour through imitation either knowingly or ignorantly. Values
should be established as an inseparable part of his character. If teachers are given value-related
education at both the pre-service or in-service level through value-dependent activities, then they
can definitely provide guidelines in this direction to their students.

TEACHER PERFORMANCE

Evaluation of teacher role performance

A teacher has to perform various roles in order to function successfully. Many important role
performance areas have been identified by the National Council for Teacher Education, in which
teachers / teachers of both prospective and serving classes can be made equally proficient by
arranging appropriate teaching-training.

Classroom performance

Teaching is the first and foremost role area for attaining career skills. Providing education to
the children is the fundamental responsibility of the teacher, they must demonstrate the
best performance in this role. The skills required for this include practical knowledge and
experience, skill acquisition, familiarity with the knowledge transfer approach and formation
of positive attitude, etc., as well as knowledge of assessment and management strategies is
considered essential. Therefore, providing in-depth teaching-training about each and every
aspect of the classroom role becomes an integral part of the required education
programme. Only a successful class teacher / teacher can be successful in other
performances.

School Level Performance

This is the second performance area. Along with direct teaching, a teacher has to assume
the responsibility of indirect teaching in many ways. Organizing learning centered social
activities is one of them. Similarly, organizing festivals and rituals, management of sports
and educational inspections, school community activities, such as prayer or meeting,
organizing seminars, scouts, guides and first aid program management etc. are also other
school level programs in which they are executed equally efficiently. A teacher can show his
organization and management skills. Educational activities and community activities also
come under this category.

Out-of-School Performance Related to Educational Activities:

Under this category those activities come , which are organized outside the school premises.
Of course, the importance of these activities for the all-round development of the students
is unacceptable. Organizing field trips and educational trips, community co-operation,
identification of resources available in the community and interchangeable use with school
resources, labour, social service programs etc. are the main activities in this category.
Of course, the purpose of organizing these programs is to bridge the gap between the school
and the society and the community along with the socialization of the learners.
If the teaching-training for organizing, managing and successful management of these
activities is not provided through pre-service teacher education programs, then surely the
future teachers may lag behind in achieving success in this field.
Through this, transparency in leadership abilities, social utilization of leisure time and
resource generation skills is also achieved.

Parent related performance

All those performances have been kept in this category, which are related to establishing
contact with the parents of the students. Often this performance efficiency has more
meaningful use and importance at the primary and elementary level. Through this, it
becomes possible for the teacher to diagnose the learning problems and organize regular
study. Without getting the support of parents, it is often not possible to overcome these
difficulties only by the teacher.
At the primary level where the problem of wastage and stagnation is still prevalent today .
This performance skill is of utmost importance to the teacher.
Bringing parents into confidence, making them aware of educational problems, explaining
the importance of education and clarifying the need for its continuity, etc. is the
responsibility of a modern teacher.
This is the reason that almost every best school has regular parent-teacher committee
meetings. In this direction through teacher education, it is imperative to arrange meaningful
teaching-training at every level so that it is possible for the teachers to provide adequate
educational guidance to both the student and the parents.
Community related performance

This is the last area of performance. Along with compulsory elementary education, working
with various agencies of the community must be the responsibility of the teacher to be
included in the scope of work.
Similarly, at the higher level also, the obligation to run the schools properly with the help of
non-governmental community organizations will gradually come.
Resource generation, interaction oriented education, social education and service, education
of group behavior and mentality are such dimensions, related to which it will be necessary
for the school to have a partnership with the community for education and training.
Therefore, , if proper teaching-training arrangements are not made for this performance
area through teacher education programs at the pre-service level as well as at the in-service
level, then this program is likely to remain incomplete.