Recently major changes in the structure of Teacher Education (TE) in the country was introduced by the National Council of Teacher Education (NCTE). Lately it was reported in the Indian Express that the B.EI. ED programme is set to be replaced with a combined Teacher’s Education Programme.
It is a no-brainer that a teacher should have a deep understanding of her subject. But a good teacher is more than a repository of knowledge. She frequently relates the textbook content to real-world concerns. A good teacher absorbs the spirit of the subject, suggesting similar passions among her students. B.EI. ED, which trains teachers for grades 1 to 8 includes introductory courses on all primary school subjects. Trainee teachers study one subject in greater depth for grade 6,7 and 8.
Indian educationists are deeply concerned that despite consistent attendance, a significant number of primary school children do not learn to read, write or do arithmetic. To address this, they suggest that teaching practices should be based on essential principles of learning. One such principal is that, children with their previous knowledge, should actively relate any new information.
A teacher is, first and foremost an adult among children- an important presence in their lives. Children compete with their teachers and seek their attention. A good mathematics teacher with temper, teaches students fear not mathematics. Teachers impact the emotional conditions of children.
Making a good teacher is no quick-fix-task. A school teacher is professional, and becoming one needs encouragement. With reference to B.EI. ED stream, undergraduate program consisting of four years with each year a minimum of 200 working days recommended by NCTE and at least 36 hours of weekly study, with a minimum duration of 20 working weeks for school internships.
School teachers need to prepare well. The new TE programs proposed by NCTE sandwich teacher training and an undergraduate B. A/ B.Sc./ B. Com course within four years. This will definitely dilute the teacher training component. Changes in TE programs must have a rational basis.
The main Structural changes proposed by NCTE do not have any convincing justifications. However, they run counter to the existing wisdom about teacher education. With one policy fiat, the progressive ideas helped to build good TE programs in the country. Obviously, anyone concerned with school education will be worried.
