In-service Education B.Ed. 2015-16

M.VijayalakshmiAssistant 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• AgenciesNCERTUGC University Departments of EducationRegional colleges of Education Professional

Organizations of TeachersA 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