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    This document discusses the preparation of professional teachers and organizing aspects of teacher preparation programs. It begins with definitions of key terms like profession, teaching, teacher, and teacher education. It then covers the characteristics of a teaching profession and the need to prepare professional teachers. The critical features of teacher professional development discussed are context, building on personal qualities, support, and research. Regulatory bodies that set standards for nursing education are also outlined. Finally, the document describes the objectives and stages of teacher education programs.

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    Professional Teacher Preparation

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    Subeena Gul
    406 views30 pages
    This document discusses the preparation of professional teachers and organizing aspects of teacher preparation programs. It begins with definitions of key terms like profession, teaching, teacher, and teacher education. It then covers the characteristics of a teaching profession and the need to prepare professional teachers. The critical features of teacher professional development discussed are context, building on personal qualities, support, and research. Regulatory bodies that set standards for nursing education are also outlined. Finally, the document describes the objectives and stages of teacher education programs.

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    This document discusses the preparation of professional teachers and organizing aspects of teacher preparation programs. It begins with definitions of key terms like profession, teaching, teacher, and teacher education. It then covers the characteristics of a teaching profession and the need to prepare professional teachers. The critical features of teacher professional development discussed are context, building on personal qualities, support, and research. Regulatory bodies that set standards for nursing education are also outlined. Finally, the document describes the objectives and stages of teacher education programs.

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    406 views30 pages

    Professional Teacher Preparation

    Uploaded by

    Subeena Gul
    This document discusses the preparation of professional teachers and organizing aspects of teacher preparation programs. It begins with definitions of key terms like profession, teaching, teacher, and teacher education. It then covers the characteristics of a teaching profession and the need to prepare professional teachers. The critical features of teacher professional development discussed are context, building on personal qualities, support, and research. Regulatory bodies that set standards for nursing education are also outlined. Finally, the document describes the objectives and stages of teacher education programs.

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    MADR-E-MEHERBAN INSTITUTE OF

    NURSING SCIENCES AND RESEARCH


    SKIMS SOURA

    WORKSHOP
    Theme: Evaluation Strategies in nursing
    education

    Topic: PREPARATION OF PROFESSIONAL TEACHERS


    ORGANIZING PROFESSIONAL ASPECTS OF TEACHER
    PREPARATION PROGRAMMES:

    Presented by : SUBEENA GUL

    MSc. Nursing 1st year

    speciality: OBG\GYN nursing


    If a boy is educated, an individual is educated
    If a girl is educated, whole community is educated
    PREPARATION OF
    PROFESSIONAL TEACHERS

    .
    INTRODUCTION

     Teaching is a distinctively human activity. It is imparting


    knowledge and the learning process, the means by which
    the student assimilates a share of it.
     Teaching is immediate mastery of particular knowledge or
    skill.
     It is concerned with growth and development of whole
    personality of the student-her mind, spirit, character and
    effective behavior.
     Teaching is mixture of an art and a science.
     Teaching is system of actions designed and integrated to
    bring about learning.
    DEFINITIONS

    PROFESSION:
     It is a vocation requiring advanced training and usually
    involving mental rather than manual work, as teaching,
    engineering, especially medicine, law or theology.
    -Webster, 1989
    TEACHING:
     “Teaching is an interaction process. Interaction means
    participation of both teacher and student and both are
    benefited by this. The interaction takes place for
    achieving desired objectives” – Flanders, 1970
    DEFINITION

    TEACHER:
    “the teacher is the most important element in any educational program. It
    is the teacher who is mainly responsible for implementation of the
    educational process at any stage”-NCTE
    TEACHER EDUCATION:
    “all the formal and non-formal activities and experiences that help to
    qualify a person to assume responsibilities of a member of the educational
    profession or to discharge his responsibilities more effectively”.
    -Goods Dictionary of education
    TEACHER PREPARATION:
    Refers to the policies and procedures designed to equip prospective
    teachers with the knowledge, attitudes, behaviors and skills they require
    to perform their tasks effectively in the classroom, school and the wider
    community.
    CHARACTERISTICS OF A TEACHING
    PROFESSION:

     It essentially involves an intellectual operation.


     It draws material from science.
     It possesses an educationally communicable technique.
     It tends towards self-organization.
     It essentially performs a social service.
     It involves a lengthy period of study and training.
     It has a high degree of autonomy.
     It is based upon a systematic body of knowledge.
     It has a common code of ethics.
     It generates in-service growth.
    Need for Preparing Professional
    Teachers
     The major goal of professional preparation of a teacher is
    to ensure that teachers are fully prepared in accordance
    with professional standards by providing research base and
    formal body of knowledge .
     The critical features of professional development of
    teacher are:
    Context

    Building on personal qualities of a


    teacher

    support

    Research
    CRITICAL FEATURES:
     Context:
    The existence of frames of references, such as professional standards and a
    knowledge base, is important in giving directions to the professional
    development of teacher educator.

     Building on the personal qualities of teacher educator:


    Personal qualities of teacher educator are important, such as will power to
    learn and interest in their subjects and in students. It is better if professional
    development builds on the existing knowledge and experience of teacher
    educators.

     Support:
    It is better to learn with and from support of colleagues, peer coaching,
    support from mentors of beginning teachers.
     Research:
    Carrying out research into one’s own practical appears to enhance the
    development of the professional role and the preparation of professional
    teacher.
    ROLE OF REGULATORY BODIES IN TEACHER
    EDUCATION PROGEAMME (IN NURSING)

    NATIONAL INTERNATIONAL
     Central govt.  International Council for
    Nurses (ICN)

     Indian nursing council


     American Nurses Association
    (ANA)
     State govt
     Canadian Nurses Association
    (CNA)
     TNAI

     National League for Nursing


     institutional laws (NLN)
    Vital Role of Regulatory Bodies
     Set and enforce standards for nursing education.
     To ensure the public's right to quality health care service.
     To support and assist professional members.
     Monitor and enforce standards of nursing practice.
     Set the requirements for registration of nursing
    professionals.
     Nursing regulatory bodies are responsible for the licensing of
    nurses within their respective state. The nursing regulatory
    bodies receive their authority from legislation.
    ORGANIZING PROFESSIONAL ASPECTS OF
    TEACHER PREPARATION PROGRAMMES:
    Teaching Education/Training

    • TEACHING SKILLS

    • PEDAGOGICAL
    THEORY
    • PROFESSIONAL SKILLS
    Teaching skills: include providing training and practice in the different
    techniques, approaches and strategies that would help the teachers to plan and
    impart instruction, provide appropriate reinforcement and conduct effective
    assessment. It includes effective classroom management skills, preparation and use
    of instructional materials and communication skills.

    Pedagogical theory: Pedagogical theory includes the philosophical, sociological


    and psychological considerations that would enable the teachers to have a sound
    basis for practicing the teaching skills in the classroom. The theory is stage
    specific and is based on the needs and requirements that are characteristic of that
    stage.

    Professional skills: It includes the techniques, strategies and approaches that


    would help teachers to grow in the profession and also work towards the growth of
    the profession. It includes soft skills, counselling skills, interpersonal skills,
    computer skills, information retrieving and management skills and above all
    lifelong learning skills.
    AIMS OF THE TEACHER
    EDUCATION PROGRAM

    Solid knowledge of a discipline

    Extensive practical experience


    The program seeks to develop pre-service teachers who:

     Are competent, caring and qualified educators.

     Are well prepared in their subject knowledge.

     Are able to implement 'best teaching practices' in their


    instruction.

     proficient readers, writers, listeners, and able to model


    expertise in these fundamental aspects of educational
    practice.

     Are knowledgeable about the impact of technology on


    education and how to use technology in an effective manner.
    OBJECTIVES OF TEACHER EDUCATION:

    Teacher education has to become more sensitive to the


    emerging demands from the school system. For this, it
    has to prepare teachers for a dual role of;
     Encouraging, supportive and human facilitator in
    teaching learning situations who enables learners
    (students) :
     to discover their talents,
     to realize their physical and intellectual potentialities
    to the fullest,
     to develop character and desirable social and human
    values
     to function as responsible citizens.
     OBJECTIVES ………..

     An active member of the group of persons


    who make conscious effort to contribute
    towards the process of renewal of school
    curriculum to maintain its relevance to the
    changing societal needs and personal needs
    of learners, keeping in view the experiences
    gained in the past and the concerns and
    imperatives that have emerged in the light
    of changing national development goals
    and educational priorities.
    STAGES OF TEACHER EDUCATION:

    Initial teacher training/education

    Induction

    Teacher development or continuing


    professional development
    1)Initial teacher training:
    Initialteacher education is also known as pre-service
    teacher education. It may be organised according to two
    basic models.
     ‘consecutive’ model, a teacher first obtains a qualification
    in one or more subjects (often an undergraduate bachelor’s
    degree), and then studies for a further period to gain an
    additional qualification in teaching (this may take the form
    of a post-baccalaureate credential or master’s degree).
    ‘concurrent’ model, a student simultaneously studies both
    one or more academic subjects, and the ways of teaching
    that subject, leading to a combined bachelor’s degree and
    teaching credential to qualify as a teacher of that subject.
    2) Induction phase:
     Induction phase is the process of providing training and
    support during the first few years of teaching or the first year
    in a particular school. Teaching involves the use of a wide
    body of knowledge about the subject being taught, and
    another set of knowledge about the most effective ways to
    teach that subject to different kinds of learner. Elements of
    such a programme can include:
    - Mentoring: The allocation to each beginning teacher of an
    experienced teacher, specifically trained as a mentor, the
    mentor may provide emotional and professional support and
    guidance.
    - A peer network: For mutual support but also for peer learning.
    - Input from educational experts e.g. to help the beginning
    teacher relate what she learned in college with classroom
    reality.
    3) Continuous professional development:
     Continuous professional development is an in-service process for
    practicing teachers. Continuous professional development is the
    process by which teachers reflect upon their competencies, keep them
    up to date, and develop them further. A growing research base
    suggests that to be most effective, continuous professional
    development activities should:
    - Be spread over time
    - Be collaborative
    - Use active learning
    - Be delivered to groups of teachers
    - Include periods of practice, coaching and follow up
    - Encourage experimentation
    - Respond to teacher needs.
     
    Different aspects of teaching
    programs:
    Curriculum Revision

    Professional Competence

    Professional Development

    Leadership Training

    Career Development
    DRAWBACKS OF TEACHER EDUCATION
     Poor standards with respect to resources for colleges of
    education.
     Unhealthy financial condition of the colleges of education.
     Incompetent teacher educators resulting in deficiency of
    scholars.
     Negative attitude of managements towards development of
    both human as well as material resources.
     Improper selection of the candidates (student teachers) to
    be admitted.
     Traditional curriculum and teaching methods of teaching in
    the teacher education program.
     Inadequate duration of the teacher programme.
     Haphazard and improper organization of teacher
    education.
     Unplanned and insufficient co-curricular activities.
    Suggestions for Improving
    Quality of Teacher Education
     Teacher education, like higher education and technical education
    must be the responsibility of the central government.
     Uniformity among teacher education institutions must be ensured
    and maintained in terms of curriculum, duration and timings of
    the program.
     Curriculum development on a continuing basis to keep pace with
    current trends.
     Government should look after the financial requirements of the
    institutions.
     Teacher educators must be well qualified and experienced with
    language proficiency.
     Institutes of low standards should be reformed or closed.
     Regular and rigorous inspection by NCTE should be done on
    a regular basis.
     Selection procedure must be improved and inter views,
    group discussions along with the common entrance test and
    marks should be introduced.
     More emphasis should be given to practice teaching till
    mastery is reached with appropriate feedback.
     The internship should be of sufficient time (six months) and
    student teachers must be exposed to the full functioning of
    the school.
     Evaluation in teacher education should be objective, reliable
    and valid.
     Research in teacher education should be encouraged.
    SUMMARY & CONCLUSION
     A professional teaching qualification does not make you a
    professional, in the true sense of the word. Belonging to a
    particular profession does not automatically guarantee that
    the service you provide is a professional one. Hence,
    teaching as a professional is a hard thing to do because it
    encompasses many roles to be done well. As a teacher, and
    a professional, you are likely to be judged by your words and
    actions. At all times, in your interactions with children,
    parents and members of public, practice self-restraint, self-
    control, and assertiveness in declaring that all you do, after
    all, is in the best interest of the children in your care.
    REFERENCES:

     Jaspreet Kaur Sodhi. Comprehensive Textbook of Nursing Education. 2017. New Delhi.
    Jaypee Brothers Medical Publishers (P) Ltd. First edition. Pg. no. 376-391.
     Sudha R: Principals and Concepts of Nursing education; 175-200
     Basheer. S. Text book of Nursing Education. 1 edition (2012). New Delhi: EMMESS
    Medical Publishers; p. 240-255.
     Basavanthapa BT, "Nursing Education" 2nd edition. JayPee Brothers Medical
    Publishers(P) LTD. Pg241-242.
     K.P.Neeraja, Textbook Of Nursing Education, 7th edition, Jaypee publication,Delhi.

     Teacher Education in India. Available from https


    ://shodhganga.inflibnet.ac.in/bitstream/10603/83326/8/08_chapter 1.pdf [cited 5 Mar
    2020]
     Teacher education in India. Amrita Roy. Available from
    https://www.slideshare.net/AMRITAROY26/teacher-education-in-india [cited 6 Mar
    2020]
     Dr. Mohit Dixit. TEACHER EDUCATION IN INDIA PROBLEMS AND
    SUGGESTIONS. - International Journal of Research (IJR) Vol-1, Issue-4, May 2014
    ISSN 2348-6848
     Elakkuvana Bhaskara Raj.D, "Text Book of Nursing Education" 1st edition. Pg373-374
    EVALUATION:

     Name the three stages of TEP.


     What are the critical features of TEP.
      THANK YOU

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