CTET 2017 Study Notes:In-Service Education and Training of Teachers

CTET 2017 Study Notes: In-Service Education and Training of Teachers:

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NCF plays an important role in securing your success in teaching exams like CTET 2017 Exam, DSSSB 2017 Exam. Keeping in view the importance of NCF, today we are sharing a post on In-Service Education and Training of Teachers. Read the article for your sure success in upcoming CTET 2017 Exam. 

In-Service Education and Training of Teachers:

In-service education can play a significant role in the professional growth of teachers and function as an agent for change in school-related practices. It helps teachers gain confidence by engaging with their practices and reaffirming their experiences. It provides opportunities to engage with other teachers professionally and to update knowledge. The Education Commission (1964–66) recommended that in-service education for teachers should be organised by universities and teacher organisations to enable every teacher to receive two or three months of in-service education once in five years; that such programmes should be based on research inputs; that training institutions should work on a 12-month basis and organise programmes like refresher courses, seminars, workshops and summer institutes. The Report of the National Commission on Teachers (1983–85) mooted the idea of Teachers' Centres that could serve as meeting places, where talent could be pooled and teaching experiences shared. It suggested that teachers could go to centres of learning on study leave. The NPE (1986) linked in-service and pre-service teacher education on a continuum; it visualised the establishment of District Institutes of Education and Training (DIETs) in each district, upgradation of 250 colleges of education as Colleges of Teacher Education (CTEs), and establishment of 50 Institutes of Advanced Studies in Education (IASEs), and strengthening of the State Councils of Educational Research and Training (SCERTs). The Achar ya Ramamurthi Review Committee (1990) recommended that in-service and refresher courses should be related to the specific needs of teachers, and that evaluation and follow-up should be part of the scheme.

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In places where multigrade schools have been established in order to facilitate access to primary schooling, teachers need special training in managing such classrooms, which must be conducted by those who have experience in classroom management and organisation for these classes. Prescriptions on how to manage, without the support of appropriate materials, or guidance in planning units and topics, does little to assist teachers whose experience and imagination is completely oriented to the monograde setting. Instead of being merely told what to do, detailed unit planning exercises, along with direct practical experiences in places where multigrade class teaching practices have become established, and films depicting such situations, need to be used in training and for helping teachers overcome their lack of confidence.


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