Pre school & School Principals, centre heads, councilor training, support staff, Parent education etc
Teacher education may be defined as "all formal and informal activities and experiences that help to qualify a person to assume the responsibility as a member of the educational profession or to discharge his responsibility most effectively Teacher's training basically refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitude, behavior and skills they require to perform their tasks effectively in the classroom, school or a wider community. Although ideally it should be conceived of, and organized as, a seamless continuum; teacher education is often divided into these stages:
• Initial teacher training / education (a pre-service course before entering the classroom as a fully responsible teacher)
• Induction (the process of providing training and support during the first few years of teaching or the first year in a particular school)
• Teacher development or continuing professional development (CPD) (an in-service process for practicing teachers).
There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training course' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the US, to 'Teacher Education’ (with its connotation of preparing staff for a professional role as a reflective practitioner).
In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often a first university degree), and then studies for a further period to gain an additional qualification in teaching; (in some systems this takes the form of a post-graduate degree, increasingly, this is a Masters).
In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a qualification as a teacher of that subject.
Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner.
In some developed countries, approximately one-third of new teachers come through alternative routes to teacher certification, affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. This also challenges teacher candidates' assumptions about the issues of gender, race, and multicultural diversity.
Teacher training in India, the teachers are fed in from both the government aided schools and from the private ones. Though the path the teacher training should follow is formally spelt out in terms of the syllabi and the courses required the quality of teachers depends on the school, area and the system followed.
In India, teacher salary is not related to the perceived quality of his or her work. Some organizations, however, have the systems to identify the 'best-performing' teachers, and increase their remuneration accordingly. Elsewhere, assessments of teacher performance may be undertaken with a view to identifying teachers' needs for additional training or development, or, in extreme cases, to identify those teachers that should be required to leave the profession. In some countries, teachers are required to re-apply periodically for their license to teach, and in doing so, to prove that they still have the requisite skills.
A sound training and monitoring system would produce a literate and understanding teacher which in turn shapes the lives of the students and the progress of the Nation.
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