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Quality of Teacher Education in West Bengal International Journal of Peace, Education and Development Citation: IJPED: 5(2): 49-56, December 2017 ©2017 Renu Publishers. All rights reserved DOI: 10.5958/2454-9525.2017.00010.5 Quality of Teacher Education in West Bengal Lokanath Mishra1 and Md. Abdul Malik2* 1Department of Education, Mizoram University, Aizawl, Mizoram 796004, India 2Research Scholar, Singhania, University, Rajasthan, India *Corresponding author: [email protected] The quality and character of our schools largely passive classroom entity carrying out dictates from depends on its teachers. The teachers in turn, remote authorities who prescribe that they should strongly reflect the strengths and shortcomings teach for students’ examination performance. In the of the colleges that select and provide initial altered circumstances, the teacher has to share a preparation to them. If school must change to meet much larger responsibility of active and intelligent the challenges of this century, the education of our participation in the educational process. The teachers must change as well. Various committees Constitution (Eighty-Sixth Amendment) Act, 2002 and commissions stressed the need of a quality made 15 education for children between the ages teacher education programme from time to time. of 6-14 years a fundamental right and compulsory It has been realised that whatever is the change or (Government of India, 2002) and the right of children progress we want to bring in to our children, it has to for free and compulsory education act 2009 made be reflected on the teacher preparation programmes the mandate for free and compulsory education since the teacher education programmes prepare for all children of the age of six to fourteen years quality teachers for the present and future (Ministry of Law and Justice, 2009). generations. Indian Education Commission, These constitutional amendments may help to popularly known as Kothari Commission (1964- improve the admission rate of children to schools. 66), in their Report of the Education Commission Certainly the school system of the country would (REC) pointed out that the important aspect of the be in demand of more and more responsible and teacher education programme is to develop in the qualified teachers. The launch of Sarva Shiksha students (student teachers) insight, understanding, Abhyan (SSA) in 2002 and the recent financial capacity to learn and resourcefulness (Report of commitment and the educational cess to augment the Education Commission, 1966). Chattopadhyay the mission of Universalisation of Elementary Commission (1983-85) noted that “if school teachers Education (UEE) points towards the preparation of are expected to bring about revolution in their teachers who are adequate to address the growing approach to teaching…that same revolution demand for quality education. After achieving the must precede and find a place in the colleges of targets of UEE we are planning to move ahead with education”. Inadequate programmes of teacher Universalisation of Secondary Education (USE). A preparation lead to unsatisfactory quality of committee of Central Advisory Board of Education learning in schools (Yashpal Committee Report, (CABE) on Universalisation of Secondary Education 1993). Teachers now cannot afford to remain a have already submitted an interim report in 2005 Mishra and Malik to the Ministry of Human Resources Development courses. Most of the teacher education programmes (MHRD). The report mentions quality as one fail to provide space for student teachers to reflect among the major challenges of secondary education on their own experiences and assumptions as part (Expansion of secondary education, 2007). of class room discourse and enquiry (NCF, 2005). According to the Government of India estimates Student teachers should have a clear understanding while 82 per cent of the 20 crore children of the of the objectives and implications of the syllabus of 5-14 age group were in school as per enrolment the schools. During teacher education programme, figures, almost about 50 per cent of them drop out the student teachers should develop the necessary before completing class VIII (National Curriculum insights for developing the concepts in the school Framework for Teacher Education [NCFTE], 2009). syllabus in a way that is meaningful to the children This finding stresses the role of a teacher as a person (Report of the Education Commission, 1966). The who not only can teach but can also understand the CFTE, 2006 mentioned that the present system of students and the community of parents. A good evaluation of teacher trainees is not at all sufficient. teacher can make them realise the worth of education It has been pointed out that the evaluation system and can keep the children regular to school. is more concerned about the rituals that govern Curriculum Framework for Teacher Education most of the theoretical and practical components (CFTE) 2006 aptly mentioned that “the education of of teacher education programmes. This is because teachers not only facilitates improvement of school learning is considered as tangible outcomes which education by preparing professionally competent are assumed to be linearly and simplistically related teachers, but also function as a bridge between to predetermine objectives. The assessment pattern schooling and higher education” (p. 11), while of teacher trainees emphasises on quantitative discussing the need to enhance the professional aspects rather than estimating the qualitative identity of school teachers. It is a common notion development of a trainee teacher (CFTE, 2006). If that at present, teaching is the most unattractive the teaching performance of a trainee teacher is profession and teachers no longer occupy an assessed in terms of marks, it could serve the limited honourable position in the society. A ‘good’ teacher purpose of passing the examination but cannot help is always respected and dignified. The ‘goodness’ is to make an analytical statement about the trainee’s nothing but the quality of teachers. Any profession developing capacities as a teacher. can become unattractive and people may dishonour An overhauling of the present teacher education professionals, if they lack good credentials. This programme has become the need of the hour. holds well in case of teachers too. To assure the quality of the final outcomes from The teacher education programmes should be a teacher education institution, great care to competency as well as performance based. Even be taken right from the admission of teacher if subject matter competency is there, presentation aspirants till their final evaluation. Mere mastery of competency has to be inculcated. Performance over school subjects may not be sufficient for a depends on one’s qualification, aptitude, interest teacher whose aim is the all-round development and attitude. Commitment is yet another important of an individual. The teacher should know their aspect. If we want to get quality teachers, the quality students’ backgrounds, cultures, interests, strengths of teacher education programmes also should be and weaknesses, aptitudes and skills along with the very high. The NCF, 2005 observed that the teacher ability to apply the psychological and sociological education programmes must have provision for 17 theories and principles in the classroom with processes of reflection and insight to challenge a view to give students a meaningful learning certain wrong beliefs. Teachers have to keep their experience. The CABE committee report (2005) personal beliefs and assumptions about learning identified that the success rate of students in the and learners aside. They have to follow meticulously board examination (X standard) is less than 40%. what they have been ‘taught’ through methodology PRINT ISSN: 2321-9807 50 ONLINE ISSN: 2454-9525 Quality of Teacher Education in West Bengal Improving the quality of schooling is considered (37) and Karnataka (48) are also having a respectable as the key to overcome this issue. Since teachers number of M.Ed. colleges. Tamil Nadu with 143 are the most important component of quality colleges stands tall in this ‘competition’. 18 Our schooling, it will be necessary to continuously common sense will not permit us to think that this upgrade the quality of teachers through various proliferation is happening because of the keenness in-service and pre-service programmes (The to provide quality teachers and teacher educators CABE committee report 2005). Within the last two to the country. decades drastic changes took place in the teacher The picture will be clear if we look in to the education scenario. Along with government teacher enrolment rate of students to these B.Ed. colleges education colleges, universities also started teacher at present. Many of the colleges started recently education programmes. Then private organisations had vacant seats (Teacher Educators, personal with funding from government (aided) also came communication, 2007-10) during last academic in to teacher education scenario and finally self- year. We cannot expect that all these institutions financing teacher education institutions were started are working to provide quality teacher education. and now the foremost role in teacher preparation Purely business minded institutions may also be programmes is played by self-financing institutions. there in this bulk, instead imparting quality, they There exists a great regional disparity in the may concern only about quantity. Quantitative provision for secondary teacher
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