TEACHER EDUCATORS (TEs) ROLES AND FUNCTIONS IN THE EMERGING PARADIGM OF EDUCATION IN THE 21st CENTURY Chongtham Khogendra Singh
Trinity Teacher Training College, Manipur (India)
The paper is an attempt by the author to highlight the important roles played by the teacher educators in moulding and shaping the behaviour of prospective teachers who were responsible for giving quality education to the future citizens and their growth and development. The author has also discussed the issues related to teacher education and teacher educators as the background of the same. In order to realize the main objective of his study the author has analyzed the reports of various educational commissions and committees appointed by the government of India and has also reviewed some of the related literature available in the websites.
Key words: Roles and functions, Teacher Educators (TEs), Emerging Paradigm of Education, 21st century INTRODUCTION
Quality of learners depends on quality of teachers who constitute the backbone of the entire education system. Teachers have a vital role to play in character building of the students and also preparing them to succeed in their lives. This aspect of education cannot be more relevant than in 21st century, the age of globalisation and ICTs. Thus, it is crucial for teachers to be well-rounded and equipped with necessary expertise so that they can build required knowledge and skills in the students to enable them to succeed in a world of tremendous opportunities and challenges. The educational institutions are considered as an integral part of the society. However, University Education Commission (1948-49) stated “People in this country have been slow to recognize that education is a profession for which intensive preparation is necessary as it is in any other profession”. This concern expressed in the report is alive in its relevance even today. The Indian Education Commission (1964-66) professed, “The destiny of India is now being shaped in her classrooms”. National Policy on Education (NPE) 1986 has also emphasized “The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers”. Such exhortations are indeed an expression of the important role played by the teachers as transmitters, inspirers and promoters of man’s eternal quest for knowledge. Should this role expectation be not taken as rhetoric but as a goal to be constantly striven for, the urgency is to address ourselves seriously to examining the issues related to the preparation of teachers as well as to prune the theory and practice of teacher education (Siddiqui 2009). Teacher educators are responsible for producing quality teachers as their way of organizing theoretical framework; practical sessions and skills development programme affect the future teachers. The activities suggested during training are carried to the classroom teaching in the schools. Harvey (1993) and Atwood (2007) point out that Quality processes tend to focus on ‘core’ aspects of education such as learning-teaching and course organization. However, there are few research studies to provide concrete answer to the question whether teacher educators directly affect the teachers’ classrooms behaviour or management of activities in the schools. In this context, the roles and functions of teacher educators become significant and relevant. Until and unless there is a robust programme for developing teacher educators, teacher development is not possible. NCTE was established in 1993 by the Act of parliament to give professionalism to teacher preparation programme. Teacher educators are key actors in the space of quality education. In this regard (Snoek et al 2010) aptly remarked, “When the general consensus is that teachers are the most important in-school factor influencing the quality of their pupils’ learning, it seems appropriate to assume that teacher...
References: 1. Attwood, R., (2007, December 7) Social life on wish list. Times Higher Education Supplement, retrieved from www.timeshighereducation.co.uk/story.asp.
2. Harvey, L. (1993) Total student experience. In Harvey, L. (Ed.) Quality Assessment in Higher Education: Collected papers of QHE Project, pp. 101-116. University of Central England, Birmingham.
3. Smith, K. (2005) Teacher educators’ expertise: what do novice teachers and teacher educators say? In Teaching and Teacher Education, 21(2), 177-192.)
5. Koster, B., Brekelmans, M., Korthagen, F. A. J., & Wubbels, T. (2005) Quality requirements for teacher educators in Teaching and Teacher Education, 21(2), 157- 176.)
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