Problems of Teacher Education in India

INTRODUCTION

Man is a social being. He is a necessary piece of society. The man is result of society where as society likewise relies on its people for its turn of events. Points and destinations of any general public can accomplished through the legitimate educations of its men. For a particularly educational framework, we require proficient teachers. It is notable saying that teacher is the public developer. To have the option to release a high obligation, it is extremely vital that the teacher should become aware of his job towards society. His act ought to demonstrate his endeavor to tackle his work appropriately. His character should reflect attributes of good citizenship, pride of the individual, rights and obligations and so on, so he might communicate something similar to the more youthful age. The above said realities express the critical need of teacher-education. Various observational examinations directed by friendly researchers have set up a solid relationship among's education and public turn of events; all append most extreme significance to education as a powerful instrument in lessening destitution by building a reasonable labor force equipped for contending in an undeniably cutthroat and worldwide economy (Jomtien, 1990, Delors, 1996, mdgs, 2012). The point of the current paper is to further develop the teacher education quality in India by zeroing in on the problems and related concerns.

In the past arrangement of education, teacher was in the vital job. Yet, in the new methodology the student possesses the focal point of the education

It is generally recognized that education is a powerful method for social recreation and by and large it offers answers for the problems a general public is confronted with. These problems might be financial, social, social, political, moral,

concern. Different problems in the method of teacher education are following: • Inadequacy of Pupil Teachers • Shallow Practice educating • Issue of oversight of educating • Insufficient in content of the Teaching Subject's • Information • Strategies for Teaching are inadequate in advancement • Isolation of Teacher Education Department • Helpless Academic Background of Student-Teachers • Inadequate in offices for student teacher • Absence of Regulations in Demand and Supply • Absence of offices for Professional Development • Deficient monetary awards • Tight Scope of Teacher Education • Absence of Culture-Specific Pedagogy

A ton of preparation and assets has been spent for working on the nature of teacher education. New advances have been presented in the field of education; still our teacher-education couldn't ascend to the normal level. It is missing behind some place in understanding its motivation. Its extension has widened and its destinations have become engaged during the last 35 years, however teacher education couldn't understand its goal completely. The school ought to outfit understudies with appropriate information and abilities that should be seen as understanding the truth through close to home insight and passionate responses with the encompassing universe of articles and explicit circumstances (Yang, 2004). Developing proof exhibits that, among every educational asset, teacher's capacities are particularly basic supporters of understudy's learning and thusly the accomplishment of a country to progress in its monetary, social and political circles (Darling – Hammond, 2006). Significantly, the teacher education and preparing organizations should take that are required and as far as the school settings that should be made to permit teachers to create and utilize what they know for their understudies.

Almost certainly that India faces today various problems relating to ignorance, destitution, joblessness, emergency of moral and otherworldly qualities. However, over the most recent couple of years each person, a parent, watchman, teacher, manager or country is worried about the issue of understudy distress is as under: The interest of understudies in exhibitions, strikes, parades, mass gatherings, walk outs, setting libraries ablaze, harming research centers and college properties, enjoying ragging like exercises nearby. These are the cross country issues arose out of understudies' agitation. Economic challenges: most of understudies come them can't accommodate their base necessities of life. Monetary torments have become because of the rising costs, propensities for squandering cash on extravagances. Understudies hold low maintenance occupations to pay for their educational costs and should split their consideration between a task and college profession. These are a portion of the reasons for understudies' agitation. It is extremely challenging to specify every one of the reasons for understudy distress as they cover a wide range of circles. • The understudy in current culture is including all the more seriously in friendly change. The cutting edge understudy is splitting away from the customs and limits, new culture and new reasoning – Gandhi-giri for Gandhi's way of thinking, Anna-giri for Anna Hajare's anticorruption mission is appearing on the grounds. • Glamour on the grounds reasonable or not for that reason our understudies are all set a limit. • The techno keen age of understudies has shown up and their expanded potential and yearning for techno based learning can't be ignored and hence, staying up with this new age students is arising as one of the main issues in Higher Education. • The idea of viable administration in Higher Education area should be totally developed to have the option to • The lackluster showing of the colleges in research-It has been seen that India shows helpless status in innovative work, research per million is only 194 which is extremely low contrasted with different nations. • Low use on Higher Education figures identified with use on advanced education isn't palatable. • Status of Higher Education in India Even however the Higher Education framework has many issues like: • Access to the advanced education framework is as yet limited to a little piece of the general public. • Low public consumption on Higher Education as level of GDP. • Large rustic metropolitan separation in access and • Shortage of staff and helpless framework • Are needed to be engaged in proposed activity plan in Higher Education in India.

India has a huge arrangement of education. There are almost 5.98 lakh grade schools, 76 lakh primary schools and 98 thousand high/higher optional schools in the country, around 1300 teacher education foundations for rudimentary teachers and almost 700 universities of education/college offices getting ready teachers for auxiliary and higher optional schools. Out of around 4.52 million teachers in the country almost 3 million are instructing at the essential/rudimentary level. A sizeable number of them are undeveloped or under-prepared. In specific areas, similar to the North-East, there are even uncle qualified teachers. All things considered the circumstance isn't extremely reassuring. In this situation it has been seen that teacher instructors are not expertly dedicated and generally speaking abilities of teachers come up short. The nature of preservice education has really given indications of weakening. This load of problems are firmly connected with expansion in unsatisfactory foundations of teacher education and there are various reports of gross misbehaviors; and the emotionally supportive network given by the State Councils of Educational Research and Training (SCERTs) and the University Departments of Education has been deficient and of the obligation of getting sorted out pre-administration and in-service programs as well as being the nodal asset habitats for rudimentary education at local level. In like manner, Colleges of Teacher Education (CTEs) and Institutions of Advanced Study in Education (TASEs) have been given the obligation of presenting developments in teacher education programs at the optional and higher auxiliary stages and in professional education. Albeit National Council for Teacher Education (NCTE) as a non-legal body has made a few strides as respects quality improvement in teacher education Its significant commitment was to get ready Teacher Education Curriculum Framework therefore; teacher education educational programs have seen many changes in teacher arrangement programs in different colleges and sheets in the country. During the last decade, new pushes have been presented because of fast changes in the educational, political, social and financial settings at the public and global levels. Educational plan recreation has likewise become basic in the light of some recognizable holes in teacher education.

Study strategy was utilized for the review. The review was bound to the attitude of the teachers from self-finance optional teacher's education preparing organizations of the state Jharkhand. Population: The number of inhabitants in the review was simply the whole money optional teacher education trade schools.

teachers from oneself money auxiliary teacher trade schools. Out of these 34 were male teachers and 30 were female teachers. Tools used: A self-stock apparatus was created and the instrument was intended for the teachers working at various self-finance optional teacher trade schools. The instrument comprises of 25 proclamations, secured with three point scale specifically Agree (A), Undecided (U), and Disagree (D) to demonstrate the degree of acknowledgment by the teachers. The rating scale comprises questions relating actual offices accessible, employer stability, work fulfillment, nature of arrangement, length of arrangement and so on The base and the most extreme scores of the attitude scale are 26 and 51 individually. Dependability and legitimacy of the apparatus was set up. Expressive factual measures like mean, middle, mode, range, t test were utilized.

The recurrence dissemination of information gathered from Teachers attitude scale are given in table-1. The illustrative insights were determined from this table. The Mean, Median, Mode and Standard Deviation of the recurrence table were observed to be 40.21, 40.10, 39.86 and 5.87 individually. The most extreme score acquired by the example in this test was 51, while the base score was 26 with a scope of 25. The coefficient of skewness is 0.0606, which shows that the appropriation is decidedly slanted. In this dispersion, the acquired worth of Kurtosis is 0.2515, which is under 0.263 for typical bend. This demonstrates that the dissemination is leptokurtic (topped), displayed in outline - 1. The mean scores on teachers attitude towards the problems looked by them is 40.21 which is not exactly the midpoint 50 (25 things x 2) on the rating scale. It very well may be presumed that the teachers' attitude is negative towards the presence level of optional teacher education Problems in Jharkhand; they have neither employer stability nor work fulfillment. Further to test the invalid speculation, attitude of the teachers corresponding to their Gender and stream were dissected and introduced in table-2 and table-3 individually.

is not exactly the table worth 2.66 at 0.01 degree of importance. Henceforth the invalid speculation H01 is acknowledged. We reason that there is no huge contrast between male teachers and female teachers corresponding to attitude towards the current teacher education preparing. The levels of opportunity is 62 for N1=34 and N2=30.

Further to test the invalid speculation H02, attitude of the teachers according to their stream were examined and introduced in table-3. The got t – esteem 2.79 which is more noteworthy than the table worth 2.66 at 0.01 degree of importance. Consequently the invalid theory H02 is dismissed. We presume that there is critical distinction between Arts stream teachers and Science stream teachers corresponding to attitude towards the current teacher education preparing. The levels of opportunity is 62 for N1=48 and N2=16.

• The attitude of the teachers is negative towards the current example of teacher education preparing. • They have neither professional stability nor work fulfillment. preparing. • There is no huge distinction between male teachers and female teachers corresponding to attitude towards the current teacher education preparing. • There is huge distinction between Arts stream teachers and Science stream teachers corresponding to attitude towards the current teacher education preparing.

Teacher and his education are extremely critical parts of any country. The education gives another shape to the individual and the country too. It is a notable saying that teacher is the country manufacturer. The nature of teacher education Problems should be up reviewed. Teacher education has not come up to the imperative guidelines. Teachers can't think basically and tackle the issue identified with showing techniques, content, association and so on teacher education Problems needs an extensive change and rebuilding educational program of teacher-education Problems should be updated by changing necessities of society.

[1] Goel D.R. and Chhaya Goel (2012). ―Teacher Education Scenario in India: Current Problems & Concerns‖, „MIER Journal of Educational Studies, Trends & Practices‟, Vol. 2, No. 2, pp. 231-242. [10] Naseem, S. and Anas, N.(2011). Problems Of teacher Education in India, International Referred Research Journal, 2, 19, 187-l88 April. [11] Mohanti, J. (1998). Modern Trend in Indian Education: Current Issues and Strategies in the context of NEP, New Delhi: Deep and Deep. [12] Ministry of Education (1952-53): ―Report of the Secondary Education Commission‖, New Delhi, Govt. Of India. [2] Gupta A.M. (1999). Educational Management. New Delhi: Bharat Prakashan. Publications. University News, 49(9). [3] Ministry of Education (1966). ―Education and National Development: Report of the Education Commission, 1964-66‖, (Kothari Commission Report), NCERT, New Delhi, Govt. of India. [5] Aggarwal, J.C. (1996). Essentials of Educational Technology. , New Delhi: Vikas Publishing House. [6] Sharma, G (2012) ‗ICTs‘ in Teacher Education, Review of Research, 1, 10, pp. 1-4, July. [7] Chobe, S.P., & Chobe, A. (2006). School Organization. Noida: Mayur Paperbex. [8] Ministry of Education (1966). ―Education and National Development: Report of the Education Commission, 1964-66‖, (Kothari Commission Report), NCERT, New Delhi, Govt. of India. [9] MHRD (1986), ―National Policy on Education‖, New Delhi, Govt. Of India.

Associate Professor, Teacher Education Department, AK College, Shikohabad