TEACHER EDUCATION IN MADHYA PRADESH
Asha Shukla
INTRODUCTION
The State of Madhya
Pradesh (M.P.) came into existence on 1st Nov, 1956 as a result of the merging together
of the erstwhile States of Madhya Bharat, Vindhya
Pradesh and
M. Ed. Course
RIE Bhopal provides
M.Ed. (Elementary)
course that prepares teachers educators for the teacher training
institutes at elementary level. Its
duration is one academic session (in two semesters) covering Principles and
Problems of Elementary Education, Psychology of Elementary School Learners,
Methods of Educational Research, Statistics in Educational Research, Early
Childhood Care and Education (ECCE), Non-formal Education (NFE) and Alternative
Schooling as Special Papers). Planning and Management of
Elementary Education, Core Foundation Courses- Sociological perspectives of
Elementary Education, Psychology of learning, etc. There is a growing
need of teacher-educators at elementary level teacher training institutes which
are well versed in imparting training with excellence. M.Ed. in elementary
education may be started in all the colleges of education as quality education
at elementary level are crucial to educational development at all levels of
training and learning. There are also M. Ed. Courses in a few other
institutions which
prepare educators for B.
Ed colleges. M. Ed. in Special Education
may be introduced in selected colleges and
University Departments of
Education.
B. Ed.
Course
The number of colleges offering One Year B.Ed. course in the State
has crossed 300 during 2006-2007. Such increase in number is unprecedented. Thre is also a Two Year B. Ed. course at Regional Institute
of Education, Bhoopal. This Institute also runs Four Year Integrated B. Sc, B. Ed.
course. Four Year Integrated B.Ed
courses in Sciences, Social Science and Languages may be introduced in
Diploma
Education (D. Ed.)
Course
There are 38
DIETs in the State covering all the Districts. Since most of the pass-outs from
DIETs shall seek their teaching career in primary schools located in rural and
tribal areas in particular, it is suggested that 60% time schedule should be on
teaching-practice in rural and tribal area schools. There should be 60% weightage on practice teaching . There should be provision for One Year
Special Course of Training in Educational Technology, Educational Developments
and Research as to enable to pass outs of DIETs to serve as Educational Supervisors
and Counsellers. Board of Secondary Education, Madhya
Pradesh is running D. Ed. Course comprising two academic sessions. It is a regular
course. Private recognized colleges are running this course. Although the Board
has laid down specific conditions for the opening of D. Ed. the supervisory
role lies with the Education Officers. How to ensure quality Education in D.
Ed. needs to be examined.
Pre-Primary
Teacher Training
Every year new pre-
primary schools are emerging. Their number has become almost uncountable for
the reason that they need no permission; only registration of the society is
enough. Pre-primary teacher training institution may be opened in every district.
DIETs may also be given the responsibility of these training courses. Teachers
may be trained in activity based teaching-learning processes and practices.
Quality in ECE and child - centered education be
emphasized.
CONCLUSION
Research is crucial to
all educational development programmes including teacher education. Teacher
education in the state is growing very fast. Expansion with quality is the need
of the hour. NCTE and the
Govt. of M.P. should initiate steps to ensure quality at
every level of teacher education. M. Ed. and B.Ed. in
Elementary Education may be introduced. Universities and Govt
of M.P. may initiate early action. Ph.D. in Education may be made compulsory
for the educators in M. Ed. & B.Ed. colleges