1. BY: SHAIFALI RACHNA PURI

2. THIS IS THE REAL FACE OF TEACHER EDUCATION IN PRESENT SCENARIO THIS MUST FACE A DRASTIC CHANGE

3. I will not take a narrow viewpoint and declare what is the best way of educating teachers-- this is nonsensical, because programs vary according to the goals, course content, beliefs of the teacher educators, students and teachers, as well as the social-cultural contexts of schools involved. I infact will propose as to how to think about a conceptual framework to guide teacher education design. An assumption in so doing is that quality is based upon the existence of a coherent conceptual framework that helps students to make connections and to understand the complex nature of teaching

5. The general statistics show that about 50 percent of new teachers leave teaching after five years. There is no denying the fact that all this is the direct outcome of the other fact that these teachers are not psychologically trained The teacher teaching them too are not psychologically into the profession and the methods of imparting teacher education are not appropriate.

6. REFORMS UNDERTAKEN IN VARIOUS COUNTRIES England and Wales led the charge to school-based teacher education with the Education Reform Act of 1988, which allocated 25 per cent of the teacher education budget to schools. To establish professional standards, the Teacher Training Agency (TTA) was initiated in 1993 in United States and it devised a national curriculum for teacher education. In New Zealand, the control of teacher education has been devolved to individual providers, which has resulted in a large number of teacher education institutions with a wide array of course options.

7. In Sweden, teacher education has predominantly been located in universities, although there are many different types of arrangements with schools In Hong Kong, the government formed the Advisory Committee on Teacher Education and Qualifications to devise criterion competencies as a way of having more control over the teacher education curriculum and to assess newly appointed teachers to schools. In Spain, primary teachers complete a three-year degree and secondary teachers undertake a few weeks of pre-service training beyond their discipline degree. In Russia, secondary teachers train for five years and primary teachers receive two years of training.

8. In contrast, an opposing Indian movement aims to deregulate teacher education by opening the market for any institution to train teachers and leave it to Education Colleges to determine quality.The growth of this movement is reflected in the 3968 colleges of teacher education that currently exist in India

9. HOW TO MAKE A DIFFERENCE: PROFESSIONALISM ACQUISITION, CONSTRUCTION AND DISSEMINATION OF INFORMATION EDUCATIONAL CHANGES TECHNOLOGY ADVANCEMENT PEDAGOGICAL SKILL APPLICATION CULTURAL AND SOCIAL DEVELOPMENT

11. MEASURES TO BE ADOPTED Admissions criteria Enhancing Entry Qualifications Curriculum Transaction of curriculum Reframing School Experience Use of technology

12. E. Learning Strategic Shift from Multiple Subjects Teacher to Subject Teacher Ensuring Improvement in Social Status Shift in Programme Duration Stage-specific Structural Change Shift in Mode of Teacher Preparation Strategic Shift in Institutional Arrangements