TIME SPECIFIC CONTENT TEACHING/ EVALUATION

OBJECTIVES LEARNING
ACTIVITIES

2 min INTRODUCTION:
“A good teacher is
like a candle-it
consumes itself to
light the way for
others”

ANNOUNCEMENT
OF THE TOPIC:
½ min
Today we will
discuss about the
topic “Teacher
preparation
After the class program”.
students will be
able: Student teacher
2 min To define the Definitions: defines the teacher. Define teacher.
teacher. Teaching is concerned with growth and development of whole personality of the
student-her mind, spirit, character and effective behavior. It is a mixture of art and
 science.
A teacher is a person who selects and organizes learning methods consciously
planning and controlling a situation directed to the achievement of optimum student Student teacher
To enlist the learning.
5 min enlists the role of List down the
role of teacher.
ROLE OF THE TEACHER teacher. role of teacher.
1. Instructional Role
 Planning and organizing courses
 Creating and maintaining a desirable group climate
 Adapting teaching and instructional materials.
 Motivating and challenging students to pursue & sustain learning
activities.
 Explaining ,clarifying,& interpreting
 Demonstrating & explaining procedure, a process or exhibiting
materials
 Serve as guide for student projects
 Supervise student’s performance
 Evaluate teaching and learning outcomes.
2. Faculty role
 As a staff member of organizational hierarchy-chaiman/dean or
member of one or more committees like currriculum,board of
examiners, etc.
 Counselor of students
 Researcher
 Resource person to outside groups
 Representative to professional
 Nursing organizations
 Public health relation agent.
3. Individual Role

4. Administrator Role
  Maintenance of records of students’ progress.
 Provision of reference for students.
 Participate in time table planning
 Attending and contributing to all educational meetings.
 Attending educational social functions as required.
 Conducting different committee meetings.
Student teacher
To enlist the enlists the functions
3 min List down the
functions of FUNCTIONS OF TEACHER of teacher. functions of
teacher.  Explaining, informing teacher.
 Initiating, directing & administering
 Unifying group
 Giving security
 Clarifying attitudes, beliefs & problems
 Diagnosing learning problems
 Making curriculum material
 Evaluating, recording and reporting
 Enriching community activity
 Arranging & organizing classroom
 Participating in educational institutional activities
 Participating in professional life. Student teacher
To explain the explains the Explain the
5 min characteristics characteristics of the characteristics
CHARACTERISTICS OF A TEACHER
of the teacher. teacher. of the teacher.
1. Instructional ability /communication skills
Communicates effectively; breaks down content in a down-to-earth
manner
Clear goals, expectations, deadlines, desired outcomes
Organized
Knowledgeable of course materials
Interacts with students
 Enthusiastic, energetic, eager
Well-prepared
Self-confident
Creative
2. Interpersonal skills
Encouraging demeanour
Friendly attitude
Mentoring approach
Motivational
Supportive
Respectful
Receptive to people and ideas
Open minded, objective,
non-judgmental
3. Personality traits
Attentive
Nurturing
Demonstrates concern about students
Flexible, easy-going manner
Sense of humour
4. Accessibility
Approachable, welcoming
Has designated office hours
5. Nursing competence /professionalism
Good role model
Dedicated
Clearly enjoys nursing and teaching
Skilled clinician
6. Evaluation procedures
Provides study guides/ outlines
Provides timely, constructive, and specific feedback
Gives tests that reflect course objectives, lecture materials, and study guides Student teacher Describe the
 describes the competencies of
5 min competencies of the the teacher.
To describe the COMPETENCIES OF TEACHER
teacher.
competencies COMPETENCY 1: Facilitate Learning
of the teacher  Implements a variety of teaching strategies appropriate to learner needs
 Grounds teaching strategies in educational theory and evidence-based teaching
practices
 Recognizes multicultural, gender, and experiential influences on teaching and
learning
 Engages in self-reflection and continued learning to improve teaching practices
that facilitate learning
 Uses information technologies skillfully to support the teaching-learning
process
 Practices skilled oral, written, and electronic communication that reflects an
awareness of self and others
 Models critical and reflective thinking
 Creates opportunities for learners to develop their critical thinking
 Shows enthusiasm for teaching, learning, and nursing that inspires and
motivates students
 Demonstrates interest in and respect for learners
 Uses personal attributes (e.g., caring, confidence, patience, integrity and
flexibility) that facilitate learning
 Develops collegial working relationships with students, faculty colleagues, and
clinical agency personnel to promote positive learning environments
 Maintains the professional practice knowledge base needed to help learners
prepare for contemporary nursing practice
 Serves as a role model of professional nursing
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT &
SOCALIZATION
 Identifies individual learning styles and unique learning needs Of
multicultural, educationally disadvantaged, physically challenged, at-risk, and
 second degree learners
 Provides resources to diverse learners that help meet their individual learning
needs
 Engages in effective advisement and counseling strategies that help learners
meet their professional goals
 Creates learning environments that are focused on socialization to the role of
the nurse and facilitate learners’ self-reflection and personal goal setting
 Recognizes the influence of teaching styles and interpersonal interactions on
learner outcomes
 Assists learners to develop the ability to engage in thoughtful and constructive
self and peer evaluation
COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES
Uses extant literature to develop evidence-based assessment and evaluation
practices
 Uses a variety of strategies to assess and evaluate learning in the cognitive,
psychomotor, and affective domains
 Implements evidence-based assessment and evaluation strategies that are
appropriate to the learner and to learning goals
 Provides timely, constructive, and thoughtful feedback to learners
 Demonstrates skill in the design and use of tools for assessing clinical practice
COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN &
EVALUATION OF PROGRAM OUTCOMES
 Ensures that the curriculum reflects institutional philosophy and mission,
current nursing and health care trends, and community and societal needs
 Demonstrates knowledge of curriculum development including identifying
program outcomes, developing competency statements,
 Writing learning objectives, and selecting appropriate learning activities and
evaluation strategies
 Bases curriculum design and implementation decisions on sound educational
principles, theory and research
 Revises the curriculum based on assessment of program outcomes, learner
needs, and societal and health care trends
 Implements curricular revisions using appropriate change theories and
strategies
 Creates and maintains community and clinical partnerships that support
educational goals
 Collaborates with external constituencies throughout the process of curriculum
revision
COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS
 Participates in interdisciplinary efforts to address health care and educational
needs locally, regionally, nationally, or internationally
 Evaluates organizational effectiveness in nursing education
 Implements strategies for organizational change
 Provides leadership in the parent institution as well as in the nursing program
to enhance the visibility of nursing and its contributions to the academic
community
 Promotes innovative practices in educational environments
 Develops leadership skills to shape and implement change
COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN
THE NURSE EDUCATOR ROLE
 Demonstrates a commitment to life-long learning
 Recognizes that career enhancement needs and activities change as experience
is gained in the role
 Participates in professional development opportunities that increase one’s
effectiveness in the role
 Balances the teaching, scholarship, and service demands inherent in the role of
educator and member of an academic institution
 Uses feedback gained from self, peer, student, and administrative evaluation to
improve role effectiveness
  Mentors and supports faculty colleagues
COMPETENCY 7: ENGAGE IN SCHOLARSHIP
Exhibits a spirit of inquiry about teaching and learning, student development,
evaluation methods, and other aspects of the role
 Designs and implements scholarly activities in an established area of expertise
 Disseminates nursing and teaching knowledge to a variety of audiences
through various means
 Demonstrates skill in proposal writing for initiatives that include, but are not
limited to, research, resource acquisition, program development, and policy
development
 Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality,
and creativity
COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT
 Uses knowledge of history and current trends and issues in higher education as
a basis for making recommendations and decisions on educational issues
 Identifies how social, economic, political, and institutional forces influence
higher education in general and nursing education in particular
 Develops networks, collaborations, and partnerships to enhance nursing’s
influence within the academic community
 Determines own professional goals within the context of academic nursing and
the mission of the parent institution and nursing program
Student teacher List down the
2 min To enlist the QUALITIES OF A TEACHER enlists the qualities of qualities of the
qualities of the  Passion the teacher. teacher.
teacher.  Humor
 Confidence
 Critical reflection
 Positive attitude
 Social skills
  Adaptability
 Dedication
 Emotional intellect
 Patience

Student teacher
To explain the PREPARATION OF PROFESSIONAL TEACHER explains the
10 Explain the
preparation of The concept of teacher education includes the methods of improving the knowledge preparation of the
min preparation of
the and teaching skills of teachers, creating interest and favorable attitudes towards professional teacher. the professional
professional teaching–learning process, developing a sense of belonging, learning to work in team, teacher.
teacher. focusing on personality development, and developing proficiency in various methods
of teaching and evaluation, value orientation, and counseling skills.
Aims and objectives of professional preparation of teachers
The aims of professional preparation of teachers are as follows:
• To uphold the standards of education through prepared teachers.
• To revise and restructure the curriculum of teacher education.
• To prepare a national system of educating teachers based on the cultural diversity
and unity, technological changes, and societal needs.
• To prepare competent teachers and enable them to perform effectively as a teacher.
• To improve the process of teaching–learning by employing appropriate instructional
strategies.
• To create a sense of responsibility and professional status for the teachers.
• To promote the impact and effectiveness of teacher education programme.

India has a large number of institutions offering teacher education courses. These
courses include education of teachers for preprimary, primary, secondary, and higher
secondary education in regular and distance education modes, preservice and in-
service education,
Teacher education for differently abled children, fine arts, physical education,
languages, sciences, social sciences, etc. There are national-, state-, and district-level
regulatory bodies offering guidance and monitoring the teacher education system.
1. Pre-primary teacher education
 [higher secondary, one year]
2. Primary teacher education
 [higher secondary, two years ]
3. Secondary teacher education
 [graduation, one year]
4. Higher education programmes
 [One-year M.Ed. Course, Two-year M. A in Education, Two-year
Ph.D. Course after M.Ed./M.A. ]
5. Vocational Teachers Training
 [One-year Diploma in Physical Education (DPE), Training courses to
prepare teachers of Music, Dancing, Painting and Fine Arts, One-year
training course to prepare teachers for Home Science, Certificate
courses in Arts & Crafts]
The history of the preparation of teachers in India is as follows:
A. Gurukul system: The teacher was called guru and education took place in his
house (kul). This scholarly person among the villagers who received training
became guru.
B. 1815–1854: Introduction of normal school in the country: Teacher training
became an integrated part of the system of education. In 1812, Calcutta School
Society was established at Calcutta, which made provision for the training of
the teachers on the basis of monitorial system. Training schools for the training
of teachers were found at Chennai in 1825, by Munro, the then governor of
Chennai. 1825, by Munro, the then governor of Chennai.
C. 1882: Separate teacher education programme for elementary and secondary
school teachers was introduced by the IEC (Indian Education Commission).
Few colleges affiliated to universities conducted a programme called licentiate
 in teaching, which was later upgraded as a degree called bed programme.
D. Government Resolution of Education Policy in 1904 by Lord Curson.
E. Up to 1950: British system of education was followed.
F. The teacher education in India was shaped to the current status by the efforts of
the following commissions and initiatives:
G. 1947: Establishment of Indian Institute of Education.
H. 1948: Formation of University Education commission.
I. 1950: Introduction of in-serviceeducation.
J. 1952: Secondary Education Commission.
K. 1964: Indian Education Commission.
L. 1961: National Council of Educational Research and Training.
M. 1968: National Policies on Education.
N. 1980: National Commission on Teachers.
O. 1986: Review of National Policies and Education.
P. 1993: Parliament of India through an act set-up National Council for Teacher
Education.
Current status of teacher education programmes in India:
Q. BTC: Basic Teaching Certificate, ded: Diploma in Education, TTC: Teacher
Training Certificate, bed: Bachelor of Education, med: Mater of Education,
bped: Bachelor of Physical Education, etc., are some of the Education, etc., are
some of the teacher education programmes available in India.
Preparation of professional teacher in Nursing

Nursing Training
No. Eligibility Criteria Examination Registration
Programs Duration

Diploma In DGNM/B.Sc Nursing

Nursing Board or Additional
1 Minimum one year of One year
Education And University Qualification
experience in
Administration Hospital/Community
 (DNEA) Health set-up.

10+2 Class Pass with 45%

2 B. Sc (Basic) aggregate in PCBE 4 years University R.N & R.M

Regular

10+2 + GNM 2 years

Additional
3 B.Sc (Post Basic) University
Qualification
Distance

10+2 GNM + 2year Exp. 3 years

B.Sc. Nursing / B.Sc.

Hons. Nursing / Post
Basic B.Sc. Nursing with
minimum of 55%
Additional
4 M. Sc. aggregate marks. 2 years University
Qualification

One year of experience

after Basic B.Sc. Or Post
Basic B.Sc. Nursing.

1 year (Full Additional

5 M. Phil M. Sc. University
time) Qualification
 2 years (part
time)

Additional
6 Ph D M. Sc./ M. Phil 3-5 years University
Qualification

Student teacher Describe the

ORGANIZING PROFESSIONAL ASPECTS OF TEACHER PREPRATION describes the professional
PROGRAM professional aspects aspects of TPP
10 To describe the The organizational aspects of teacher preparation are divided into three levels:
of TPP
min professional • Pre-service education.
aspects of TPP • Induction programme or orientation education.
• In-service education or continuing professional development.

a) Pre-service education
There are two models, which guide the organization of preservice education:
• The ‘Separate model’ refers to the teacher education, which is offered as an
additional qualification to students who have already completed their basic degree
course, like BA, bsc, etc., in any major subjects such as English, History, Economics,
Psychology, Sociology etc.
• The ‘Synchronized model’ integrates the aspects of teacher education into the basic
degree course itself and the students graduating are already qualified to function as
teachers.
• In nursing education, the synchronized model is followed and the curriculum of bsc
nursing and msc nursing has incorporated the aspects of teacher education and
preparation, enabling the students coming out of these courses as qualified teachers to
teach in schools/colleges of nursing.
2 min
To explain the Student teacher Explain the
components of explains the components of
professional components of professional
aspects in pre- professional aspects aspects in pre-
service in pre-service service
education. education. education.
COMPONENTS OF PROFESSIONAL ASPECTS IN PRE-SERVICE
EDUCATION

Student teacher Justify M.Sc

justifies M.Sc nursing as TPP.
5 min
To justify M.Sc nursing as TPP.
nursing as TPP.

M.Sc Nursing as TPP

1. Curriculum
A. All subject of theory
 Study year wise
 Theory, practical and internship
 Year Subject Theory Practical Remark as
per INC
B. Assessment methods
 Internal assessment
 External assessment
C. Scheme of examination (how much marks is distributed to each subject)

2. Internship
Year Subject Practical experience
1st year ANP  Clinical posting
 Patient care services
 Case study
 Case presentation etc.

 Lesson plan
Nursing  Workshop
education  Critical analysis
 A.v aids
 Practice teaching etc.

Specialty  Field work

 Patient care
 Hospital management etc.
2nd Nursing  Tool presentation
research  Validation of tool

Nursing  Budgeting
management  Field work etc

3. Psychological
 Nursing education, specialty, ANP
 4. Socio economic
 Nursing management- budgeting
 Community health
 ANP
5. Philosophical
 Nursing education, ANP, nursing research, specialty

Curriculum for pre-service education

In school education, it includes the curriculum for elementary teacher education,

teacher education for primary stage, secondary stage, senior secondary stage,
vocational courses, etc.
The curriculum of pre-service education includes the nature, scope, problems and
issues of childhood education; psychological aspects of childhood; planning and
implementation of curriculum; promoting physical, mental, emotional, aesthetic,
language, social and moral development of children; and enhancing neuromuscular
coordination, sensory-motor training, habit formation, health and hygiene.
The practical work includes field observations, practice teachings, drawing and
painting, music, creative activities, storytelling, dance and drama, games and physical
activities, plays, field trips, block making and related games, and activities for
children with special needs.

b) Induction programme or orientation education

10
min This is the programme to orient the new teachers joining an organization about the
Student teacher
routines, methods of curriculum implementation and expectations of the job.
enumerates the
 Induction training (3 days) Enumerate the
teacher evaluation.
It is a brief standardized introduction to any educational institution’s teacher
philosophy, purposes, policies, and regulations given to each worker during his evaluation.
first 2 or 3 days of employment in order to ensure his identification with
institution’s philosophy, goals, and norms.
  Job orientation (2–24 weeks)
It is an individualized training programme intended to acquaint a newly hired
employee with job responsibilities workplace, clients, and coworkers. The
programme will strengthen the competencies already learned in preservice
education. The induction programme may include the following:
R. Mentorship: The novice teacher works under the guidance of an
experienced teacher who is trained to offer professional guidance, clear
To enumerate their worries, doubts and extend moral, and emotional support.
the teacher S. Preceptorship: A period of practical experience and training, especially in
the clinical nursing that is supervised by an expert or specialist in a
evaluation.
particular field.
T. Peer group support: Assigning the new teacher in a department or group
of teachers to learn teamwork and learning from peers.
U. Practice teaching: The initial few teaching sessions of the newly joined
faculty to be evaluated by the experienced teachers for improving the
performance by rectifying deficiencies.
V. Self-reflection: Evaluating own performance through reflective journaling
method.
c) In-service or continuous professional education
• In-service or continuing professional education means a form of education that
helps those in the field of education to update their knowledge, skills, and
competency by learning about the new and developing areas of teaching–
learning and its related aspects.
• These activities may take place as lectures, demonstrations, written publications,
online courses, videoconferences, field trips, etc. Content for these programmes
are developed, reviewed, and delivered by faculty, who are experts in respective
areas. It requires active participation by the teachers and encourages
experimentation, research, and self-reflection.

The scope of CNE programmes in nursing education includes the

Following:
• Responding to societal changes and scientific advancements in relation to health.
• Maintenance of high-quality of nursing care.
• Fill the gaps in past performance of nurse educators.
• Fast-growing educational technologies and adaptation of nurses to use the
technology.
• Increase productivity of nurse educators.
• Motivation of nurse educators.

Preparation of teaching faculty in nursing

The BSc nursing curriculum includes a subject on communication and educational
technology in the second year of study and administration of nursing schools and
colleges in fourth year of study. The subject content includes review of
communication processes, interpersonal relations, human relations, guidance and
counseling, principles of education and teaching–learning process, methods of
teaching, assessment methods, information, education, and communication for health,
in-service education, and management of nursing educational institutions.
The MSc nursing curriculum includes a subject on nursing education during the first
year of study. The content involves teaching–learning process, measurement and
evaluation, standardized and non-standardized tests, administration, scoring and
reporting, and standardized tool. Preparation of teaching faculty includes nursing
educational programmes, continuing education in nursing, curriculum development,
teacher preparation, guidance and counseling, administration of nursing curriculum,
management of nursing educational institutions, development and maintenance of
standards, and accreditations of nursing. The faculties with BSc nursing qualification
are eligible to teach general nursing and midwifery (GNM), BSc nursing students after
gaining one year of experience. The faculty with MSc nursing qualification can teach
BSc and MSc nursing students and work as lecturers, associate professors, and
professors in their respective specialties.

TEACHER EVALUATION
There are number of ways to evaluate the performance of the teachers. The commonly
used strategies are self-evaluation, peer evaluation, students’ feedback, and research.
Self-evaluation of teachers
Self-evaluation of teachers can help them to improve and modify their ways of
teaching and promote the quality of education. Self-evaluation is defined as judging
the quality of one’s work, based on evidence and explicit criteria, for the purpose of
doing work better in the future.

Purposes of a self-evaluation system

• To assess the areas of improvement in teacher education and to identify the training
needs.
• To stimulate professional growth of teachers.
• To orient teachers in the emerging technologies of education.
• To provide a chance for the teachers to discuss and rectify their problems.
• To monitor the progress of quality in education.

Advantages of self-evaluation
• Opportunity to identify areas of difficulty by the teachers.
• Increases self-confidence of teachers.
• Chances to modify the methods of teaching.
• Promotes teamwork and flexible working environment.
• Increases the awareness of teachers on the latest teaching techniques.
• Enhances the skill in curriculum planning an implementation.
• Promotes opportunity to understand the student’s feelings and help in modifying
teachers’ attitude and approach to the students.
Criteria for self-evaluation
• The standardized criteria or self-developed criteria’s can be used after establishing
validity and reliability of the tools.
• Some of the standardized tools are available for self-evaluation such as ‘Professional
knowledge and understanding’, ‘Professional and personal attributes’, ‘Professional
action’, and ‘Standard for leadership’.
Tools for self-evaluation
• Checklists and rating scales can be used to assess the classroom teaching,
participating learning by the students, quality of audiovisual aids, and outcomes of
learning.
• Feedback of the students can be obtained on a scale of satisfaction.
• Observation by colleague about the teacher performance.
• Small projects can be undertaken to evaluate the outcomes of teaching.

Peer evaluation of teachers

The performance of the teachers can be evaluated by the other teachers working in the
team. The evaluation of teacher performance by the peer group can be done once in a
year as summative assessment or at designated intervals as formative assessment. The
Peer evaluation can also be the part of performance appraisal of the teachers. Student’s
feedback is also a form of peer evaluation.
Peer reviews of teaching encompass evidence-based evaluation done by the colleagues
about fellow teachers’ performance. The peer evaluation should be based on
standards, which includes objective methods, unbiased, and the findings must be
highly valid and reliable.
Methods of peer evaluation
• Reviewing the course materials, audiovisual aids, and lesson plans.
• Observing the method of teaching by colleagues.
• Evaluation of performance of teachers in group discussions.
• Participation of students in the teaching– learning process.
• Measurement of the outcomes of the learning process.
• Feedback of the students on content, usefulness, and applicability in real-life
situations.
• Analysing the publications in journals measuring the impact factor.
• Grading of presentations in workshops and conferences.
• Audit on quality of performance based on established standards.
• Review of critical incidents.
• Research on effectiveness of teaching.

The process flow of peer evaluation

5 min Student teacher
critically analyzes the Critically
various programs of analyze the
TP in India. various
programs of TP
in India.

Selection of areas for peer review

The areas may include the workload of teachers, number of subjects taught, number of
students in the class, etc.
The process of teaching can also be reviewed including the course plans, the methods
To critically of teaching, methods of evaluation, and the materials used for the evaluation. The
analyze the critical incidences in teaching practice also can be evaluated.
various
Planning and designing the methods of
programs of TP
Review
in India. This stage involves selection of methods of peer evaluation including quantitative and
qualitative methods. The period of data collection establishing the validity and
reliability of the tools used for data collection, and number of people to be involved in
the process of evaluation requires careful planning and designing.
. Planning and designing for peer teaching evaluation

Course content
• Does the instructor demonstrate command of subject matter?
• Does content reflect current research/knowledge of the discipline?
• Is the purpose of the session evident?
• Is the content consistent with the course syllabus?
Teaching methods
• Are transitions between ideas smooth?
• Are relevant examples given and used to clarify concepts?
• Is the presentation organized?
• Is the instructor enthusiastic about the subject?
• Is material adapted to student needs?
• Are supplemental materials/audio visual aids/technology used effectively?
• Does the instructor notice and adapt to student feedback accordingly?
• Given the type and size of class, are the methods selected appropriately?
Learning environment
• Is the classroom atmosphere participatory?
• Do students seem engaged with the topic?
• Does the instructor encourage questions and check-in with students?
• Is the instructor attentive to cues of boredom or confusion?
• Was the session thought provoking and stimulating?
• Was the environment conducive to critical thinking and student-centred learning?
• Is the instructor sensitive to issues of diversity and inclusiveness in order to promote
a safe learning environment for students and to check whether the assessment
tool/strategy is integrated into the lesson?
Evaluation of the teacher’s Performance
The actual observation of the teacher’s performance by their colleagues is carried out SUMMARY
in this stage. It should be based on the predetermined objectives, method of Today we have
observations, number of observations, sampling units, and conducted in an unbiased discussed about
manner. The senior colleagues with valid and reliable tools of observation teacher roles and
responsibilities,
Interpretation of the observations of the characteristics,
Teacher’s performance qualities,
The content of the observation of teacher’s performance needs to be interpreted competencies,
appropriately and who will interpret and how the interpretation to be made requires teacher evaluation
careful planning and the criteria and standards for interpretation needs to be and teacher
established and followed subsequently. The faculty needs to be trained in making preparation program.
interpretation of the observations based on the standards and expectations. CONCLUSION
Feedback given to the teacher and Discussions on improvement
The feedback of the observed teacher’s performance must be communicated to the The preparation of
respective teachers in an objective and unbiased manner. The language of teachers with
encouragement must be used while giving the feedback, and the negative motivations established
should be avoided. curriculum and best
possible methods of
Re-evaluation of the performance of
training them in the
Teachers
The feedback must be followed by a chance given to the teachers to modify their teaching
teaching practice based on the suggestions given. The repeat observation has to be methodology will
done in the same way how the first observation was carried out. It will ensure promote their self-
uniformity in the teacher’s performance and learning outcomes. confidence and better
interaction with the
Evaluation of the learning outcomes
The students’ performance needs to be evaluated to ensure the desirable learning students, optimum
objectives are achieved and the students demonstrate the necessary competencies and utilization of
outcomes of learning. The skill development of students in applying theory into resources, and
practice also can be evaluated. In nursing, the patient care competencies of the successful
students can be assessed as the learning outcome. achievement of the
desirable learning
outcomes of the
CRITICAL ANALYSIS OF VARIOUS PROGRAMMES OF course.
TEACHER EDUCATION IN INDIA
Pre-service education
• Lack of uniformity due to variety of programmes with diverse curriculum leading to
variations in entry level qualifications required for different levels of education.
• Reduced focus on faculty development.
• In comparison with the theoretical aspects, less weightage is given to practical
aspects of education.
• Less orientation towards classroom realities.
In-service education
• Requires more coordinated efforts.
• Training must be based on the findings of needs analysis.
• Designing of in-service education must show difference in meeting the expectations
of various levels of teachers.
• Privileging based on in-service education can be introduced.

Need for schemes for development of

Teacher education
• Current teacher education programmes need revision and evaluation.
• New teacher education programmes need to be developed based on educational
technology.
• Development of standards and quality indicators of teacher education is needed.
• Improve administration through capacity building of trainers.
• Monitor the outcomes of teacher education.
• Synchronize the work to reach the desired goals.

Approaches for improving the quality

Of teacher education
Some approaches for improving the quality teacher education are as
Follows:
• Creation of ideal institute for teacher education in every state by the central
government.
• Development of centres of resource for teacher education for learning materials.
• Promoting need-based continuing education and strengthening of teaching capacities
of educators.
• Updating of pre-service education programmes.
• Encouragement of follow-up studies and follow up activities.
• Conversion of all the teacher education programmes to university level.
• Making available of online distance education for continuous education.
• Institution of all-inclusive colleges of education.
• Formation of state boards for teacher education.
• Continuous updation of teacher education curriculum.
• Increasing importance on direct teaching experience.
• Recuperating the quality of support systems for teacher education.
• Strategies to motivate teachers.
• Strengthening of databases to support policies and decision-making.
• Introducing licensing and grading system for teachers to professionalize teaching.
• Continuous appraisal of teacher education institutions and their programs.
BIBLIOGRAPHY
1. Basvanthappa BT. Nursing education, 2nd edition, 2009, Jaypee brothers
medical Publishers LTD, New delhi. Pp 364-401
2. Venkatesan Latha. Textbook of nursing Education. 1st edition, 2011, Elsevier
publications, pp189-194, 383-407
3. Raj Elakkuvna Bhaskara, Nima Bhaskar. Text Book Of Nursing Education, 1st
Edition, EMMESS Medical Publishers, Banglore, 2013,.
4. Neeraja KP. Text Book Of Nursing Education, 1st Edition, Jaypee Brothers
Medical Publishers (P) Ltd, New Delhi, 2006,
IDENTIFICATION DATA:

Name : Farha Usmani

Class : Ph.D Nursing
Subject : Nursing Education
Unit : XI (Teacher Preparation)
Topic : Teacher preparation program
Size of the group : 25
Venue : M.Sc Nursing Ist Year classroom
Duration of Teaching : 40 minutes
Method of Teaching : Lecture method cum discussion
A/V Aids : Power point presentation and Chalk Board
Date & Time :
Previous Knowledge : Students may have a little knowledge regarding the topic.

GENERAL OBJECTIVES:
STUDENT POINT OF VIEW
After the class the student will be able to acquire knowledge about teacher preparation.

STUDENT TEACHER POINT OF VIEW

1. The student teacher will be able to take an effective and planned teaching.
2. The student teacher will be able to develop confidence in facing the group and delivering lecture.
3. The student teacher will be able to make the effective use of A.V Aids.
4. The student teacher will acquire knowledge of the topic.

A lesson plan

On
Teacher preparation program

SUBMITTED BY-

FARHA USMANI
Ph. D nursing
School of nursing
Jamia Hamdard