Globalization and Paradigm Shift in Teacher Education: Challenges of Teacher Education in 21 Century

Abstract

Teacher is the part of formal education. Teacher education, as it exists today, can be divided into two stages, pre-service and in-service. Pre-service education includes all the stages of education and training where as inservice training, teacher receives after the beginning of his career. Through decades, teacher education has been the subject of much debate over what should be the purpose in the development of skill based knowledge in the field of education. Teacher quality has produced voluminous studies that line many a research library. Discussion on what it is, how it is developed, and its connection to student achievement have become the feature of educational slang in the 21st century. These seek to look at teacher quality in a way in which it brings: as a means to review how the terms excellence and quality are shaped by policy, identify how educators perceive teaching quality and to review how quality is cultivated in teachers. Within this scope, this article provides an overview of teacher education and evaluation in India and lastly we discuss about issues and challenges in teacher education. The challenges of teacher education such as, Indian idealistic view in curriculum, tradition, modern teaching system, teaching model, teaching strategies, conservation of culture, environmental & population education, teaching technology, uses of teaching skill in education, the political nature of education, and practice of education. Several studies related to classroom environment and teacher behavior in selected subjects are referenced. The results from different papers and articles and some interview with teachers from different schools and colleges indicate that some items may be irrelevant in the Indian context (e.g., physical characteristics), while more items may be needed to reflect good teaching in India (e.g., questioning skills). In addition, the potential use of teacher profiles to drive staff development and academic improvement is explored. Opportunities can be placed in the context of the following areas: consensus on the knowledge of education leading to a paradigm towards alignment, the utility of knowledge in the practice of the profession to establish their scientific effectiveness and research of education policies.