17Jul 2017


  • Assistant Professor, Manbhum Institute of Education and Social Science, Purulia, West Bengal, India.
  • Guest Lecturer, Nistarini College, Purulia, West Bengal, India.
  • Assistant Professor, Bidyasagar Foundation School of Education and Training, Purulia, West Bengal, India.
  • Guest Lecturer, Achuram Memorial College, Jhalda, Purulia, West Bengal, India.
Crossref Cited-by Linking logo
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

As stated by NCTE (1998), ?The teacher is the most important element in any educational programme. It is the teacher who is mainly responsible for implementation of the educational process at any stage.? The National Curriculum Framework, 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. There are two types of teacher education-- pre-service and in-service teacher education. Dl.Ed, B.Ed., M.Ed. and such other programmes are pre-service teacher education. Other hand orientation, refresher course and such other programmes are considered as in-service teacher education. Bachelor of Education (B.Ed.) is the under graduation professional course where as Master of Education (M.Ed.) is the post graduation professional course of teacher education in India. Especially, Master of Education (M.Ed.) is the teacher education programme for the will be teachers of B.Ed. colleges. Also the passed out M.Ed. candidates can teach the students of B.A./B.Sc. in Education, M.A./M.Sc. in Education and M.Ed. students in colleges and universities. But the curriculum of the Master of Education (M.Ed.) includes only the theories of education and research works. There is no scope of practical teaching practices for the teacher-students in this programme. Therefore when they go to teach the students of graduation and master, they face problems to teach. Sometimes they try to use the skills learned in B.Ed. course. But it is wrong operation or not right operation, because the level of the college and university students is different from the level of school students. For this problem, may be, many M.Ed. holder teachers are not successful in job and the quality of bachelor degrees and post graduation degrees in education are not satisfactory. This issue is attempted in this study. The M.Ed. programme has been compared with the current B.Ed. programme of India. Also the M.Ed. programme has been compared with the other different teacher education programmes of different countries. Then it is discussed that

  1. Northcote, M. (2009). Educational Beliefs of Higher Education Teachers and Students: Implications for Teacher Education. Australian Journal of Teacher Education.
  2. Muralidharan, K. (2011). Performance Pay: Experimental Evidence from India. The Journal of Political Economy.
  3. Namung, S. (2012).Teacher education as a driver for sustainable development in Kania. International Journal of Humanities and Social Science.
  4. Lim, C. (2009). Innovative Practices in Pre - service Teacher Education. Sense Publication.
  5. Glew, M. (2012). Global Teacher Education. Mechigan State University.
  6. Cheney, G. (2006). A Profile of the Indian Education System. National Center on Education and the Economy.
  7. Fry, H. (2009). A Hand book for Teaching and Learning in Higher Education. Routledge Publication, New York.
  8. Koul, L. (2013). Methodology of Educational Research. Vikas Publishing House Pvt Ltd, New Delhi.
  9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. UNESCO. 1990.
  10. National Curriculum Framework for Teacher Education. NCTE, New Delhi, India. 2009.
  11. An Anthology of \"Best Practices\" in Teacher Education. NAAC, Bangalore, Karnataka, India. 2007.
  12. Voices of Teachers and Teacher Educators. MHRD, Government of India. 2012.
  13. Teacher Development and Management. MHRD, Government of India. 2009.
  14. Annual Report, 2014-15. MHRD, Government of India.
  15. Education and National Development. Report of the Education Commission, 1964-66.
  16. World Education Report. United Nations Educational, Scientific and Cultural Organization (UNESCO).1998.
  17. National Knowledge Commission, Report to the Nation, 2006-2009. Government of India.
  18. Vision of Teacher Education. MHRD, Government of India. 2012.
  19. Sodhganga, Inflibnet, India.

[Sourav Mahato, Tapas Karmakar, Abhijit Paul and Manoj Kumar Mahato. (2017); ESSENCE OF PRACTICAL TEACHING PRACTICES IN MASTER OF EDUCATION (M.ED.) IN INDIA. Int. J. of Adv. Res. 5 (7). 21-25] (ISSN 2320-5407). www.journalijar.com

Sourav Mahato
1. Assistant Professor, Manbhum Institute of Education and Social Science, Purulia, West Bengal, India.


Article DOI: 10.21474/IJAR01/4688       DOI URL: http://dx.doi.org/10.21474/IJAR01/4688

Share this article