August-2004 (NCERT). ** Journal of Indian Education, Vol. XXIX no.2, August-2004 (NCERT) *** National Policy for Education 1986 and POA 1992.

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1 INTRODUCTION The higher education system in India is one of the largest systems in the world. No matter whether it is due to the efforts made by the system to provide access to education to all those deserving or it could be mere fulfilling the constitutional obligations, the fact remains that today we have * 273 universities including (deemed universities) and 10,000 colleges, 70 lakh students enrolled in these universities and around 3 lakh teachers employed for the task. The country s population for its socio-economic scenario, its obligatory towards its people and in return their expectations, political structure, man-power, employment status and the educational preparation, resource conditions are few factors that have direct or indirect influence in shaping the structure and functions of the present Indian higher education institutions. In Indian higher education institutions, teacher training institutions have their own identity as they provide able and effective teachers through the teacher training programmes. In the Indian society, a teacher and teaching profession is the most respectable and noble job. It is always said that a nation can only be successful if it s citizens are civilized and educated which can be done through our teachers. For the successful running of the Nation, Teacher-Citizen Society- Student are the main chain of life. ** According to American commission on teacher education (1974), The quality of a nation depends upon the quality of its citizens and the quality of its citizen depends upon the quality of their education. Further, the quality of their education depends more than any other single factors, upon quality of their teachers. No people can rise above the level of teachers. *** Teachers can make or mar the society. * Universities hand book, Teacher effectiveness Journal of Indian Education, Vo. XXIX No. 2- August-2004 (NCERT). ** Journal of Indian Education, Vol. XXIX no.2, August-2004 (NCERT) *** National Policy for Education 1986 and POA

2 Teacher s personality, behaviors, interests and attitude affects the student s behaviour pattern and thus ultimately shape their personality (NPE). The behaviour of a teacher should be positively effective. To develop an effective behaviour in a teacher, it is necessary to give special attention to the training of the pupil teacher. It is said that the future of a country is built and develops in the class-rooms through overall development of the student. It could only be possible by the qualitative teaching. Qualitative Teaching is associated with the effective behavioural teaching of a perfect teacher. To make a teacher perfect, it is necessary that they should have proper training with full sincerity, responsibility and appropriate teaching skills with balanced teacher like behaviour. These qualities can be developed in them during teacher training programme (B.Ed.), when they are pupil teachers and are in direct touch with the children (through practice teaching) before joining the teaching profession. 1.1 Purpose of Educational Research * Educational research is that activity which is directed towards the document of science of behaviour in educational situation. ** It is needless to say that the teacher and his actions in the classroom have the most decisive impact on the effectiveness of any instructional system, in a formal or non-formal set-up. Thus, an analysis of the teacher behaviour in a scientific manner and its relationship with learning outcomes of the pupils is of central importance for effecting improvement in educational practices. This area of study which forms the most vital core area of pedagogy has, somehow, not been investigated in an adequate manner by the educational researchers. * W.M. Traverse Research in Education pg-6 Soti Shivehdra Chandra Rajendra K.Sharma. ** Educational Research in India An overview, (Third Survey of Research in Education (NCERT). 2

3 So the researcher has selected the problem i.e. A study of the effectiveness of the behaviour of pupil teacher and its implementation in actual teaching, as the researcher can study the effectiveness of the behaviour of pupil teachers during the B.Ed. course and its implementation in actual teaching or in actual class-room conditions. For this purpose, the researcher had studied the area related to the topic with the help of information, suggestions and opinions by the people related to B.Ed. course or B.Ed. programme i.e. pupil teachers, trained (B.Ed.) teachers, Principals and teacher educators. 1.2 Significance * Research is a careful inquiry or examination in seeking facts or principles; a diligent investigation to ascertain something. The quality of education, upto a large extent depends upon the quality of a teacher which deals with the qualitative teacher education programme. Therefore, time to time these programmes are needed to develop professional skills among teachers. Since independence, the number of teachers has increased in our county and according to the requirement, teacher training programme need to be revised. For the modification of the teacher training (B.Ed.) programme, it is essential to give importance to the studies, based on pupil teacher and teacher training programme. Various teacher training programmes have been introduced to fulfill the requirement like pre-service training programmes and in-service training programmes, short duration seminars etc. Among various training programmes, pre-service teacher education programme provides the teachers with initial professional competence of effective teaching. For teacher training * Webster s New International Dictionary. 3

4 programmes, some changes have also been done by NCTE, UGC and NCERT, in the curriculum of teacher education. For professional teacher education, an integrated teacher education programme may be introduced at both the elementary and secondary level, but the main requirement for the system of education is to modify the existing teacher s training programme. The demand of different schools and educational institutions, where more than one examination and evaluation board are working to analyse the student s performance through results and reports, the schools wanted to make sure that the education provided to the student should be effective and informative, which may meet out the requirement of the society in a competitive era. In the present study, the levels of effectiveness among male-female of different regions i.e. hills and plains have to be comprised because nowadays it has been observed that the female teachers actively participate and take keen interest in teaching. It has been found sometimes that female teachers work better than male teachers. They better explain the subject matter and understand the psychology of students better. Sometimes the availabilities of teaching materials in plain regions is easier and in the hilly region it is very difficult. For effective teaching, the behaviour of pupil teacher plays an important role, as judgment, intelligence, emotional maturity are the main aspect of teacher s behaviour. Humanyun Kabir rightly said without good teachers even the best of system is bound to fail, with good teachers, even the defects of a system can be largely overcome. * Implementation of the behaviour of pupil teachers depends on the practice teaching programme where pupil teachers learn how to behave like teacher and do effective teaching in the classroom situation. Pupil teacher s behaviour is somewhat the mixture of his own capability and the curriculum which he learns during B.Ed. course. The skills during develop practice teaching and then apply * Journal of Indian Education Vol. XXX. Number-3. November 2004 (NCERT). 4

5 the same in actual teaching. But the requirement of today s educational institutions are rapidly changing i.e. practical based teaching, learning by doing project assignments etc. Therefore, the demands of these institutions have to be fulfilled by a perfect expert teacher. So B.Ed. training programme and the teaching methods needed to be modified in the same manner as is required. Nowadays teaching is mainly done through computer software, C.D., floppies, software films, Jill capsules (prepared software programme by Bhartiya Vidya at national level) and many other teaching materials,. For this fast and effective teaching the B.Ed. training programme also needed to be revised to improve teaching behaviour to satisfy the present educational need. 1.3 Problem A study of the effectiveness of the behaviour of the pupil teachers and its implementation in actual teaching. 1.4 Operational Definitions Effectiveness: This has been observed that if a pupil failed to show mastery of knowledge and skills, it indeed, indicated a failure of both, may be more of a teacher. The episode of Arjuna and Ekalvya rivalry is a classic example of the pupil outcome criterion for judging teacher s effectiveness. For effectiveness in teaching it is necessary to introduce good working conditions in educational institutions as the actual class-room atmosphere has to be lively. Teacher effectiveness: * The years that a child spends in schools are not only some of the most memorable years of his/her life, but are also the years, which provide the foundation of a child s knowledge and his/her personality. Education is an * Teacher effectiveness in Relation to their emotional intelligence Journal of Indian Education Vol. XXX, no.3 November 2004 (NCERT). 5

6 integral part of all modern societies, so it has to be effective as it has to develop the level of understanding, and a nation can only prosper when it s educational system is sound and effective. An effective education enables an individual to develop a well balanced personality. The destiny of India is being shaped in the classroom has been pointed out by the Indian Education commission. (ICE ) and to that, it may safely be added that the destiny of these class-rooms is being shaped by the effective teachers. It is commonly accepted that the goodness of an education system, to a great extent, is dependent on the quality of teacher. A college may have excellent material resources like equipments buildings, library and other facilities along with the curriculum appropriately adopted to suit the community needs, but if the teachers are misfit and not competent to utilize there things properly, the whole system and programme will paralyse and go wasted.. The problem of identification of effective teachers is, therefore, of prime importance to achieve the desirable educational goals. Teacher s effectiveness causes change in the overt and covert behaviour of the learner, for learning is nothing but a change in or modification in the behaviour of the student, according to the social and cultural expectation and norms of the society to which one belongs. A better teacher can manifest this change in the students in an effective manner. * An effective teacher is one who not only imparts the entire educational curricular allotted to him to the best of his caliber in the most efficient manner, but also ensure the best academic performance, high degree of moral, good interpersonal relationship with all the staff, active-involvement in the decision making process (whenever is needed), and an optimal development of all round personality in students and has his task quite challenging. He is repertory of skills, knowledge, attitudes, values and abilities which help him effectively to perform his tasks. These are the essential attributes for effective teachers. * Journal of Indian Education, Vol. XXIX No. 2, August-2004 (NCERT) 6

7 In all teacher effectiveness is understood as that, which helps development of basic skills, understanding, proper work habits, desirable attitudes, value judgment and adequate personal adjustment of the student. Only effective teacher can materialize policies and plans of education in the class-room at the grass-root level. The effectiveness of a teacher is considered to be associated with his personality and mental health. In order to perform effectively, a teacher should be intelligent in emotion and satisfied in profession, because a teacher is the hope for an individual and the nation. Behaviour : Behaviour means overall qualities of a person who can inspire other person in positive manner. An Ideal Behaviour means when one gets inspired by other s behaviour or wants to copy each and every good quality of that particular person. Behaviour of Pupil Teacher : During teacher training programme, students, who have just completed their general education from colleges and universities are trained for taking up fresh assignment of teaching young ones. It is, in fact a stage of laying foundations for teaching assignment which is of a complex nature, having different problems at different stages, which naturally effects the behaviour of pupil teacher during practice teaching. Behaviour of teacher: A student s behaviour is the reflection of his teacher s behaviour. A teacher is a role model for the society, parents and the students. It has always been said that the teachers are the makers of new leaders for a nation as they produce one after another new intelligent groups of students. From a teacher every member 7

8 of the society expects best of his behaviour as it is going to transform his students. An ideal behaviour (for a teacher) consists of many qualities viz. (a) (b) (c) (d) Knowledge : Among the society whether it is Indian or western, the teacher s knowledge has to be most important. The teachers are known as the future maker and any nation s progress depends on the quality of its teachers and teacher s standards can be measured through their knowledge level. Social service : Teachers are nowadays called upon to solve problems of personal relationship between family members and between parents and child. For this task, a teacher has now taken the role a social worker. Discipline and Obedience : Discipline and obedience are two important terms which go hand in hand i.e. Discipline is the major part to control the class and obedience is the main factor of classroom discipline; without obedience, discipline cannot be maintained. The discipline and obedience help teachers and students to achieve the goal of teaching and learning. Morality For giving good impact on students, a teacher should always work to teach moral teaching to students as a teacher directly and indirectly influences the personality of the students, and some times students are known by the name of their teacher; it is therefore, expected on the part of the teacher to maintain the moral values of the society to which the teacher taught belong. 8

9 (e) Confidence and livelihood * Deep knowledge of a particular subject also helps a teacher to perform teaching with confidence in the class-room, whether it be practice teaching or actual class-room teaching. A confident teacher can make the class-room environment lively and can make the teaching interesting and the children can understand the subject matter in an easy way with full interest. Healthy environment of a class depends upon the active and interesting teaching done by a particular teacher. For confidence in teacher s behaviour, it is important to prepare a perfect teacher with professional skills by teacher educators. ** For making teaching interesting Today young people need specialized training and skills. Student should know more than ever. For which teachers must be master as well as be prepared to think and for reasoning at a higher level. For this they need confidence and ability to make their subject interesting and comprehensive. (f) (g) Punctuality: Punctuality is the most essential part of the B.Ed. programme. Any pupil teacher can complete his/her task effectively and confidently if he/she is punctual. Punctuality for teacher means completing each and every task in time which is related to the teaching and that also through sound impact upon the students. Creativity : A creative teacher is the demand of the changed scenario to meet the requirement of the students. Apart from the conventional role of a dispenser of knowledge, a teacher nowadays is called upon to perform many other roles like a motivator, a counselor, a curriculum developer, a lesson writer, a developer of instructional aids and a service provider to the parents and to the * Investing in teachers for improving quality of EFA (S.K. Yadav) Prof. Dept. of Tea.Ed. and Ext. DTEE, NCERT. ** Harjeet Kaur Bhatia, Lecturers Ed.Insti. of advanced studies in Ed. Jamia Millia Islami New Delhi (For making teaching interesting). 9

10 society. To perform duty effectively, a teacher needs to posses certain skills and competencies. Skill can be as much creative as a teacher wants to make standard and understand his viewpoint and convey his message. In other words the degree or certificate awarded to a student (pupil) teacher, at the end of the programme, showing marks or grades in different components, should be adequately indicative of the level of his knowledge and understanding of educational theory and practice and of the skills, he has acquired for performing his various roles with particular reference to those of teaching and testing. Pupil teachers: Quality education always depends on quality teachers, because only a good teacher knows how to transfer education effectively to students. For quality teachers many training programmes have been introduced from time to time. Among these training programmes, B.Ed. training programme is most important which provides quality training to the pupil teacher. All those students who have completed their graduation or post graduation are eligible for joining the teacher training course. All these students enrolled in teaching institutions are known as the pupil teachers. These pupil teachers learn skills of teaching during B.Ed. training course, and the training curriculum helps them to create a desirable class-room environment to plan variety of learning activities to prepare and use learning materials effectively and to provide quality education to the students. Implementation in actual teaching: For implementation of teaching skills in actual teaching, all teaching methods and pattern should be planned as to bring out essential changes in the education 10

11 system in term of improvement in quality of teaching by making teacher free from other work and responsibilities. True implementation of teaching method and techniques can be done only with the continuous professional skills. Implementation of behaviour in actual teaching: Today a teacher needs new perspectives in view of the changing perceptions regarding his role and responsibilities as a teacher. Our teacher education programmes have somehow been traditional whereas much emphasis has been given on preparation of teacher trainee for teaching, and less on preparing an effective teachers and their teaching, which can only be possible with the effective behaviour of each teacher trainee. During teacher s training, importance should be given to the trainees (pupil teacher) personality and behaviour because after training, teacher has to be effective and perfect in teaching skills. After training, a teacher reflects his personality and behavioural effectiveness during actual teaching because in actual teaching he plays the key role in teaching learning process. His behaviour and teaching quality which he has to implement in actual teaching has to be toned up through the planned teacher training programme. A good teacher implements what he has learnt during practice teaching into actual teaching systematically and he enjoys considerable autonomy while teaching, and shapes the life pattern of future generation through academic and personal-social interaction with students. An effective (behavioural) teacher is one who not only imparts the entire educational curricular allotted to him in the best of his calibers in most efficient manner. His tasks are quite challenging, because he has to implement all his teaching behaviour in actual classroom teaching. Practice teaching: 11

12 A teacher trainee or pupil teacher s behaviour can be evaluated during the practice teaching and because of it practice teaching is an important variable in the present study. Education has always been given priority by both individual and the society. The quality of school education depends on the quality of teachers, who no doubt occupy key position in the school system. Teacher quality can be improved through planned teacher training programmes and with the increase in duration of practice teaching. The teaching curricula should be helpful to create desirable class-room environment to plan a variety of learning activities and produce and use learning materials effectively and to try to identify with the needs and aspirations of students. Practice teaching during B.Ed. course helps the pupil teacher to learn the classroom conditions and gives the opportunity to improve teaching skills and methods. It also helps a pupil teacher to understand the teaching learning process with actual class-room conditions. During practice teaching, pupil teacher implies all the teaching methods and techniques to understand the teaching condition and to improve teaching behaviour. Practicing schools (Demonstration Schools): To understand the pupil teacher s overall behaviour, practice teaching is the only activity area. Practicing schools provide a platform to a teacher trainee to perform teaching skill during B.Ed. course - Teaching education curriculum aims at the preparation of professionally competent and committed teachers to enable them to play their role. Teacher training institutes prepare teachers for teaching school children. These practicing or demonstration schools have the responsibilities of giving teacher trainees group suitable and sufficient teaching practice. In these schools the practice teaching is evaluated by the teacher educators of B.Ed. training institutions. 12

13 * Whatever training being given in teacher training institutes, all are mainly theoretical and away from real situation. As required by NCTE, a teacher trainee should observe teachers teaching different grades and different subjects for a minimum period of ten days. This will develop in them the confidence to teach in the class-rooms. This is followed by 30 days of practice teaching in the schools where they have already attended for observation classes. So, it is evident that one aspect that effects the teacher education programmes is the practicing schools. These schools provide the laboratory to the pupil teachers and prepare the real conditions. Actual teacher: For the implementation of the behaviour of pupil teacher actual teaching has to be evaluated, and during actual teaching the behaviour can be implemented by a person only after completing the B.Ed. training course and after becoming actual or trained teacher. So it is important to know about a teacher or actual teacher in the present study. All those pupil teachers who have been trained through training course become teachers and have to face actual class-room situations. An actual teacher is a teacher who has done the teacher training programme and is teaching in regular classes, is defined by his purposes and by his achievements. It is not sufficient to know that a person is a actual teacher; he must prove to be one. There is a difference between the training and the qualifications on one side and the actual function on the other. An actual teacher must teach in the class-room with full preparation, for everybody may do that, but primarily and for a greater part of his day, and he must do it well and for a number of years in his own lifetime. 1.5 Objectives * Impact of practicing school on quality teaching practice of teacher trainees. Journal of Teacher Edu. Vol. XXIX No.2. August 2004-NCERT. 13

14 The present study is being focused on the B.Ed. practice teaching programme and the pupil teacher. This study is being done to examine the effect of the behaviour of pupil teacher at practice teaching and during actual teaching with the help of trained teachers. This study has been aimed at the following objectives: a) Main objective b) Specific objectives a) Main Objective: The main objective of the study is to assess the relative contribution of the pupil teacher s behaviour and its effectiveness with the knowledge of teacher training programme. b) Specific objectives: The specific objectives in respect of the achievement of main objectives are: i) To study the prevailing practice teaching programme for pupil teacher and its effectiveness. ii) iii) iv) To study the difference between plain and hills practice teaching programmes for B.Ed. students. To study the overall behaviour of pupil teacher during practice teaching. To study the lesson planning done during practice teaching by pupil teacher and its utilization. v) To study the responsibilities of pupil teacher during B.Ed. course and practice teaching. 14

15 vi) vii) viii) To study the utilization of proper teaching aids in practice teaching done by pupil teacher. To study the difference between male and female pupil teachers during practice teaching. To study the difference between practice teaching and actual teaching regarding the implementation of the behaviour of pupil teacher during actual teaching. 1.6 Hypotheses for the study A hypothesis * states what we are looking for. A hypothesis looks forward. It is a proposition which can be put to a set to determine its validity. It may be proved to be correct or incorrect. The following hypotheses are to be tested in the study: 1) There is no significant difference between male and female pupil teacher s perception regarding the effectiveness of practice teaching programme in hill and plain regions. 2) There is no significant difference in between male and female pupil teachers of hill and plain regions regarding the practice of teaching. 3) There is no significant difference between male and female pupil teachers of hill and plain region regarding lesson planning. 4) There is no significant difference between the male and female pupil teachers regarding the discharge of their responsibilities during the practice teaching programme in hill and plain regions. * Goode and Hatt. Research in Education Soti Shivendra Chandra Rajendra K. Sharma. 15

16 5) There is no significant difference in between male and female pupil teachers of hill and plain regions regarding their overall behaviour during B.Ed. programme.. 6) There is no significant difference in between the male and female pupil teachers regarding the utilization of teaching aids during practice teaching in hill and plain regions. 1.7 Outline of the Study 1 st Chapter - and Importance 2 nd Chapter - Related Literature Review (Survey of related literature) 3 rd Chapter - Methodology and Construction of Research tool 4 th Chapter - Data Analysis, Interpretation and Discussion 5 th Chapter - Conclusion and Suggestion for Future Research 16