Teacher Resources : Training and Certification

The question of what knowledge, attitudes, behaviors and skills teachers should possess is the subject of much debate in many cultures.

In India across various states there are different qualifications required to be a teacher. The government school generally recruit the teachers through competitive examination. There are degrees like B. Ed, D. Ed, TTC to professionally train the teachers. However, one may be appointed as teacher in a non government funded school even if one does not have these degrees. Apart from the state schools there are also schools run under the Central government. These schools strictly recruit based on the qualification alone. In situations where the government recruits people without qualifications, there are in service training done by DIETS. In the colleges, that is the post school education, however the qualification does not a teacher training degree, but remains to be national / state level examinations and qualifications decided by UGC.

Initial teacher education may be organized according to two basic models. In the 'consecutive' model, a teacher first obtains a qualification (often a first university degree), and then studies for a further period to gain an additional qualification in teaching; (in some systems this takes the form of a post-graduate degree, possibly even a Masters).

The alternative 'concurrent' model is where a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a qualification as a teacher of that subject.

Online Teacher Resources, Teacher Education in many countries takes place in institutions of Higher Education. However, many alternative pathways are affiliated with schools of education, where candidates still enroll in university-based coursework. A supplemental component of university-based coursework is community-based teacher education, where teacher candidates immerse themselves in communities that will allow them to apply teaching theory to practice. Community-based teacher education also challenges teacher candidate’s assumptions about the issues of gender, race, and multicultural diversity.