INNOVATIONS IN TEACHER EDUCATION:

PROGRESS AND ACHIEVEMENT

UNESCO PROAP. Innovations and inovatives in teacher education in Asia

and the Pacific region. Bangkok,1990. 2 vols. v.1 Comparative
otherview of 15 countries. - v. 2 Case studies of 15 national systems.
(Asia and the Pacific Programme of Educational Innovation for
development)

by Prayoj Promkasetrin

The current innovations and innovatives in teacher

education that are occurring in member states in Asia and
the Pacific are presented under the following headings.

Pre-service teacher education. The initial

preparation of teachers is critically important in teacher
development and should reflect both the expectations
which the community holds about the role of the teacher
and the skiils and abilities of individuals who enter the
profession. All countries have selection procedures during
pre-service training but some cointries are reluctant to
terminate students.

Teacher education. Some countries recognize

the need for trained teachers. This provides the new
teachers with an opportunity to consolidate the theory
issues and practical teaching techniques.

Specialised teacher education. Innovation and

innovatives in this particular are conclude, for example,
the overseas training primary teacher educator, the
development of structure of professional post-graduate
teacher qualification as an alternatives to academic study
at a university but with the same salary recognition as
university qualifications, and advanced and higher diplomas
offered trough distance study.

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Innovations in teacher education

Teacher recruitment and admission.National

systems of education should recognize the importance of
having general studies in teacher training for the
promotion of national or community expectations.Such
studies will imrove the teachers general education.
Innovations in admission include the use of television,
radio and newspaper in recruitement campaign to attract
candidates into teacher training, extended first-year
intake into training collage, and lowering the qualifications
for minority groups.

Policy changes relating to teacher education.

There have been important innovations and initiatives in
Member Countries as regards policy changes involving
teacher education. They include the granting teachers a
leave on full salary to undertake post-graduate training in
teaching the handicapped, teacher librarianship, guidance
and counseling, and reading recovery; an introducing
flexibility into the teacher certification system to enable
better cope with diversification of upper secondary-school
education as well as to attract competent people to
teaching positions in vocational and oher practical
subjects

Training of teacher educators. The relationship

between education and the role of teacher educator,as
well as the the facilities required to organize relevant
activities for teacher education, need careful attention.

Balance of male and female teachers. In a few

countrie, there is a predominance of female teachers
(eg.Philipines). In Nepal and Pakistan, there is a dearth of
female teachers. In these countries, the absence of
female teachers have been one of the factors for the non-
enrolment of gIrls, especially in remote and tradition-
bound communities.

Education of disadvantaged groups. I some

countries, girl are viewed as destined for the home, while
boys have priority primary, secondary and tertiary
education. in a few countries, both female and male have
opportunity

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Innovations in teacher education

and acces schooling at all levels. In many countries,

children living in remote rural areas or residing in slum
areas constitute the disadvantaged. There are minority
ethnics in some countries that are generally neglected
when countries in the regions plan teacher education
programmes and curricula.

Low status of teachers. The low status of

teachers has two implications for the teaching profession
and the welfare of learners. First, the better students do
not opt for teaching. Second, since in many
countries,many teachers are mediocre, there is a trend
towards deterioration of the teaching in schools.

Use of educational technology. The level of

sophistication of educational technology ranges from
simple indigenous materials to the use of radio, television
and computer technology. The use of sophisticated
technology will enhance the teaching learning
process.However,in some countries, technology
education are provided to elite school only.

Assessment methods and standards. Many

countries are moving away from a scheme wherein there
is a single external final examination. However, in some
countries, the practice of continuous assessment has
contributed to the deterioration of standards of teacher
trainin institutions; because students obtain assistance
from tutors,parents and friends, their performance may
not accurately reflect their own efforts and abilities.

Responsibility of teacher education

institutions. In most countries, the responsibility of the
teacher training institutions ends with awarding of
degree/diploma. Very few teacher education instituitions
obtain systematic feedback from their graduates.

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