Analytical Study of The Impact of Training on the Teaching Aptitude and Personality of Trainee Teachers in Teacher Training Colleges of Rajasthan State

Leela Sharma

doi:10.53724/inspiration/v10n3.07

Authors

Leela Sharma Research Scholar, Faculty of Education, Om Sterling Global University, HISAR–Haryana, India. https://orcid.org/0009-0001-1082-2177

DOI:

https://doi.org/10.53724/inspiration/v10n3.07

Keywords:

Teacher Training, Teaching Aptitude, Personality Development, Trainee Teachers, Educational Effectiveness, Colleges of Rajasthan

Abstract

The present study seeks to scan the impact of teacher training programs on the teaching skill and behaviour improvement of trainee teachers in teacher training colleges of Rajasthan State. In the present educational framework, the excellence of teachers plays a pivotal role in determining the efficiency of the teaching–learning method. Teacher training, so, is not merely a formal necessity but an essential instrument for developing professional capability, pedagogical understanding, and needed personality traits amid future educators. This research assumes an analytical and descriptive method and is based on data collected from trainee teachers joined in several B.Ed. colleges across Rajasthan. The study emphases on evaluating changes in teaching skill and personality attributes in advance and after undergoing training. Standardized tools such as teaching aptitude examinations and personality assessment scales were used to make sure reliability and validity of the results. The data were analyzed using basic statistical methods such as mean and percentage contrast to assess the extent of enhancement. The outcomes of the present work reveal that teacher training programs have an important positive impact on both teaching skill and personality expansion. There is an obvious upgrading in areas such as communication skills, confidence, classroom management, and whole teaching efficiency. The results also designate that organized training, combined with practical exposure and teaching practice sessions, plays a vital role in shaping capable and confident teachers.
The study concludes that strengthening teacher training programs and incorporating holistic development methods can donate meaningfully to improving the excellence of education. It emphasizes the need for incessant assessment and improvement in teacher education to meet the evolving demands of the educational system.

References

National Council for Teacher Education. (2014). Norms and Standards for Teacher Education Programmes. New Delhi.

UNESCO. (2015). Teacher Education Guidelines and Policy Framework. Paris: UNESCO.

J.C. Aggarwal. (2010). Essentials of educational psychology (pp. 215–220). New Delhi: Vikas Publishing House.

S.K. Mangal. (2012). Advanced Educational Psychology (pp. 320–325). New Delhi: PHI Learning.

Aggarwal, J.C. (2010). Essentials of Educational Psychology (pp. 112–118). New Delhi: Vikas Publishing House.

UNESCO. (2019). Teacher Policy Development Guide (pp. 35–42). Paris: UNESCO.

S.K. Mangal. (2012). Advanced Educational Psychology (pp. 320–328). New Delhi: PHI Learning.

N.K. Jangira & Ajit Singh. (1982). Core Teaching Skills: The Microteaching Approach (pp. 45–52). New Delhi: National Council of Educational Research and Training.

National Council for Teacher Education. (2014). Norms and Standards for Teacher Education Programmes. New Delhi: National Council for Teacher Education.

J.C. Aggarwal. (2010). Essentials of educational psychology (pp. 215–220). New Delhi: Vikas Publishing House.

S.K. Mangal. (2012). Advanced educational psychology (pp. 320–328). New Delhi: PHI Learning.

N.K. Jangira & Ajit Singh. (1982). Core teaching Skills: The Microteaching Approach (pp. 45–52). New Delhi: National Council of Educational Research and Training.