1.
Prof. Omprakash H M
Sri Murugha Rajendra Swamiji B.Ed and M.Ed
College
Saraswatipura, Kusnoor Road
Kalaburagi – 585 106, Karnataka
Visit my website: www.nanoteaching.com
Challenges and Opportunities
after completing the Teacher
Training Programme– A
Current Scenario

2.
Some Challenges:
Professional Status. ...
 Lack of Planning Time. ...
 Non-Teaching Tasks. ...
 Inefficient Professional Training. ...
 Challenges in The Classroom. ...
 Work-Life Balance. ...
 Lack of clarity about career growth…

3.
 Professional Status:
The fact that students habitually aspire to be everything
from doctors and engineers to pilots and models but a
teacher says a lot about the status of this role.
Contrarily, in countries like South Korea and Finland,
only the top 10 percent of merit holders are considered for
this role. Although, the bar of scores should not be set so
high for becoming a teacher. But there should be some
kind of screening beyond B.Ed and M.Ed to select
individuals who have the best skills for teaching.
The general perception that anyone can become a teacher
as it doesn’t require a specific skill set and is not a
primary career choice should be changed. This mindset is
one of the main teacher problems that clearly reflects the
status teachers hold in our country. Because this is not a
highly regarded profession and people assume that
anybody and everybody can become a teacher, they don’t
consider it to be phenomenal.

4.
 Lack of Planning Time:
The majority of the highly-potential teachers would attest to the fact
that they don’t get sufficient time to plan and implement their ideas.
Teachers face a lot of pressure from management, administration,
and parents for the completion of the course. When you ask a
teacher about the problems they face, you will get to know how the
time they get to plan their lessons is not enough.
The units are pre-decided for formative and summative
assessments. Alongside, there is always one thing or other going on
during the session. Sometimes an event or a celebration requires
students to rehearse daily and teachers to be involved in non-
academic activities. Such distractions often delay the lesson
deliveries.
Teachers often end up finishing the chapters hurriedly instead of
applying innovative teaching methodologies to improve the quality
of education. This kind of chaos and mismanagement can be
avoided by planning sessions well in advance and assigning duties to
non-teaching staff members or hiring specific professionals.

5.
 Non-Teaching Tasks:
It brings us to the point of non-
teaching tasks that are often handed
over to the teachers in schools. They
are loaded with surveys,
documentation, typing exam papers,
scorecard preparations, admissions,
and much more. These jobs can be
performed by administrative staff
equally efficiently, and teachers
would get ample time to prepare for
their lessons.
The time post-final exams and at the
end of summer vacations is mostly
used by schools for admissions. If
teachers utilize this time to work on
developing and assembling essentials
for developing innovative teaching
techniques, they can deliver
education more effectively
throughout the academic year.

6.
 Inefficient Professional Training:
Every organization conducts timely training sessions for its employees.
But for some reason, teachers are not provided with this kind of
learning opportunity. The problems of teacher education in India are
real.
Every profession evolves with advancements in technology and trends.
Hence, there should always be regular training programs for teachers
to help them stay updated and upgrade their teaching styles
accordingly.
But unfortunately, this is not a common trend in India. Teachers in
most parts of our country have limited access to on-job learning
programs. Even during the pandemic, when everyone was forced to
work from home, many teachers were recording lectures for the first
time. Especially elderly teachers suffered a lot due to this sudden shift.
If our system had already integrated teacher learning programs, this
transition would have been way smoother for all the generations of
educators. The world is continuously advancing with innovative
teaching methodologies, some of which are not even known to teachers
in India.
This inefficiency of professional training limits the teachers in this
nation from developing additional skills and matching international
standards.

7.
 Challenges in The Classroom:
There can be a long list of pointers in
response to what challenges teachers face in
the classroom. Teachers don’t have to deal
only with the ordeal of the outward
challenges of this profession. There are
plenty of issues that need to be managed
inside the classroom as well.
Students often become the naughtiest
creatures when they are not willing to study.
There are many teacher problems in the
classroom, to name a few:
 Apathy
 Lack of students’ participation
 Late homework submissions
 Misbehavior
 Unnecessary cellphone usage

8.
 Work-Life Balance:
The problems of teacher education do not
end here. Striking a proper work-life
balance has become a real struggle for
teachers, especially after the pandemic.
Government teachers were even assigned
COVID-19 duties in several parts of India
along with the responsibility to deliver online
education.
After a stressful day, teachers can be seen
checking assignments or assessments as they
don’t get sufficient time during their shift at
the school. Besides, those new to the online
learning modules have been spending too
much time recording lectures or
understanding technology to deliver
seamless lessons to their students on time.

9.
Lack of clarity about career growth:
Most teachers don’t get enough clarity about
what their career path will look like if they
continue in this profession. Not all teachers
can be promoted, however a clear path
based on merit can be established by schools.
Teachers can be made aware of what exactly
is expected from them to ensure they are
motivated and clear about objectives.

10.
Opportunities: