(a) Pre-service Training:

It is a part of our study in teacher education. It refers to academic terms of study in a university level institution with a period of education, generally lasting for the academic session. It consists of combined or alternative studies and the theory and practice of teaching with elements of psychology.

Educational philosophy and sociology of education and some helpful instruction about teaching of certain specific subjects this phase of training exposes the teacher to psychological, sociological, philosophical and technological aspects and the principles related to education.

This part is carried out with a view to developing in him/her a basic insight into the professional and some key skills required for various teaching-learning tasks. These courses are provided by the college where the student is introduced to the knowledge and skills needed to do a professional job in teaching.


In this phase the trainees are introduced to principles underlying teaching such as the aims of education, curriculum, nature and characteristics of child development, methods of teaching and learning and resources on which pupils and teachers can draw for the purpose of teaching and learning.

The main objectives of pre-service training are:

(i) To provide they would be teacher with proper understanding regarding the aims and objectives of education.

(ii) To promote in prospective teachers a proper understanding of the basic principles of child growth, development and process by which pupils learn.


(iii) To enable them to plan and present subject- matter in a manner which will promote the interest, sense of purpose and an understanding process of pupil’s growth.

(iv) To develop communication and psychomotor skills and abilities conductive to human relations for interacting with children in order to promote learning in them both inside and outside the classroom.

(v) To develop understanding, interests, attitudes and skills which would enable him promote all-round development of children under his/her care.

(b) Induction Phase:


The induction phase of training is designed to make newly appointed teachers familiar with the practices and activities of die institution where they are to be appointed. It is usually identified with the period of problem. It is die preparation required to equip a new member of the staff for the duties and responsibilities of his/her specific inlay assignment.

With a systematic manner, it can send several purposes. This is the only activity provide; new teacher with the required knowledge understanding and skill necessary to begin and helpful develop right values towards the school and his neither job. Proper induction benefits schools as it paves the way for proper and full utilization of the teacher’s abilities.

The induction phase usually attempts:

(i) To acquaint a new teacher with school organization and its policy.


(ii) To acquaint him with general and s| duties and responsibilities.

(iii) To inform him about “equipment, materials and facilities available in the institution.

(iv) To provide him help in the conduct of various recreational and social activities.

(c) In-service Training:


This phase is expected to be the longest and relatively more important. The education provides only the basic minimum knowledge and teaching skills required for the profession. But continue working effectively, a teacher requires continuous personal and professional renewal in knowledge and teaching skills and redirection of tasks and expertise as the changing society necessitate None of the teacher should and could not be satisfied with the initial and induction training that he has received.

The major purposes for this phase are:

(i) To provide adequate professional training for effective teaching.

(ii) To keep teachers abreast of new developments in the profession.


(iii) To upgrade academic qualifications ol teachers.

(iv) To develop skills and attitudes responsive to emerging national development goals and programme!

(v) To develop necessary skills and attitudes to enable them to be effective change agents in the community.

(vi) To disseminate specific information and undertake educational innovations, such as curriculum change, SUPW, population education and environmental education etc.

(vii) To find the solutions for the problems encountered whole functioning in a school.