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IN-SERVICE AND PRE-SERVICE TRAINEE TEACHERS’ ATTITUDE

AND INTEREST TOWARDS THEIR TEACHING PROFESSION IN

WEST BENGAL

Keshab Chandra Halder,

Scholar, Department of Education, University of Kalyani, [email protected]

&

Dr. Arjun Chandra Das,

Assistant Professor, Department of Education, University of Kalyani,

Email:[email protected]

ABSTRACT

The success of an educational system largely depends upon the quality of teachers available

teacher education programme. Thus, it is the teacher education which prepares the teachers

among those who want to join this profession through the process of discovering, analyzing, and

synthesizing educative experiences. Venkataiah (2009) rightly observes that “The quality of its

citizens depends not exclusively, but in critical measure upon the quality of their education. The

quality of their education depends more than upon any single factor upon the quality of

teachers”. So teacher is the backbone of the educational system, maker of mankind and architect

of the society. Teachers are the torchbearers in creating social cohesion, national integration

and a learning society. Teacher education refers to the policies and procedures designed to

equip teachers with knowledge, favorable attitude, behaviors and skills that are required to

perform their tasks effectively in the school and classroom. To what extent different types of

teacher training institutions are able to achieve their objectives and influence their attitude

towards teaching, teaching aptitude, interest towards teaching profession, teaching skills.

KEY WORDS: Teacher Education, Teaching Profession, Pre-service, in-service, Attitude

etc.

1. INTRODUCTION:

The progress of any country is dependent on its educational system and the education

system will be able to discharge its set functions only when accomplished by right kind of

teaching staff. It is the teachers that translate all educational theories into practice making

the students learn. The teachers therefore have the most powerful influence in any system

of education. Teaching is the only field where we are handling the students who will

become the citizens of next generation. Teachers are responsible to provide needed skills

and positive attitude for the future citizens for which they are called as the nation builders.

In this context Education Commission (1964-66) can be remembered, as the commission

started its report with the statement “the destiny of India is now being shaped in her

classrooms. This, we believe is no mere rhetoric. On the quality and number of persons

coming out of our schools and colleges, will depend our success in the great enterprise of

national reconstruction, the principal objective of which is to raise the standard of living of

our people”. Hence, the destiny of nation is shaped by teachers as teaching is a profession,

which lays the foundation for preparing the individuals for all other professions. They are

Journal of Information and Computational Science

Volume 9 Issue 11 - 2019

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capable of generating and imparting knowledge as per the commands and demands of the

society and such teachers are prepared or trained in the teacher training institutes either

through face-to-face mode or through distance mode.

The concept that teachers are born and not made has been completely changed because the

teacher education has proved that teachers can also be made. It fosters the idea that

student-teachers are required to have positive attitude towards teaching profession, enough

teaching aptitude, interest towards teaching-learning environment, knowledge of the theory

and practices of education and the skills of teaching, so that they can perform their roles

effectively. Teachers can perform their role better if they have adequate knowledge of

child’s psychology, classroom management, various evaluation techniques, and favorable

attitude and aptitude towards teaching profession, interest in teaching, sufficient teaching

skills, etc. Teacher training institutions play a vital role in the acquisition of these skills

and concepts through the organization of various teacher education programmes. But the

issue is whether they already possess the skills and required knowledge in education to

teach effectively or learn it during the B.Ed. programme.

2. REVIEW OF RELATED STUDIES:

The reviewed of related studies was categorized into the following two categories: studies

conducted abroad and studies conducted in India. The implications of the reviewed

literature for the present study are as follow. It was observed from the reviewed literature

that the studies conducted by GCPI (1976), GCPI (1977), Raina (1981), Patil (1984), Dave

(1987), Mathur (1987), Singh (2004) etc. were all related to attitude of pre-service or

serving teachers towards teaching with respect to supervisory or peer feedback,

microteaching under simulated and real condition, teachers belonging to different

disciplines, intelligence and interest etc.

Studies carried out by Buch (1959), Mehrotra (1973), GCPI (1976), Kaul (1977), Verma

(1979), Kaur (2007), Kavita (2011) and Gunjal (2014) revealed the similar results that

training had favourable effect on the attitude of teacher trainees towards teaching

profession. Other studies related to attitude were done by Saran (1975), Sinha (1980),

Sundarajan et al (1991), Devi (2005), Viswanathappa (2005), Kanti (2011), Ahmet, Canan

(2009), Mehmet et al (2009), Parvathi (2012), Patil (2012) and Demir (2016). Saran (1975)

found positive attitude of student teachers and interest was positively related with attitude

towards the teaching profession and level of education.

Richards &Nunan (1990) stated that teacher education typically includes a knowledge

base, drawn from linguistics and language learning theory, and a practical component,

based on language teaching methodology and opportunity for practice teaching. Richards

(1998: 1) defined knowledge base as “constituent domains of knowledge, skill,

understanding, and awareness”.



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3. OBJECTIVES OF THE STUDY:

The study was designed with the following objectives:

To compare the personal attributes of students of pre-service and in-service secondary

teacher education programmers in terms of teaching aptitude, interest towards teaching

profession, attitude towards teaching profession, knowledge in teaching and teaching skill.

4. HYPOTHESES OF THE STUDY:

H1: There will be significant difference in the teaching aptitude of pre-service and in-

service student-teachers.

H2: There will be significant difference in the interest of pre-service and in-service student-

teachers towards teaching profession.

H3: There will be significant difference in the attitude of pre-service and in-service student-

teachers towards teaching profession.

H4: There will be significant difference in the knowledge in education of pre-service and

in-service student-teachers.

H5: There will be significant difference in the teaching skills of pre-service and in-service

student-teachers.

5. METHODOLOGY OF THE STUDY:

The researcher used the Descriptive Survey method and Quantitative approach for the

present study. It is a method of investigation that attempts to describe and interpret the

existing phenomena. It involves some type of comparison or contrast and attempts to

discover relationships between existing non manipulative areas. The present study was a

causal comparative study under descriptive research as it involved hypotheses formulations

and testing, comparison of various dimensions of teacher education programmes,

determination of the cause or reason for existing difference in the behavior or status of

groups of individuals pre-service and in-services student teacher.

5.1.POPULATION OF THE STUDY: Population for the present study consisted of all the

pre-service and in-service student teachers in West Bengal. Nearly the population

comprised of 1800 pre-service and 200 in-service student-teachers in the year 2016-17 and

2017-18. The population for pre-service B.Ed. programme consisted of 20B.Ed.

institutes/colleges/departments in West Bengal in-service B.Ed. programme, the seven

functional study centers situated in West Bengal were taken as population.

5.2.SAMPLE OF THE STUDY: Sample was taken purposively, out of 20 B.Ed.

institutes/colleges/departments in West Bengal; three B.Ed. institutes/colleges/departments

were selected. Similarly, out of seven functional study centers for B.Ed. programme in

West Bengal, only one study centre situated at Department of Education, Faculty of



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Education and Psychology, The David Hare Training College of west Bengal was selected

purposively and two consecutive years’ (2016-17 and 2017-18) in-service student-teachers

were taken as sample. 50 pre-service student-teachers of second semester and 50 in-service

student-teachers of second year those provided all the data related to these objectives

constituted as the sample for the present study. 5 student-teachers from each mode were

selected randomly from each population from The David Hare Training College of West

Bengal. David Hare Training College and ten teaching lessons of each of these 10 students

were observed to study their teaching skills. Five students from each mode were also

interviewed to have a holistic view of their professional course.

6. TOOLS AND TECHNIQUES:

For the present study, two available tools were used to collect data. Details about the tools

are as follows:

6.1.Aptitude Test: An Aptitude Test to measure the teaching aptitude of student

teachersdeveloped by Dr. Renu Mishra in the year 1993, containing 50 items inthe form of

MCQs with four alternatives for each stem, was used for the presentstudy. The student-

teachers were asked to indicate their response by encircling theright answer, which

revealed their teaching aptitude that may be high or low.Aptitude test was designed to

measure teaching aptitude of student-teachers andscoring was done with the help of

Answer Key. One mark was given for eachitem in the test, with the highest score being 50

which indicated high aptitude andlowest mark being zero which indicated low aptitude.

6.2.Attitude Scale: An attitude scale to measure the attitude of student-teachers towards

teaching profession prepared by Dr. Ashutosh Biswal in the year 2005 with 5 point scale

viz. (i) Strongly positive (ii) Positive (iii) Neutral (iv) Negative, (v) Strongly negative, was

used for the present study. The tool contained 25 statements which revealed their attitude

towards the teaching profession which may be positive or negative. The statements in the

attitude scale were related to academic aspect of teaching profession.

6.3.Interest Inventory for measuring interest towards teaching profession: Two separate

interest inventories were prepared by the investigator to measure the interest of pre-service

and in-service student-teachers towards teaching profession. On the basis of reviewed

literature and nature of their work, the components of interest inventories were thus

identify for the inventory which were related to B.Ed. programme like, teachers’ role and

function in the area of co-scholastic activities, interest and involvement in academic,

administrative and teaching-learning process in school. Statements were framed for each of

the inventory, with a five point rating scale viz. (i) Strongly Agree (ii) Agree (iii)

Undecided (iv) Disagree and (v) Strongly Disagree.

6.4.Observation Schedule: An observation schedule was prepared by the investigator to

check the practical knowledge related to practice teaching (Skills) on a fivepoint scale viz.

(i) Weak (ii) Average (iii) Good (iv) Very good and (v) Excellent to measure the intensity

of the skill used. It consisted of 50 items which were related to all the teaching skills used



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during classroom transaction such as Skill of Introduction, Skill of Black 14 board writing,

Skill of Illustration with Examples, Skill of Probing, Skill of Questioning, Skill of

Stimulus-variation, Skill of Non-verbal cues, Skill of using Teaching-aids, Skill of

Explanation, Skill of Questioning, Skill of Classroom Management, Skill of Praising and

Skill of achieving closure etc.

6.5.Interview Schedule: A structured interview schedule was prepared by the investigator to

take the holistic view of the pre-service and in-service student teachers regarding their

B.Ed. programme. The interview schedule consisted of 37 questions, 6 questions on

admission process, 23 questions on teaching-learning process and 8 questions on

evaluation process.

7. DATA COLLECTION:

The data related to objective was collected personally by employing the tools on the

sample students. 100 practice teaching lessons, 180 of in-service student-teachers and 200

of pre-service student-teachers were personally observed by the investigator in the schools

during practice teaching. 5 selected samples from each group were interviewed personally

by the investigator with the help of a structured interview schedule to take the holistic view

of the pre-service and in-service student-teachers regarding their B.Ed. programme.

8. PROCEDURE OF DATA ANALYSIS:

Scores obtained from the mentioned tools for the present research were analyzed by

employing qualitative and quantitative data analysis techniques with the help of descriptive

statistics. Frequency, percentage, and content analysis were used to analyze the qualitative

data. The descriptive statistical techniques like Mean, Standard Deviation, and Standard

Error of Mean. Data obtained through observation and case studies were analyzed

qualitatively and inferential statistics.

9. RESULTS AND DISCUSSION:

Table-1: Mean, Standard Deviation and Standard Error of Mean wise distribution of

Teaching Aptitude of Pre-service and In-service Student-Teachers

Student-

teachers N Mean

Standard

Deviation

Standard

Error of Mean

Pre-service 200 27.66 11.72 0.82

In-service 180 29.52 12.16 0.90

From the Table-1 it was found that the Mean teaching aptitude of pre-service and in-

service student-teachers were 27.66 and 29.52 respectively. The Standard Deviations from

the Means for the teaching aptitude were found to be 11.72 and 12.16 respectively for pre-

service and in-service student-teachers with Standard Error of Mean of 0.82 and 0.90 for

the respective groups. Comparing the Means it was found that the Mean of in-service



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student-teachers was higher than that of pre-service student-teachers. From the Standard

Deviations and Standard Error of Means of both the groups it was also observed that the

in-service student-teachers were more heterogeneous in terms of their teaching aptitude in

comparison to their pre-service counterpart.

H01: There will be no significant difference in the teaching aptitude of pre-service and in-


Table-2: Summary of Mann-Whitney U-test for teaching Aptitude of Pre-service and

In-service Student-teachers, with the Number of Sample, Sum of Ranks, U-value, z-

value and Probability

Student-

teachers

N Sum of

Ranks

U-value z value Probability

(p)

Pre-

service

200 39452

19793.00

0.64

0.2611

In-

service

180 37266

Analysis: From Table-2 it was observed that the Sum of Ranks of pre-service and in-

service student teachers in teaching aptitude score were 39452 and 37266 respectively with

200 and 180 student-teachers in respective groups. The U-value and z-value were found to

be 19793 and 0.64 respectively. Referring Table for normal probability (Table A of Siegel,

1956) under null hypothesis of z, for z ≤ 0.64, the two tailed probability was found to be

0.2611 which is greater than our decided significance level i.e. 0.05.

Interpretation: Hence the null hypothesis i.e. ‘there will be no significant difference in the

teaching aptitude of pre-service and in-service student-teachers’ is retained and it can be

said that pre-service and in-service student teachers do not differ statistically in terms of

their teaching aptitude.

Table 3: Mean, Standard Deviation and Standard Error of Mean wise distribution of

Interest of Pre-service and In-service Student-teachers towards teaching profession

Student-

teachers N Mean

Standard

Deviation

Standard

Error of Mean

Pre-service 200 124.60 42.82 2.81

In-service 180 123.79 40.76 2.95

From the table 3 it was found that the Mean interest of pre-service and in-service student

teachers towards teaching profession was 124.60 and 123.79 respectively. The

StandardDeviations from the Means for the interest towards teaching profession was found

to be 42.82and 40.76 respectively for pre-service and in-service student-teachers with

Standard Error ofMeans of 2.81 and 2.95 for the respective groups. Comparing the Means

it was found that theMean of pre-service student-teachers were higher than that of in-

service student-teachers.From the Standard Deviations and Standard Error of Means of

both the groups it was alsoobserved that the In-service student-teachers were more



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homogeneous in terms of theirinterest towards teaching profession in comparison to their

pre-service counterpart.

H02: There will be no significant difference in the interest of pre-service and in-service

student-teachers towards teaching profession.

Table 4: Summary of Mann-Whitney U-test for Interest of Pre-service and In-service

Student-teachers towards Teaching Profession, with the Number of sample, Sum of

Ranks, U-value, z-value and Probability

Student-

teachers

N Sum of

Ranks


(p)

Pre-

service

200

40378

8867.00

0.17

0.4325

In-

service

180 36348


service student teachers in interest score towards teaching profession were 40378 and

36348 respectively with 200 and 180 student-teachers in respective groups. The U-value

and z-value were found to be 18867 and 0.17 respectively. Referring Table for normal

probability (Table A of Siegel, 1956) under null hypothesis of z, for z 0.17, the two tailed

probability was found to be 0.4325 which is greater than our decided significance level i.e.

0.05.


interest of pre-service and in-service student-teachers towards teaching profession’ is

retained and it can be said that the pre-service and the in-service student-teachers do not

differ statistically in terms of their interest towards teaching profession.


Attitude of Pre-service and In-service Student-teachers towards Teaching Profession

Student-

teachers N Mean

Standard

Deviation

Standard

Error of Mean

Pre-service 200 71.88 22.50 1.66

In-service 180 76.10 23.76 1.78

From the Table-5 it was found that the Mean attitude of pre-service and in-service student

teachers towards teaching profession was 71.88 and 76.10 respectively. The Standard

Deviations from the Means for the attitude towards teaching profession was found to be

22.50and 23.76 respectively for pre-service and in-service student-teachers with Standard

Error of Means of 1.66 and 1.78 for the respective groups. Comparing the Means it was

found that the Mean of in-service student-teachers was higher than that of pre-service

student-teachers from the Standard Deviations and Standard Error of Means of both the



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groups it was also observed that the pre-service student-teachers were more homogeneous

in terms of their attitude towards teaching profession in comparison to their pre-service

counterpart.

H03: There will be no significant difference in the attitude of pre-service and in-service

student-teachers towards teaching profession.

Table-6: Summary of Mann-Whitney U-test for attitude of Pre-service and In-service

Student-teachers towards teaching profession, with the Number of sample, Sum of

Ranks, U-value, z-value and Probability

Student-

teachers

N Sum of

Ranks


(p)

Pre-

service

200 38013

21232.00

1.90

0.0287

In-

service

180 38717


service student teachers in attitude score towards teaching profession were 38013 and

38717 respectively with 200 and 180 student teachers in respective groups. The U-value

and z-value were found to be 21232 and 1.90 respectively. Referring Table for normal

probability (Table A of Siegel, 1956) under null hypothesis of z, for z ≤ 1.90, the two

tailed probability was found to be 0.0287 which is lower than our decided significance

level i.e. 0.05.


attitude of pre-service and in-service student-teachers towards teaching profession’ is

accepted and it can be said that the attitude of in-service student-teachers do not differ

statistically larger than that of pre-service student teachers towards teaching profession.


Knowledge in Education of Pre-service and In-service Student-teachers

Student-

teachers N Mean

Standard

Deviation

Standard

Error of Mean

Pre-service 200 81.65 34.63 2.46

In-service 180 76.25 25.49 1.96

From the Table-7 it was found that the Mean Knowledge in Education of pre-service and

in-service student-teachers was 81.65 and 76.25 respectively. The Standard Deviations

from theMeans for the Knowledge in Education was found to be 34.63 and 25.49

respectively for pre-serviceand in-service student-teachers with Standard Error of Means

of 2.46 and 1.96 for the respective groups. Comparing the Means it was found that the



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Mean of in-service student teachers was lower than that of pre-service student-teachers.

From the Standard Deviations and Standard Error of Means of both the groups it was also

observed that the in-service student-teachers were more homogeneous in terms of their

Knowledge in Education in comparison to their pre-service counterpart.

H04: There will be no significant difference in the knowledge in education of pre-service and

in-service student-teachers.

Table-8: Summary of Mann-Whitney U-test for Knowledge in Education of Pre-

service and In-service Student-teachers, with the Number of sample, Sum of Ranks,

U-value, z-value and Probability

Student-

teachers

N Sum of

Ranks


(p)

Pre-

service

200 41140

18105

0.84

0.2005

In-service 180 35592


service student teachers in educational knowledge score were 41140 and 35592

respectively with 200 and 180 student-teachers in respective groups. The U-value and z-

value were found to be 18105 and 0.84 respectively. Referring Table for normal

probability (Table A of Siegel, 1956) under null hypothesis of z, for z ≤ 0.84, the two

tailed probability was found to be 0.2005 which is greater than our decided significance

level i.e. 0.05.

Interpretation: Hence the null hypothesis i.e. ‘there will be no significant difference in

the Knowledge in Education of pre116 service and in-service student-teachers’ is retained

and it can be said that pre-service and in-service student-teachers do not differ statistically

in terms of their Knowledge in education.


Teaching Skill of Pre-service and In-service Student-teachers

Student-

teachers N Mean

Standard

Deviation

Standard

Error of Mean

Pre-service 200 190.25 1349.35 190.85

In-service 180 185.44 1316.84 184.50

From the Table-9 it was found that the Mean teaching skill of pre-service and in-service

student-teachers was 190.25 and 185.44 respectively. The Standard Deviations from the

Means for the teaching skill was found to be 1349.35 and 1316.84 respectively for pre-

service and in-service student-teachers with Standard Error of Means of 190.85 and 184.50

for the respective groups. Comparing the Means it was found that the Mean of pre-service



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student teachers was greater than that of in-service student-teachers. From the Standard

Deviations and Standard Error of Means of both the groups it was also observed that the

pre-service student-teachers were more heterogeneous in terms of their teaching skill in

comparison to their in-service counterpart.

H05: There will be no significant difference in the teaching skills of pre-service and in-


Table 10: Summary of Mann-Whitney U-test for Teaching Skill of Pre-service and

In-service Student-teachers, with the Number of sample, Sum of Ranks, U-value, z-

value and Probability

Student-

teachers

N Sum of

Ranks


(p)

Pre-

service

200 1628

337

4.105

0.0018

In-

service

180 1612


service student teachers in teaching skill score were 1628 and 1612 respectively with 50

student-teachers in each group. The U-value and z-value were found to be 337 and 4.105

respectively. Referring Table for normal probability (Table A of Siegel, 1956) under null

hypothesis of z, for z ≤ 4.105, the two tailed probability was found to be 0.0018 which is

smaller than our decided significance level i.e. 0.05.

Interpretation: Hence the null hypothesis i.e. ‘there will be significant difference in the

teaching skill of pre-service and in-service student-teachers’ is retained and it can be said

that pre-service and in-service student-teachers will differ statistically in terms of their

teaching skill.

10. FINDINGS OF THIS STUDY

Following were the findings of this study.

Pre-service and in-service student-teachers do not differ significantly in terms of their

teaching aptitude.


interest towards teaching profession.

The attitudes towards teaching profession of in-service student-teachers do not differ

significantly greater than that of pre-service student-teachers.


knowledge in Education.

Pre-service and in-service student-teachers differ significantly in terms of their

teaching skills.



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11. CONCLUSION:

The present study was a comparison of secondary teacher education programmes in

different modes. Admission, teaching-learning and evaluation process of pre-service and

in-service student-teachers was compared and analyzed. They were also compared with

respect to teaching aptitude, interest towards teaching profession, attitude towards teaching

profession, knowledge in education and teaching skills. From the findings and discussion it

can be concluded that teacher training programmes are must for becoming professionally

skilled teachers as it helps in the enhancement of teaching skills and development of

favorable attitude and aptitude towards teaching profession. Even the modes of teacher

training programme either face-to face or distance mode doesn’t affect teaching aptitude

and interest towards teaching profession of B.Ed. students. Both modes of teacher

education programmes Pre-service B.Ed. programme of one year through face to face

mode and In-service B.Ed. programme of two years through distance mode are almost

equally effective and should be utilized for training future teachers to become

professionally skilled. On one hand, Pre-service B.Ed. programme provides strong

knowledge base theoretically as well as practically and ends with B.Ed. certification. On

the other hand, In-service B.Ed. programme which faces criticism due to its distance mode

helps the serving teachers to acquire the required teaching skills, update and maintain pace

with the changing time and develop professionally as a skilled teacher. In-service

secondary teacher education programme in distance mode emerged as an alternative to the

formal secondary teacher education programme in regular mode as it emphasized on

education for all, limitation of the formal system in providing greater accessibility were

taken care of and it was designed to provide alternative educational avenues to the poor

and the working people for higher education.

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