DEVELOPMENT OF
TEACHER EDUCATION
IN PRE INDEPENDENCE INDIA
PRESENTED BY
SHINI. A
TEACHER EDUCATION
Rabindranath Tagore rightly said,
“A teacher can never truly teach unless he is still learning himself. A lamp can
never light another lamp unless it continues to burn its own flame”. According
to an Indian prayer, “The teacher is Brahma, the creator, He is God Vishnu, He
is God Maheshwara. He is the entire universe, salutation to him”.
Historical perspective of Teacher Education in India
The history of Teacher education in India is as old as the history of Indian
education itself. And the history of Indian education is
as old as the history of human civilization. The history of Teacher education
may be divided into two parts
1. Pre-Independence Period- It is divided into four parts:
1. Ancient and Medieval Period (2500 B.C. to 500 B.C.)
2. Buddhist Period (500 B.C. to 1200 A.D.)
3.Muslim Period (1200 A.D. to 1700 A.D.)
4.British Period (1700 A.D. to 1947 A.D.)
2. Post -Independence Period- (1947 to up to date)
PRE-INDEPENDENCE PERIOD TEACHER
EDUCATION
Ancient and Medieval Period (2500 B.C. to 500 B.C)
Buddhist Period (500 B.C. to 1200 A.D.)
Muslim Period (1200 A.D. to 1700 A.D.)
British Period (1700 A.D to 1947)
Ancient and Medieval Period
(2500 B.C. to 500 B.C)
In the beginning of Hindu civilization teaching was concerned with teaching of Vedas.
Out of the four classes of Hindu society, Brahmins served as a teachers of the
community.
Only learned section of Hindu community undertook the task of teaching.
Manu lays down that only Brahmins shall teach Vedas and none else.
Gurukula system of education was in existence. In Vedic India, teacher enjoyed a
special position and status.
The monitorial system, was the contribution of the ancient education system.
Buddhist Period (500 B.C. to 1200 A.D.)
The formal system of Teachers training emerged during this period.
The profession of teaching was no longer the privilege of only Brahmins.
As the expansion of teacher education was recognized till this period.
Any enlightened person from any class of the community may get the status of
a teacher after a vigorous training.
Teachers were trained for the purpose of spreading the spirit of Buddhists
religion.
To get the status of a teacher one was kept under the supervision of the
teacher.
Teacher trainee learned the elements of morality, proper conduct and training
in Dharma from trainers.
When the supervisors were satisfied, they gave a certificate to be fit for
teaching . A system later on named as monitorial system.
Muslim Period (1200 A.D. to 1700 A.D.)
During this period there was no formal system of teacher training.
Educational institutions were Called, „Madrasah‟ where students were taught
by „Molvies‟.
Education was mainly teaching of Quran.
There were also some Arabic schools with more advanced and comprehensive
course of study.
Need of formal education was not recognized. So, no special professional
training was required.
Educated people available in the country or abroad from Arabia were
appointed as Molvies in the educational institutions.
Only mohammadans were allowed to teach in Mokalis and Madrasahs.
British Period (1700 A.D to 1947)
The British changed the education system according to their needs and
philosophy.
Advanced Education system was incorporated. European missionaries started
many schools for English education.
The need of more teachers in school paved the way to get systematic training
of teachers.
Some Initiative for Teacher Education in Pre-Independence
period
1. Monitorial System (1880)
In India, the system of teacher’s training emerged out of an indigenous technique,
called Monitorial system. It is based on mutual instruction.
2. Teacher’s Training School
The first formal teacher's training school established at Serampur, in Bengal in the
name of , “Normal School” by Carey, Marshman and Ward in 1793. In Bombay the
Native Education Society trained a number of teachers for the improvement of teaching
in primary schools. In Bengal the Calcutta School Society and Ladies Society of
Calcutta worked for training of teachers. A number of Govt. training schools were set
up in 19th century.
3. Wood’s Despatch (1854)
The Wood's Despatch gave some valuable suggestion for the improvement of teacher
education. The Despatch urged the establishment of training schools in India.
4. Lord Stanley’s Despatch (1859)
He greatly emphasized on teacher's training. The training of secondary teachers
done by: Government Normal Schools, Madras (1856) and Central Training
School , Lahore (1877). In 1886, the first training college to prepare secondary
school teachers was set up at Saidapet in Madras followed by the opening of a
Secondary Department in the Nagpur Training School in 1889. Towards the end of
nineteenth century, there were only six training colleges in India.
5. Sadler Commission (1917-19)
The recommendations of the Sadler Commission had salutary effect on the
teacher training Programme in India. Mysore University started a faculty of
Education in 1925.
6. The Hartog Committee (1929)
The Committee was primarily concerned with primary education but it made
memorable recommendations for teacher training as well. It suggested that
teachers for rural areas should be inducted from persons who were close to
rural society. Working on the recommendations of the Sadler Commission, 13
out of 18 universities set-up faculties of education. The Lady Irwin College
was setup in New Delhi. Andhra University started a new degree the B.Ed. in
1932. Bombay launched a post-graduate degree the M.Ed. in 1936.
7. The Abbott- Wood Report (1937)
It primarily analyzed the position of vocational education but also made
valuable suggestions about teacher education. According to the report, the
duration of training should be 3years to enable the pupil to continue with
general education along with professional training.
8. The Sargent Report (1944)
The Central Advisory Board of Education (CABE) in 1944 presented,
"Sargent Plan" recommended that suitable boys and girls should be picked out
into the teaching profession after high school; practical training should be
provided, refresher courses be planned and research facilities be provided. In
1947, the number of secondary teachers training colleges in the country had
risen to 41
REFERENCE
International Journal of Creative Research Thoughts (IJCRT) www.ijpub.org
HISTORICAL DEVELOPMENT OF TEACHER EDUCATION IN INDIA- A BRIEF
DISCUSSION FROM PAST TO PRESENT Moumita Hazra Former student,
Department of Education, University of Kalyani, Nadia, West Bengal
