Teacher Education

Dr.R.Jeyanthi
Assistant Professor,
Dept of Education, GRI-DU,
Gandhigram.
 Teacher Education-Intro
Teacher education or teacher training
refers to the policies, procedures, and
provision designed to equip (prospective)
teachers with the knowledge, attitudes,
behaviors, and skills they require to perform
their tasks effectively in the classroom,
school, and wider community. The
professionals who engage in this activity are
called teacher educators (or, in some contexts,
teacher trainers).
 TEACHER EDUCATION

Teacher education refers to the

policies and procedures designed to equip
prospective teachers with the knowledge,
attitudes, behaviors and skills they require
to perform their tasks effectively in the
classrooms, schools and wider community.
Teacher Education-Meaning
According to Goods Dictionary of
Education, “Teacher education means,
―all the formal and non-formal activities
and experiences that help to qualify a
person to assume responsibilities of a
member of the educational profession or
to discharge his responsibilities more
effectively.”
 Teacher Education-Definition

A programme of education,
research and training of persons to teach
from preprimary to higher education
level.
-(National Council for Teacher Education)
Teacher Education-Definition
The National Council for Teacher
Education has defined teacher education as –
“A programme of education, research and
training of persons to teach from pre-primary
to higher education level. Teacher education is
a programme that is related to the
development of teacher proficiency and
competence that would enable and empower
the teacher to meet the requirements of the
profession and face the challenges therein.”
 OBJECTIVES OF TEACHER EDUCATION

Imparting an adequate knowledge of the subject

matter
Equipping the prospective teachers with necessary
pedagogic skills
Enabling the teacher to acquire understanding of
child psychology
Developing proper attitudes towards teaching
Developing self-confidence in the teachers
Enabling teachers to make proper use of
instructional facilities
IMPORTANCE OF TEACHER TRAINING

"If you educate a boy, you educate

one individual. If you educate a girl, you
educate the whole family and if you
educate a teacher, you educate the whole
community."
 IMPORTANCE OF TEACHER TRAINING

(i) Better Understanding of the Student

(ii) Building Confidence
(iii) Using Methodology of Teaching
(iv) Building favorable Attitude
(v) Familiarizing with the Latest in Education
(vi) Making familiar with School organization
(vii) Creating social Insight
(viii) Improving Standards
(ix) Training for Democracy
 TYPES OF TEACHER EDUCATION PROGRAMMES

• Pre-primary teacher education[higher secondary, 1 yr]

• Primary teacher education[higher secondary, 2 yrs ]
• Secondary teacher education[graduation, 1 yr]
• Higher education program[1 yr M.Ed. Course, 2yr

M. A in Education, 2 yr Ph.D.course after M.Ed./M.A. ]

• Vocational Teachers Training[1 yr Diploma in Physical
Education (DPE), Training courses to prepare teachers of Music,
Dancing, Painting and Fine Arts, 1 yr training course to prepare
teachers for Home Science, Certificate courses in Arts & Crafts]
 CHALLENGES IN TEACHER EDUCATION

1. Several types of teacher education institutions

thereby lacking in uniformity.
2. Poor standards with respect to resources for
colleges of education.
3. Unhealthy financial condition of the colleges of
education
4. Incompetent teacher educators resulting in
deficiency of scholars.
5. Improper selection of the candidates (student
teachers) to be admitted.
 CHALLENGES IN TEACHER EDUCATION

6. Traditional curriculum and teaching methods of

teaching in the teacher education programme.
7. Haphazard and improper organization of teacher
education.
8.Unplanned and insufficient co-curricular
activities.
9. Inadequate duration of the teacher programme.
10. Feedback mechanisms lacking.
 TEACHER EDUCATION IN INDIA

Teacher education is provided by several

Universities, affiliated colleges, private and open
Universities in India. The Teacher Education Policy in
India has evolved over time and is based on
recommendations contained in various Reports of
Committees/Commissions on Education:
• the Kothari Commission (1966)
• the Chattopadyay Committee (1985)
• the National Policy on Education (NPE 1986/92)
• Acharya Ramamurthi Committee (1990)
• Yashpal Committee (1993)
 TEACHER EDUCATION IN INDIA

• and the National Curriculum Framework (NCF,

2005)
• The Right of Children to Free and Compulsory
Education (RTE) Act 2009, which became
operational from 1st April, 2010, has important
implications for teacher education in the
country.
 AIMS OF TEACHER EDUCATION IN INDIA

1. To enhance the institutional capacity available

at present for ensuring the adequate supply of
trained teachers for all levels of school
education.
2. To utilize all possible kinds of institutions for
inservice training of the existing cadre at all
levels.
3. To bring about synergy between institutional
structures operating at different levels
 AIMS OF TEACHER EDUCATION IN INDIA

4. To facilitate co-operation and collaboration

between institutes of teacher training and
colleges.
5. To envision a comprehensive model of teacher
education.
6. To prepare a curriculum policy and framework
for teacher education which is consistent with
the vision of NCF
 LEGAL AND INSTITUTIONAL FRAMEWORK

• Broad policy and legal framework on teacher education

is provided by the Central Government
• Implementation of various program and schemes are
undertaken largely by state governments.
• Within the broad objective of improving the learning
achievements of school children, the twin strategy is to:
– Prepare teachers for the school system (pre-service
training).
– Improve capacity of existing school teachers (in-service
training).
 REFORMS IN TEACHER EDUCATION

1. Revision of the Centrally Sponsored Scheme of Teacher

Education.
2. Modification in Centre-State financial sharing pattern,
from the existing 100% central assistance to sharing
pattern in the ratio of 75:25 for all States/UTs (90:10 for
NER States)
3. Continuation of support to SCERTs/SIEs Strengthening
and re-structuring of SCERTs, Training for Educational
Administrators, including Head Teachers.
4. Orientation / Induction Training to Teacher Educators
5. Continuation of support to CTEs and
establishment of new CTEs
 REFORMS IN TEACHER EDUCATION

4. Continuation of support to IASEs and establishment of new

IASEs
5. Continuation of support to and restructuring of DIETs
6. Establishment of Block Institutes of Teacher Education (BITEs)
for augmenting Teacher Education capacity in SC/ST and
minority concentration areas
7. Professional Development of Teacher Educators
8. Technology in Teacher Education
9. Public-Private Partnership (PPP) in teacher education
 REFORMS IN TEACHER EDUCATION

National Curriculum Framework on Teacher Education

– highlighted specific objectives, broad areas of study in

terms of theoretical and practical learning, and curricular
transaction and assessment strategies for the various
initial teacher education programmes.
– outlines the basic issues that should guide formulation of
all programmes of these courses.
– recommendations on the approach and methodology of
inservice teacher training programmes
– outlined a strategy for implementation of the Framework.
 REFORMS IN TEACHER EDUCATION
The Framework has some important dimensions of the new
approach to teacher education:
– Reflective practice to be the central aim of teacher education
– Student-teachers should be provided opportunities for self
learning, reflection, assimilation and articulation of new
ideas
– Developing capacities for self-directed learning and ability
to think, be critical and to work in groups
– Providing opportunities to student-teachers to observe and
engage with children, communicate with and relate to
children.
 HENCE THERE WOULD BE A MAJOR SHIFT

FROM
• Teacher centric, stable designs. • Learner centric, flexible
process
• Teacher direction and decisions. • Learner autonomy
• Teacher guidance and monitoring. • Facilitates, support and
encourages learning
• Passive reception in learning. • Active participation in learning
• Knowledge as "given" and fixed. • Knowledge as it evolves and
created
• Linear exposure. • Multiple and divergent
exposure
• Appraisal, short, few. • Multifarious, continuous
• Disciplinary focus. • Multidisciplinary, educational
focus
• Learning within the 4 walls of the classroom. • Learning in the wider
social context the class room
 Teacher Education-Need
The American Commission on Teacher Education rightly observes,
“The quality of a nation depends upon the quality of its citizens.
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 their teacher.”In his Call for Action for American
Education in the 21st Century in 1996, Clinton indicated
that :―Every community should have a talented and dedicated
teacher in every classroom. We have enormous opportunity for
ensuring teacher quality well into the 21st century if we recruit
promising people into teaching and give them the highest quality
preparation and training”.
 Reasons for need of TE
The need for teacher education is felt
due to the following reasons;
1) It is common knowledge that the
academic and professional standards of
teachers constitute a critical component of
the essential learning conditions for
achieving the educational goals of a
nation.
 Reasons for need of TE
2) Educating all children well depends not only
on ensuring that teachers have the necessary
knowledge and skills to carry out their work, but
also that they take responsibility for seeing that all
children reach high levels of learning and that they
act accordingly.
3) People come to teacher education with
beliefs, values, commitments, personalities and
moral codes from their upbringing and schooling
which affect who they are as teachers and what they
are able to learn in teacher education and in teaching.
 Reasons for need of TE
4)The National Academy of Education Committee‘s Report
(Darling- Hammond and Bransford, 2005) wrote that : ―On a
daily basis, teachers confront complex decisions that rely on
many different kinds of knowledge and judgement and that
can involve high stakes outcomes for students‘ future. To
make good decisions, teachers must be aware of the many
ways in which student learning can unfold in the context of
development, learning differences, language and cultural
influences, and individual temperaments, interests and
approaches to learning.
 Reasons for need of TE
5)Teacher education like any other
educational intervention, can only work
on those professional commitments or
dispositions that are susceptible to
modification. While we can‘t remake
someone‘s personality, we can reshape
attitudes towards the other and develop a
professional rather than a personal role
orientation towards teaching as a practice.
 Reasons for need of TE
6)The Ministry of Education document
―Challenge of Education : A Policy
Perspective‖ (1985) has mentioned, ―Teacher
performance is the most crucial input in the
field of education.
7)Whatever policies may be laid down, in
the ultimate analysis these have to be
implemented by teachers as much through
their personal example as through teaching
learning processes.
ICT Enabled Teacher Education
The classroom is now changing its look from the traditional one i. e.
from one way to two way communications. Now teachers as well as
students participate in classroom discussion. Now Education is based
on child centric education. So the teacher should prepare to cope up
with different technology for using them in the classroom for making
teaching learning interested. For effective implementation of certain
student-centric methodologies such as project-based learning which
puts the students in the role of active researches and technology
becomes the appropriate tool. ICT has enabled better and swifter
communication; presentation of ideas more effective and relevant
way. It is an effective tool for information acquiring-thus students are
encouraged to look for information from multiple sources and they
are now more informed then before. So for this reason ICT is very
much necessary for Teacher Education.
 Recent Trends in Teacher Education
• Now-a-days new trends in teacher education are
Inter-disciplinary Approach, Correspondence courses,
orientation courses etc. Simulated Teaching, Micro
Teaching, Programmed Instruction, Team Teaching
are also used in teacher education. Now-a-day Action
• Research also implemented in Teacher Education. ICT
acts as the gateway to the world of information and
helps teachers to be updated. It creates awareness of
innovative trends in instructional methodologies,
evaluation mechanism etc. for professional
development.
 Strategies for applying ICT in Teacher
Education
1. Providing adequate infrastructure and
technical support.
2. Applying ICT in all subjects.
3. Applying new Pre-service teacher
Education curriculum.
4. By using application software, using
multimedia, Internet e-mail, communities,
understanding system software.
Role of ICT in Teacher Education
1. ICT helps teachers in both pre-service and in-
Service teachers training.
2. ICT helps teachers to interact with students.
3. It helps them in preparation their teaching,
provide feedback.
4. ICT also helps teachers to access with institutions
and Universities, NCERT, NAAC, NCTE and UGC etc.
5. It also helps in effective use of ICT software and
hardware for teaching – learning process.
6. It helps in improve Teaching skill, helps in
innovative Teaching.
 Role of ICT in Teacher Education
7. It helps in effectiveness of classroom.
8.It also helps in improving professional Development and
Educational management as well as enhances Active
Learning of teacher Trainees.
9. It is now replacing the ancient technology. As we know
now-a day‟s students are always have competitive mind.
So teacher must have the knowledge of the subject. This
can be done through ICT.
10.ICT helps teachers in preparation for teaching. In order to
introduce ICT in pre-service teacher education different
methods and strategies are applied.
11.Different tools are used such as word processing,
Database, Spreadsheet etc.
 Role of ICT in Teacher Education

12. Various technology based plans are used to help the

teachers for their practice teaching.
13. ICT prepares teacher for the use of their skills in the real
classroom situation and also make students for their
future occupation and social life.
14. ICT used as an „assisting tool‟ for example while making
assignments, communicating, collecting data &
documentation, and conducting research.
15. Typically, ICT is used independently from the subject
matter.
 Role of ICT in Teacher Education

16. ICT as a medium for teaching and learning. It is a tool

for teaching and learning itself, the medium through

which teachers can teach and learners can learn.

17. It appears in many different forms, such as drill and

practice exercises, in simulations and educational

networks.
 Role of ICT in Teacher Education

19.It removes the traditional method of

teaching and prepare teacher to apply
modern method of teaching.
20. ICT is plays an important role in student
evaluation.
21. ICT is store house of educational
institution because all educational
information can safely store through ICT.
 Role of ICT in Teacher Education

22. ICT helps Teacher to communicate

properly with their students. So ICT bridge
the gap between teacher and students.
23. ICT helps Teacher to pass information to
students within a very little time.
24. ICT helps Teacher to design educational
environment.
25. ICT helps Teacher to identify creative child
in educational institute.
 Historical Development of Teacher
Education In India
Tagore 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.”
The Education Commission (1964-66) professed, “The
destiny of India is now being shaped in her classrooms”.
The National Policy on Education 1986 emphasize:
“The status of the teacher reflects the socio-cultural ethos of
the society; it is said that no people can rise above the level of
its teachers”.
Teacher education programme starts molding from the ancient
education system and till the present system of education
according to the global and local needs of the Indian society.
 Historical Development of Teacher
Education In India
Introduction:
Good’s dictionary of Education
defines Teacher Education as “All formal
and informal activities and experiences
that help to qualify to a person to assume
the responsibility as a member of the
educational profession or to discharge his
responsibility most effectively”.
The history of Indian teacher education

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.)
5. Teacher education in independent India
(1947 up to this date).
 Teacher Education in Ancient & Pre
Independence Era.
Ancient & Medieval Period(2500BCto500BC)
This monitorial system, which was a method of inducting
pupils to the position of teachers, was the contribution of the
ancient education system. Teaching in the Upanishadic period was
known for the personal attention paid to the student. There was an
intimate relationship between the teacher and the disciple. The
freedom to accept a disciple rested with the teacher, but once he
accepted a disciple it became his moral duty to see that the disciple
grew. Similarly, a disciple or student had the freedom to choose his
teacher. Knowledge was transmitted orally and explanation was
one of the important methods of teaching. The methods used by
teachers were emulated and adopted by the disciples and handed
over from one generation of teachers to another. The transmission
of methods through initiation and repetition continued.
Buddhist Period (500 B.C. to 1200 A.D.)
The formal system of teachers training emerged during this
period. As the importance of teacher education was recognized it got an
expansion. The monastic system which was an important feature of
Buddhism required that every novice on his admission should place
himself under the supervision and guidance of a preceptor (Upajjhaya).
The disciple would 'choose an upajjhaya with much care and showed
him the utmost respect. The upajjhaya, on his part, had much
responsibility to the novice, the Saddhiviharika. He was to offer spiritual
help and promote learning through religion among the disciples by
teaching, by putting question to him, by exhortation, by instruction. The
teacher was to look after the disciple fully. The teachers employed other
methods besides oral recitation such as exposition, debate, discussion,
question-answer, use of stories and parables. In Vihars and
monasticschools, Hetu-Vidya or the inductive method was adopted and
the intellect of the disciple was trained through it. The subject Logic was
introduced which helped in sharpening the intellect of the learner.
Muslim Period (1200 AD to 1700 AD):
• During this period there was no formal system of
teacher training. In the holy Koran, education is urged
as a duty and in Muslim countries, education was held
in high esteem. Education was public affair. The
Mohammedan rulers in India founded schools
(Maktabs), Colleges (Madrassahs) and libraries in their
dominions. In the Maktab, often attached to a mosque,
the students received instruction in the Koran which
they had to recite, and reading, writing and simple
arithmetic was also taught. The medium of
"instruction was Persian but the study of Arabic was
compulsory.
Muslim Period (1200 AD to 1700 AD):
In Madrassahs the course included grammar, logic, theology,
metaphysics, literature, jurisprudence and sciences. The teachers
teaching in the Maktabs were mostly moulvis, but in the Madrassahs
scholarly persons were employed. The method of teacher preparation
was mostly initiation of what the old teachers practiced. Good and
experienced teachers with a discerning eye identified able students and
appointed them tutors to look after and teach the junior students in their
absence. Thus the monitorial system was in vogue during the medieval
times too and was the method of preparing the future teachers. The
teachers were held in high esteem and were respected by the society and
their students. Cramming and memorising were prevalent during this
period. The method of teaching was oral. The teachers adopted the
lecture method. Students were encouraged to consult books. Practicals
were also conducted in practical subjects like medicine. Analytical and
inductive methods were also used to each subject like religion, logic,
philosophy and politics.
British Period (1700 AD to 1947 AD):
The Britishers changed the above educational
system according to their own system, their need and
philosophy. Advanced system of education was
incorporated. Before the arrival of the Britishers in India
the European Missionaries first started scholars and
later initiated teacher training institutions. The Danish
Missionaries established a normal school for the training
of teachers at Serampur near Calcutta. In Madras Dr.
Andrew Bell started the experiment of Monitorial
System which formed the basis of teacher training
programme for the time being. It was used in England
and known as Bell-Lancaster system.
British Period (1700 AD to 1947 AD):

Mr. Campbell, Collector of Bellary, in his Minute

dated 17th August 1823, commended this system by
which the more advanced scholars are asked to teach
the less advanced and this was well received in
England. Sir Munro, in his Minute dated 13
December 1823, gave some ideas for the
improvement of the education of teachers. He
suggested an increase in their allowance and different
types of syllabi for Hindu and Muslim teachers.
British Period (1700 AD to 1947 AD):

In June 1826, the first normal school was

started in Madras under the management
and with the finances of the British
government. Initially it prepared teachers for
the district schools. normal school developed
into the Presidency College. In 1847, in
Bombay a normal school was started in the
Elphinstone Institution and in 1849, Calcutta
too had a normal school.
 Teacher Education in Pre Independent
India
• Monitorial System (1880)
• Wood's Despatch (1854)
• Lord Stanley's Despatch (1859)
• Government of India Resolution on Education Policy
(1904)
• The Government of India Resolution on Education
Policy (1913).
• Calcutta University Commission (1917-19)
• The Hartog Committee (1929)
• The Abbott - Wood Report (1937)
• The Sargent Report (1944)
 Teacher Education in Pre Independent India

Monitorial System (1880)–In India, the idea of formal teacher training

originated out of an indigenous technique, called „Monitorial System ‟. It
was based on the principle of mutual instruction. The whole class was
splitted into a number of small groups and by placing each group under
the charge of a brilliant pupil, called monitor.
Teacher’s Training Schools –The first formal teacher‟s training School in
India was set up 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 did pioneering
work for the training of teachers for indigenous schools. The Ladies
Society of Calcutta started a training class for training women teachers in
the Calcutta Central School for girls. A number of government training
schools were also set up in the first half of the nineteenth century.
 Wood's Despatch -(1854)
The Wood's Despatch (popularly known as
Magna Charta of English Education in India), an
important educational document was released on
19July, 1854. It was rightly been called the most
important document on English education in India. It
gave some very valuable suggestions for the
improvement of the education of teachers. It suggested
that allowances be given to persons who possess and
aptness for teaching and who are willing to devote
themselves to the profession of school master. The
Despatch urged the establishment of training schools
in India.
 Wood's Despatch -(1854)
The Despatch suggested the introduction
of pupil teacher system (as prevailed in
England) in India and an award/ stipend to
the pupil teachers and a small payment to the
masters of the school to which they were
attached. On successful completion of the
training programme they were to be given
certificates and employment. So the Despatch
introduced sufficient incentive for the would-
be teachers.
Lord Stanley's Despatch (1859)
In 1959, Lord Stanley, Secretary of State for
India, greatly emphasized on teacher training. The
Despatch very emphatically stated that the
administration should desist from procuring
teachers from England and that teachers for
vernacular schools should be made available locally.
In 1859, the new grant-in-aid rules provided that
salary grants to schools be given to those teachers
who had obtained a certificate of teacher training. In
1882 there existed 106 Normal Schools, including 15
institutions meant exclusively for women.
 Lord Stanley's Despatch (1859)
About the training of secondary teachers, training
classes were added to the following schools:
(i) Government Normal School, Madras (1856)
(ii) 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.
Government of India Resolution on
Education Policy (1904)
This is one of the most important
educational documents which laid down
the policies for the future educational
system. Lord Curzon, felt the need of the
training of teachers. It made suggestions
for the improvement of the teacher-
training Programme. These were: (a)
Training Colleges (b) Training Schools
 Training Colleges
i. To enlist more men of ability and experience in the work of higher
training.
ii. To equip the traini ng colleges.
iii. To make the duration of the training programmes two years and
for graduates, one year. The course would comprise knowledge
of the principles which underlie the art of teaching and some
degree of technical skill in the practice of the art.
iv. The course would culminate in a university degree or diploma.
v. There should be a close link between theory and practice and
practicing schools should be attached to each college. There
should be a close link between the training colleges and the
school, so that the students do not neglect the methods learnt in
the college.
 Training Schools
The Resolution recommended opening of
more training schools, particularly in Bengal.
The normal schools were mostly boarding
schools where students with vernacular
education came for training and were given
stipends. They received general education
combined with the instruction in the methods
of teaching and practice in teaching. The
Resolution recommended a minimum course
of two years.