Presentation on Teacher Education. Current scenario of teachers education. History of teachers education.

1. PRESENTATION ON CHALLENGES AND QUALITIES OF TEACHER EDUCATION IN INDIA
PAPER-13(D) - TEACHER EDUCATION
SUBMITTED BY, SUBMITTED TO,
SHIVAM GHOSH (92) SWEETY PAUL
AMLANJYOTI BHARALI (09) ASSTT. PROFESSOR
BHASKARJYOTI BARO (16) SIPAJHAR B.ED COLLEGE
IKHLAQUR RAHMAN HINDEE (41)
ELUFER AKRAM (31)
MRINMAY DEKA (60)

2. INTRODUCTION
Teacher education is the process for the development of proficiency
and competence of teachers which in turn enable and empower them
for meeting the requirements and challenges of the profession in
present times. Teacher education encompasses teaching skills, sound
pedagogical theory + professionalskills.
Thus,
TeacherEducation= TeachingSkills + PedagogicalTheory + Professional Skills
Teacher education refers to the policies and procedures designed to
equip prospective teachers with the knowledge, attitude, behaviour
and skills they require to perform their tasks effectively in
classrooms, school and outside the four walls of the school i.e.
society. In a single sentence teacher education is the quality and
excellence in the education sector and it is the mainaim.

3. HISTORICAL PERSPECTIVE OF TEACHER EDUCATION IN INDIA
The history of thecher education may be divided into two parts:
1) Pre-Independence Period
2) Post- Independence Period
Pre-Independence Period:
Pre- Independence Period can be divided into four parts-
i. Ancient and Medieval Period (2500 B.C to 500 B.C)
ii. Buddhist Period (500 B.C to 1200 A.D)
iii. Muslim Period (1200 A.D to 1700 A.D)
iv. British Period (1700 A.D to 1947 A.D)
i. Ancient and Medieval Period (2500 B.C to 500 B.C) :
 In the beginning of Hindu Civilization teaching was concerns with theching of VEDAS.
 Out of 4 classes of Hindu Society, Brahmins served as a teachers of the community.
 Gurukul System of education was in existence.
 No evidence of teacher training existed in the formal sense.

4. ii. Buddhist Period (500 B.C to 1200 A.D):
 The profession of teaching was no longer the privilege of only Brahmins.
 Any enlightened person from any class of community may get the status of a teacher
after a vigorous training.
 Thus, the formal system of teacher’s training emerged during this period.
iii. Muslim Period (1200 A.D to 1700 A.D):
 During this period there was no formal system of teacher teaching.
 Educational institutions were called “ Madrashah” where students were taught by “
Molvies” .
 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 Moktabs and Madrashahs.
iv. British Period:
 The monitoral system of training and semi-formal system of teacher training was not
recognised by British.
 Danish Missionary established a formal training centre at Serampur at the first step in
the field of training the teachers in India.

5. Some Initiative for Teacher Education in Pre-Independence Period are as follows :
Monitorial System
In India, the system of teacher’s training emerged out of an indigenous technique,
called Monitorial system. It is based on mutual instruction.
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.
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.
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).

6. Sadler Commisssion (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.
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.
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 3 years to enable the
pupil to continue with general education along with professional training.
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 teachingprofession after high school;practical
training shouldf be provided, refreshers courses be planned and research facilities be provided.

7. Post - Independence period of teacher education :
University Education Commission (1948-49)
The University Education Commission or Radhakrishnan Commission observed that the
training colleges had no basic orientation in the essential. For improvement of teacher
education, it suggested that in the course the theory and practice should support each
other.
Kothari Commission(1964-66)
It suggested many ways to improve the quality of teacher educators. Some universities
introduced summer schools and correspondence courses to meet the weakness of
untrained teacher. The duration of training courses should be two years for primary
teachers and one year for graduate teachers. The commission recommended that the
essence of Teacher Educaation programme is ‘quality’.

8. National Policy on Education (1968)
The NPE made recommendations regarding the service conditioin of teachers, academic
freedom of teachers and in – service education.
National Commissions on Teachers (1983-1985)
The commission appointed under the chairmanship of Prof. D. P. Chattopadhyaya, made
a number of recommendations for the improvement of educational process. The
selection of trainees for the teaching profession should be based on – Good physique,
Linguistic ability, general awareness of the world etc. The commission also
recommended that the selection of trainees should be through a combination of
objective tests, group discussion and interview.
National policy on education (1986)
The NPE 1986 made the following recommendations on teacher education:
1. Orientation of teachers should be a continuous process of teacher education.
2. Like SCERT, the district level body may be established called Districty Institute of
Education and Training(DIET)
3. New skills should be developed among teachers to meet the present needs.
Acharya Ramamurti Committee (1990)
In the review of NPE 1986, the committee observed that , an internship model for teacher
training should be adopted because “the internship model is firmly based on the
primary value of actual field experience in a realistic situation, on the development of
teaching skills by practice over a period of time.”

9. The National Curriculum Framework (NCF 2005) –
 The NCF 2005 of India expects a teacher to be a facilitator of childrens learning in a
manner that helps children to construct knowledge.
 A teacher also functions as a learner, counselor, manager , assessor and innovator.
 The role of the teacher is considered to view learner’s as active perticipants in their
learning and not as recipients of knowledge.
National Curriculum Framework for Teacher Education (NCFTE 2010) –
NCFTE highlighted that the training of a prospective teacher will be effective in the sense
that it has been delivered by teacher educators who are competent for the job. NCFTE
took a number of initiative to improve the standard of Teacher Education by joining
hands with NAAC (National Assessment and Accreditation Council).

10. Important Landmarks of Teacher Education in India:
NCERT : The National Council of Educational Research and Training , was set up in
1961. The Regional Colleges of Education were established under NCERT at Ajmer,
Bhopal , Bhubaneshwar and Mysore . These regional colleges were set up to
integrate professional and general programmes by organizing content cum
pedagogical courses of 4 years duration.
SCERT: A State Council of Educational Research and Training was established in
each state. It mainly control and supervise elementary teacher training
programmes in every state.
NCTE : The Ministry of Education, Government of India, established the National
Council for Teacher Education in 1973. The main aims are to control the standard of
teacher education in the country, to co-ordinate the activities of state council, to co-
ordinate research in education, to improve the standard of teachers and etc. A
landmark decision taken by NCTE was "to make Information and Communication
Technology (ICT) literacy a compulsory part of B.Ed. course, mainly to create general
awareness amongst the teacher trainees about ICT and its use in teaching-learning.“
DIET : The District Institutes for Educational Training were established for the initial
training of elementary teachers in the country.

11. Quality of teacher education:
Quality has become a defining element of education in the 21st century in the context of new and
changing social realities. The quality of education in a country largly depends upon the quality of
teacher education programme. NCTE integrated teacher as the most important element in any
educational programme. He plays a central role in implementing the educational processes at any
stage.
The Kothari commission (1964-1966) rightly said , “ The destiny of India is being shaped in her
classrooms. “ So , unless we bring quality in teachers we cannot expect quality in education system
as a whole.
Major factor of quality concerns in teacher education:
1. Input factors: The entire physical infrastructure such as building , equipment, library etc involve
input factors.It also includes teacher as well as student.
2. Process factors :A process is a particular course of action intended to achieve the derived results.
3. Product factors: The product factors are desired outputs of a given course of instruction.
High quality teachers must possess three C’s:
1. Competence
2. Commitment
3. Confidence

12. Agencies of quality Assurance in Teacher Education:
1. National council for teacher education (NCTE , 1993): By an act of parliament, NCTE became a
statutory body of teacher education in 1993. The main objectives of NCTE are to achieve planned
and coordinated development of teacher education throughout the country.
It has formulated norms and standards for teacher education courses at all levels. The institute
recognised under NCTE have to submit Performance Appraisal Report (PAR) annually.Based on the
PAR, actions are taken to withdraw the recognition in case of violation of norms and standards .
2. National Assessment and Accreditation Council (NAAC) : NAAC were established in 1994 in order
to assess and accredit educational institutions through defined criteria. Accreditation is the
certification given by NAAC which is valid for 5 years.
3. Universities: Universities play a vital role in quality assurance of teacher education programme. The
universities conduct entrance seats for admission , designs curriculum, coordinates for quality
teaching, supervises and conducts examination.
4. Institutions of teacher education: teacher education institutions create appropriate infrastructure
for providing quality teacher education. It engages in appointing faculties and overall management
of the institutions , coordinating with affiliating university, NCTE and state governments in all matters
of teacher education.

13. Challenges of Teacher Education in India:
Some of the major challenges of teacher education system in India are as follows:
i. Poor integration skills : Certain skills like life skills, emotional skills , human developmental skill and
spiritual skills needs to be integrated in the teacher education programmes.The present teacher
education system of the country fails to integrate these skills within learners .
ii. Small time period for teacher’s training : In India , this perod is of one year after the graduation and
finally the effective 6 to 7 working months in a session was less than required to develop healthy
attitude, values and multidirectional interest. To overcome this problem, NCTE has extended this
period to 2 years from 2015.
iii. Problem of selection: Selection process for teacher education programmes includes some defects
which results in the detoriation of the quality of teachers.A better selection process and the use of
appropriate method is needed to improve the quality of prospective teachers and in turn in their
training.
iv. Incomplete competency development of teachers: The present training programme does not
provide proper oppurtunities for pupil teachers to develop their competency as these training
programmes are not well concerned with the existing problem of school.
v. Improper and inadequate practice teaching: Generally practice teaching is not taken seriously and
professionally by pupil teachers , especially in many private teacher training institutes and there is
lack of sense of duty .
vi. Lack of subject knowledge: The B.Ed programme does not emphasise the knowledge of the basic
subject. It should ensure the development of subject knowledge along with teaching skills.
vii. Inappropriate method of teaching: In India teacher educators are nutral towards adopting
innovative methods and expperimentation in their teaching. Their acquaintance with modern
classroom technologies and effective ICT technique is poor.
viii. Incomplete supervision and feedback:The supervision coupled with proper feedback is useful for
improving practice teaching and instructional activity of the pupil teachers .But there exist
incomplete and careless supervision and feedback in this regard.

14. Some suggestions for improving the teacher education are as follows
1) Teacher education institutions should be put under strict control by NCTE for the selection of
teachers, students and provisions of good iunfrastructure.
2) Working of teacher education institutions should be examined from time to time .
3) Privatization of teacher education should be regulated and affiliation condition should be made
strict.
4) There should be a planning unit in each state education department
5) Educational Institution should be equipped with facilities for organising various types of activities
such as daily assembly programme, community living,social work and practice teaching .
6) The practicing schools have to be taken into confidence. For this the members of the staff of
teachers college should be closely associated with the schools.
7) Selection procedure must be improved and interviews, group discussions along with common
entrance test and marks should be introduced.
8) Educational Institutions should be graded according to the standards of the institution and admission
should be allowed according to standard of the institutions.
9) Teacher educators must be well qualified and experienced with language proficiency and the
curriculum of teacher education should be revised from time to time.
10) The quality of the teacher education programme should be upgraded. Teacher education
programme should be raised to a university level.
11) Internship in teacher education should be objective, reliable and valid.
12) Refresher courses should be organised for teacher educators frequently.

15. Conclusions:
At present, Indian education system is at alarming situation. Knowledge and means of gaining
knowledge are changing at every moment. But due to our poor teacher education system we are
unable to produce teachers of such quality who can cope with the new emerging trends of the
education. If we really want to provide good education to our coming generations then we must work
upon the above identified issues and meet these challenges to overcome all the problems which
come across the way of improvement of our education system. Teacher education should be so
strong that can provide teachers such an insight that he/she himself can think upon practical
problems of teaching and learning process and give possible solutions of these problems.

16. THANK YOU