1. TEACHER EDUCATION TBT
Historical Development of Teacher
Education in India.
Presented ByAmruta V. Apte.

2. Lesson Plan
• Tr. Introduces the lesson by asking following
questions.
 What is teacher education according to you?
 Is it education of teacher or education by the
teacher?
 Do you think that teacher should be educated?
 What type of education can be given to a
teacher?
 What is your idea of education in ancient time?

3. Lesson Plan
• Tr. Tells the objectives of the lesson.

4. Objectives of the lesson
• To understand the concept of teacher
education.
• To understand the need and importance of
teacher education.
• To know historical development of teacher
education.
• To know development in teacher education till
pre independence period.

5. • Tr. Explains the historical development in
teacher education with the help of power
point presentation.

6. TOPICS TO BE COVERED.
 TEACHER EDUCATION- Basic Concept.
 Need of Teacher Education.
 The history of teacher education.
 History of education can be broadly divided into
two periods mainly
Pre independence period (1947 A.D.)
Post Independence Period (1947onwards)

7. TOPICS TO BE COVERED.
 Pre independence period can be divided into four




parts.
Ancient and medieval period: (2500B.C. to 500B.C)
Buddhist Period: (500B.C. to 1200 A.D.)
Muslim Period: (1200A.D. to 1700 A.D.)
British Period: (1700 A.D. to 1947 A.D.)

8. TEACHER EDUCATION
• The history of teacher education:
• As old as the history of education.
• And the history of Indian education is as old as the history of
human civilisation.
• Hence it seems to be correct that the concept of informal
teacher education must have been born in India during early
ancient Indian period i.e in 2500 B.C.

9. Development of teacher education in different
periods
1. Ancient and medieval period(2500 B.C. to 500 B.C.):
• Main Features:
 In the beginning of Hindu civilization teaching was concerned
with teaching of VEDAS.
 Out of four classes of Hindu society and 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.
 Gurukul system of education was in existence.

10. 1.Ancient and medieval period(2500 B.C. to 500
B.C.):
• Main Features:
 No evidence of teacher training existed in the formal
sense.
 There were Certain Brahmin families where teaching was
a hereditary profession.
 There was no formal system of teacher’s training.
 There was a close contact between teacher and a pupil.
 Complete faith in teacher.

11. 2. Buddhist Period (5oo B.C. to 1200 A.D.)
• Main Features:
 The profession of teaching was no longer the privilege of only
Brahmins.
 As the expansion of teacher education was recognised till this
period.
 Any enlightened person from any class of the community may
get the status of a teacher after a vigorous training.
 Thus, the formal system of teacher’s training emerged during
this period.
 Teachers were trained for the purpose of spreading the spirit
of Buddhists religion.

12. 2. Buddhist Period (5oo B.C. to 1200
A.D.)
 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.

13. 3.Muslim Period(1200.A.D. to 1700 A.D):
• Main Features:
 During this period there was no formal system of
teacher training.
 Educational institutions were called ‘Madarshah’
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.

14. 3.Muslim Period(1200.A.D. to 1700 A.D):
 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 Madarshahs.

15. 3.Muslim Period(1200.A.D. to 1700 A.D):
• This was the development in teacher
education till British period.
• Let us discuss about British Period
development in Teacher Education in second
TB lesson.

16. Conclusion:
• Thus in ancient period the teacher education was
limited to certain communities and families.
• There were Certain Brahmin families where
teaching was a hereditary profession.
• The education was limited to teaching of Vedas.
• There was no formal system of teacher’s training.
• As the time passed from Ancient and medieval
period(2500 B.C. to 500 B.C.) to Buddhist Period
(5oo B.C. to 1200 A.D.) the profession of
teaching was no longer remained the privilege of
only Brahmins.

17. Conclusion:
• Any enlightened person after a vigorous
training got the status of a teacher.
• Thus, the formal system of teacher’s training
emerged during this period.
• After that during Muslim period and up till
British period there was development in
teacher training programmes took place as its
need was felt strongly.
• As education took more professional approach
in training and teaching.

18. Home Work:
• Q1) Fill in the blanks.
1. ------ system of education was present in
Vedic Period.
2. Only in ------ families teaching profession was
hereditary.
3. Educated people appointed as a teacher in
Madarshahs were called as--------.
For correct answers click here.

19. Home Work:
• Q1) Answer the following.
• On what basis any individual was selected as a
teacher in ancient period?
• In which period the formal system of teacher
training was introduced?
• Write a note on concept of teacher education.

20. References:
• Teacher Education, Principles Theories and
practices. by- S. P. Sharma.
• www.wikipedia.com
• Google search engine.
• Research paper on historical background of
research.