G.VEERAMALAR,M.ED.,SCHOLAR,MOTHER TERESA WOMEN'S UNIVERSITY, KODAIKANAL

1. WELCOME

2. TEACHER EDUCATION
UNIT 1
Dr.B.Ranjanee
Assistant Professor
Department Of Education
Mother Teresa Women’s University
G.Veeramalar
M.Ed., Scholar
Department Of Education,
Mother Teresa Women’s
University.

4. Teacher is the most important element in any educational
programs. It is the teacher who is mainly responsible for
implementation of the educational process at any stage.
An educational Institution performs a significant function
of providing learning experiences to lead their students from
the darkness of ignorance to the light of knowledge.
As stated by NCTE (1998) in Quality concerns in
secondary Teacher Education.

5. It is well known that the quality and extent of learner
achievement are determined primarily by teacher
competence, sensitivity and teacher motivation.
NCTE;TE as A programme of education, research and
training of persons to teach from pre-primary to higher
education level.
Teacher Education =Teaching skills + pedagogical
Theory +professional skills.

6. • Teacher Education at different levels
of Education
• Triangular basis of Teacher education
• Aspects of Teacher Education

7. Teacher Education reaches teachers at all
levels of education , namely pre primary,
primary , Elementary , Secondary ,
Higher Secondary and the Tertiary.
Teacher Education also helps in the
development of teaching skills in
teachers of professional institutions.

8. Psychology
Sociology Philosophy

9. Teacher Education is concerned with the
aspects such as ,
Who (Teacher Educator),
whom (student teacher),
what (content),
how (teaching strategy).
Teacher education is dependent upon the
quality of teacher educators.

10. Teacher Education as “All formal and
informal activities and experiences that
help to quality to a person to assume the
responsibility as a member of the
educational profession or to discharge his
responsibility”.
The history of Indian teacher Education
may be divided into five parts

11. Ancient and
Medieval
Period
Buddhist
Period
Muslim Period British period
TE in Indepent
India

12. In the Vedic India the teacher enjoyed a
special status and position.
He was held in high esteem by the society and
this was due not only to learning and
scholarship , but also to qualities of head, heart
and hand.
The Guru or the teacher was an embodiment of
good qualities a fountain of knowledge and an
abode of spirituality.

13. There was an intimate relationship between the
teacher and the discipline.
The freedom to accept a discipline rested with
the teacher , but once he accepted a discipline
it become his moral duty to see that the
disciple grew.
Similarly, disciple or student had the freedom
to choose his teacher knowledge was
transmitted orally and explanation was one of
the important method of teachings.

14. The method used by teachers were emulated
and adopted by the disciples and handed over
from one generation of teachers to other.
The transmission of methods through initiation
and repetition continued.
Good teachers devised their own methods and
made the matter interesting and meaningful to
students by day to day examples.

15. Listening to the spoken words,
comprehension of meaning,
reasoning leading to generation,
confirmation by a friend or a teacher
and application were the five steps to
realize the meaning of a religious
truth practiced in ancient India.

17. The British 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.

19. The Danish missionaries established a normal
school for the training of teachers at serampur
near calcutta.
In madras Dr.Andrew Bell-Lencaster system.
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.

20. 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 teacher.
In June 1826, the first normal school was
started in madras under the management and
with the finances of the British government.

21. Initially it prepared teacher for the district
schools.
Later this 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 hand a normal
school.

22. In the 18th century, it was the christian
missionaries from whom the Indian
masses basically received religious
education pertaining to christianity.
But when the East India Company came
to India they did not allow the
missionaries for the propagation of the
religious education to the common
people in India.

24. Because they felt that the education from
the missionaries would encourage the
religious sentiments among the people in
India that could affected the business
policy and the diplomatic role of the East
India company.
Therefore from 1793 to 1813 the
company did not permit the missionaries
to work for the Indian people.

25. Thus, it created an agitation against the East
India Company that the company was opposed
to the teachings of christ and neglected to
provide education for the Indians.
Interestingly, the agitation was supported by
many in England and ultimately made a
conclusion by introducing an education clause
which is known as charter act 1813.
Hence this act ultimately made a state system
of education in india.

26. This assert the crown’s sovereignty over
British India by defining the constitutional
position of British in India.
This act also empowered the local
governments to impose taxes on the persons
subject to the jurisdiction of the supreme court.
This act also envisages that missionaries can
go and spread the Christianity in India.

27.  Thomas Babington Macaulay, who is generally
regarded as the architect of the system of
education in India during the British rule was a
great essayist , Historian, linguist, orator,
politician, statesman and thinker.
 Macaulay write his famous minute On Feb 2 ,
1835 in which he religion etc and praised
everything western.
 On this basis he advocated the national system of
education for India which could best serve the
interest of the British Empire.

29. Aim of Education of the British Policy:
Whether it should be to educate the
classes in higher branches of learning or
the masses in elementary education.
Types of Knowledge:
Whether to preserve and promote
oriental learning or to introduce western
Knowledge, culture and science.

30. Medium of instruction:
whether English or Persian and sanskrit
in Bengal, English or Indian languages
in Bombay and madras should become
the medium of Instruction.
Missionaries:
whether the shores of India to be thrown open
to missionaries of all parts of the world to
promote education or to a few missionaries or
not at all.

31.  Agency of Education:
whether the government should assume direct
responsibility of educating the Indians or the
indigenous system of the country to continue.
Important English officers of the east india
company who were the supporters of the
oriental point of view H.T.Princep who was
the education secretary in Bengal was the
leader of the orientalist group .

32. Lord william Henry Cavendish Bentinck
(14 September 1774-17 June 1839),known as
lord William Bentinck was a British solder and
statesman.
 He served as Governor General of India
from 1828 to 1835.
He credited for significant social and
educational reforms in India.

34.  Lord William Bentinck Macaulay’s Minute or
opinions towards the language of education for India
on 7th March 1835.
 The orders or resolutions of Bentinck were:
 “His lordship in council is of the opinion that the
great object of the British Government ought to be
the promotion of European literature and science
among the natives of India, and that all the funds
appropriated for the purpose of education would be
best employed on English education alone.

35.  Lord William Bentinck accepted Macaulay’s minute
or opinions towards the lanquage of education for
India on 7th March 1835. The orders or resolutions of
Bentinck were:
 “His Lordship-in-Council is of the opinion that the
great object of the British Government ought to be
the promotion of European literature and science
among the natives of India; and that all the funds
appropriated for the purpose of education would be
best employed on English education alone.

36. But it is not the intention of His Lordship-in-
Council to abolish any college or school of
native learning, but no stipend shall be given
to any student that may hereafter enter any of
these institutions, and when any professor of
oriental learning shall vacate his situation, the
committee shall report to the Government the
number and state of the class in order that the
Government may be able to decide upon the
expediency of appointing a successor.

37.  It has come to the knowledge of the Governor-
General in-Council that a large sum has been
expanded by the committee on the printing of oriental
works; his Lordship-in-Council directs that no
portion of the funds shall hereafter be so employed.
 His Lordship-in-Council directs that all the funds
which these reforms will leave at the disposal of the
committee be henceforth employed in imparting to
the native population a knowledge of English
literature and science through the medium of the
English lanquage; and his Lordship-in-Council
request the committee to submit to Government with
all expedition, a plan for the accomplishment of this
purpose.”

38. • Administrative Reforms
• Judicial Reforms
• Financial Reforms
• Educational reforms
• Social Reforms

39.  A Christian priest of Scotland, William Adam came
to India in 1818 and spent about 27 years here.
 He came into contact with Raja Ram Mohan Roy and
both of them influenced each other.
 He was greatly impressed by Indian views regarding
the existence of one almighty god.
 In due course he renounced Christian priesthood Lord
William Bentinck, the governor general
of India appointed Adam in 1835 to survey the state of
education in Bengal and Bihar and to suggest reforms.
Adam submitted 3 reports (1835-1838).

41. “By this description are meant those schools in
which instruction in the elements of
knowledge is communicated, and which have
been originated and are supported by the
natives themselves, in contradiction form those
that are supported by religious or philanthropic
societies, the number of such schools
in Bengal is supposed to be very great.

42.  A distinguished member of the general
committee of public instruction in a minute on the
subject expressed the opinion , that it one rupee
per mensem were expended on each existing
village school in the lower provinces, the amount
would probably fall little short of 12 lakhs of
rupees per annum. This supposes that there are
100,000 such schools in Bengal and Bihar and
assuming the population of those two provinces to
be 40,000,000 persons.”

43.  Adam’s second report covered Naltore Thana, in
district rajshahi with a population of 129,640 Muslims
and 65,656 Hindus.
 There were two types of schools
 i.e., regular schools, similar to modern schools and
domestic schools where family members taught or a
teacher was employed to teach.
 As against 27 elementary schools and 262 students,
there were nearly 2360, i.e., nearly nine times students
in domestic schools.

44.  Following were the important findings;
 1. Age of schooling: The average age of
admission to an elementary school was 8 years
and the average school leaving age was 14 years.
 2. Schools for the teaching of Quran: There were
11 Arabic schools for this purpose.
 3. Type of elementary schools: There were 10
Bengali schools, and 4 Persian schools.
 4. Average number of students in a school; the
average number of students in a school was 10.

45.  5. Average pay of the teacher: Pay ranged between
Rs. 5-8 per month.
 6. Female Education: Female education was non-
existent
 7. Literacy Rate; Literacy percentage was 6.1 percent.
Total literary percentage of males and females was
3.1
 8. Indigenous Colleges: There was no indigenous
college conducted by Muslims. There were 38
Sanskrit colleges with 397 students.
 9. Fees etc in colleges: Food, lodging and education
was free in colleges.

46. Adam’s third report is divided into two
parts.
The first part covers educational data
collected by him for 5 districts, viz.,
Murshidabad, Birbhum, Burdwan,
south Bihar and Tirhut.
The second part provides proposals put
forward by Adam for the reform of
education, especially indigenous.

47.  Method of collection of data and accuracy of RTE
data:
 Adam followed two methods. One, he himself
collected information from one ‘Thana’ of each
district.
 Second, his agents collected data from all other
‘Thanas’
 In the conduct of the survey, two difficulties were
encountered with. One related to means of travel and
communication and the other related to the various
types of suspicions among the people regarding the
motive of survey.

48. Adam wanted that his plan may be first tried in
some selected areas before final adoption.
But Macaulay had pronounced his verdict
already that education was to be given through
English medium to the upper classes only and
hence Adam’s scheme for mass education fell
on deaf ears.
A golden opportunity for building up a
national system of education was lost.

49. • 1. Pre-primary teacher education
• 2. Primary teacher education
• 3. Secondary teacher education
• 4. Higher education programmes
• 5. Vocational Teachers Training

50. Pre-primary teacher training courses are of
various types
 i.e, Montessori, Kindergarten, Nursery, Pre-
basic etc.
Minimum qualification for admission to this
course is higher secondary and the duration of
the course is one year.
Many institutes impart training for two years.

52.  There has been a large scale expansion of such
training schools during Five-Year Plans, hi
general, the course lasts for two years and the
minimum qualification for entrance is
matriculation.
 The present trend is to prescribe higher
secondary as the minimum qualification for
entrance.

54.  It is normally one year course with an
emphasis on principles and Methodology
of Teacher leading to B.Ed., degree.
The minimum qualification for entrance
is graduation.
Training Colleges prepare graduate
teachers for secondary or Higher
Secondary classes.

56. • One-year M.Ed. Course
• Two-year M. A in Education
• Two-year Ph.D. course after
M.Ed./M.A. (Education)
• Post-graduate Diploma in some
aspects of Education after B.Ed.

58. There has been an assumption in teacher
education that the delivery of programmers
and activities is the key to success.
In view learning to train is seen as a by protect
of capable teacher learning and teacher
educators and well structed designs and
material.

59. File:///c:users/civilized /Downloads/paper-
4pdf.
Archive.mu.ac.in/myweb.test/ma%20edu/Teac
her%20Education%20-%20IVpdf
https://byjus.com/free.ias-prap/ncert-notes-
charter-act-1813.
https://www.jagranjosh.com/general-
knowledge/features-of-the-charter act-of-
1813-1443010/87-1