2. “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.”
(The American Commission on Teacher Education)
3. Concept of teacher education
• A programme of education, research and training of
persons to teach from pre-primary to higher education
level. (NCTE)
• “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.”(Goods Dictionary of Education)
4.
5. • In 1906-1956, the program of teacher preparation was
called teacher training.
• Training is given to animals and circus performers,
while education is to human beings.‖ (W.H. Kilpatric)
• Teacher education encompasses teaching skills,
sound pedagogical theory and professional skills
• Teacher Education = Teaching Skills + Pedagogical
theory + Professional skills.
6. • 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 classroom, school and
wider community.
7. According to the International Encyclopedia of
Teaching and Teacher education (1987), Teacher
education can be considered in three phases
1. Initial teacher training / education (a pre-
service course before entering the classroom as a
fully responsible teacher);
2. Induction (the process of providing training and
support during the first few years of teaching or
the first year in a particular school);
3. Teacher development or continuing
professional development (CPD) (an in-service
process for practicing teachers).
8. need of teacher education
1. Shift from training to education with
greater emphasis on;
• the length of academic preparation,
• the level and quality of subject matter
knowledge,
• The pedagogical skills that teachers possess to
meet the needs of diverse learning situations,
9. • the degree of commitment to the profession,
• sensitivity to contemporary issues and
problems and
• the level of motivation.
• Critical examine of beliefs and values,
commitments, personalities and moral codes
(Fieman-Nemser, 2001)
10. • Decision making in context of development,
learning differences, language and cultural
influences, and individual temperaments,
interests and approaches to learning
(The National Academy of Education Committee‘s Report
(Hammond and Bransford, 2005) )
• Developing professionals
• For inculcating modern skills
11. • Aspects of teacher education
• Who (Teacher Educator),
• Whom (Student teacher),
• What (Content) and
• How (Teaching Strategy).
12. History of education in India can be broadly
divided into two periods mainly
1. Pre independence period (1947 A.D.)
2. Post Independence Period (1947onwards)
Pre independence period can be divided into
four parts.
i. Ancient period: (2500 B.C. to 500 B.C)
ii. Buddhist Period: (500 B.C. to 1200 A.D.)
iii. Muslim Period: (1200A.D. to 1700 A.D.)
iv. British Period: (1700 A.D. to 1947 A.D.)
13. Ancient 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 (Brahims,
Kshatriya, Vaisya, Shudra) 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.
14. • Vedic or Snatana Dharma = Hindu religion
• Classification of society in 4 classes known as
Verna Vayvastha (System)
15. Ancient 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.
16. 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.
17. Buddhist Period (5oo B.C. to 1200 A.D.)
• 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. 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.
18. 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 Maktabs (schools), and
Madrassahs (Colleges). The teachers teaching in the maktabs
were mostly moulvis, but in the madrassahs scholarly persons
were employed.
• Education was mainly teaching of Quran.
• There were also some Arabic schools with more advanced and
comprehensive course of study.
19. • The method of teacher preparation was mostly
imitation 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.
• Although a specialized teacher training programme
did not exist, the teachers had a clear idea of their
role and functions and the methods to be pursued in
teaching
20. BritishPeriod (1700 A.D. to 1947 A.D.)
1. Monitorial System (1800-1880)
2. Wood's Despatch (1854 (popularly known as
Magna Charta of English Education in India), 19 July,
1854
3. Lord Stanley's Despatch (1859)
4. Teacher’s Training (1882-1935)
5. Government of India Resolution on
Education Policy (1904)
21. BritishPeriod (1700 A.D. to 1947 A.D.)
6. The Government of India Resolution on
Education Policy (1913)
7. Calcutta University Commission (1917-19)
8. The Hartog Committee (1929)
9. The Abbott - Wood Report (1937)
10. The Sargent Report (1944)
22. COMPETENCE BASED
TEACHER EDUCATION
• The rationale of the model is to develop the
various teaching competencies of the student
teachers.
• Development of the prescribed competencies
up to a mastery level in all student teachers.
This model includes 10 competencies given by
NCTE.
23. 10 competencies model of NCTE
• Contextual Competency
• Conceptual Competency
• Content competencies
• Transactional competencies
• Competencies related to other educational activity
• Competencies to develop teaching learning material
• Evaluation competencies
• Management competencies
• Competencies related to working with parents
• Competencies related to working with community
and other agencies
