The document discusses the evolution of teacher education in independent India through various commissions and policies over time. Key commissions and policies that shaped teacher education include the University Education Commission (1948), Secondary Education Commission (1952), Kothari Commission (1964-66), and National Policy on Education (1986). These bodies recommended professionalizing teacher education, expanding training facilities, integrating theory and practice, and establishing national standards for teacher education.

1. Teacher Education in Independent
India
• University Education Commission (1948)
• Secondary Education Commission (1952)
• Kothari Commission (1964-66)
• National Policy of Education (1986)

2. University Education Commission
(1948-49)
• Just after independence, the Ministry of
Education, Government of India set-up
University Education Commission under the
chairmanship of Dr. S. Radhakrishnan in the
year, 1948.
• After his name this commission is also known
as Radhakrishnan Commission

3. University Education Commission
(1948-49)
• The commission recommended that the courses
must be flexible and adaptable to local
circumstances.
• To remodel the course and time given to school
practice in assessing the student performance.
• To use schools for practical training
• Courses on the theory of education to be
flexible and adaptable to local circumstances.

4. Secondary Education Commission
(1952)
• Secondary Education Commission was
established under the chairmanship of Dr.
A. L. Mudaliar.

5. Secondary Education Commission
(1952)
• The recommended that there should be only two types of
institutions for teacher training.
• Training colleges should organise refresher courses, start
intensive courses in special subjects, practical training in
workshops.
• Teacher trainees should receive training in one or more of
various extra-curricular activities.
• During the period of training all student teachers should be
given suitable stipend by the state and no fees should be
charged in training colleges
• The training institutions should advocate methods and
training that are practicable and realistic

6. Kothari Commission (1964-66)
“The destiny of India is being shaped in her classroom. ”
Kothari Commission
In 1964 an Education Commission was set-up by the
Government of India under the Chairmanship of Dr.
D.S. Kothari to advise on the educational set-up.
The Commission observed that a sound programme
of professional Education for teachers was essential
for the qualitative improvement of education.

7. Major Recommendations
1. Removing the isolation of teacher training: It
recommended that isolation of teachers' colleges with the
universities, schools should be removed.
2. Improving professional education; the essence of a
programme of teacher education is ‘quality’. This can be
done through
(i) organisation of well-planned subject orientation
(ii)introducing integrated courses of general and
professional courses
(iii)using improved methods of teaching.

8. 3. Expansion of teacher training facilities.
4. Making adequate provision for continuing
professional education of all teachers
5. Creating appropriate agencies for the
maintenance of standards both at the Centre and
States.

9. National Policy on Education ( 1986)
• National Policy on Education contains XII parts and
157 paragraphs on different aspects of education is
Magna Carta of education for days to come (
according to HRD) and needs of 21st century.
• The main thrust of the policy was the man and
his/her preparation to face 21st century

10. The Teacher and Teacher Education (1986)
National Policy on Education was produced in 1986. It made the
following important recommendations on Teacher Education.
 The new knowledge, skills and favourable attitudes should be
developed among teachers to meet the present needs.
 Teacher Education is a continuous process, and its pre-service and
in-service components are inseparable.
 Like SCERT at State level, the district level body may be
established and it may be called as the District Institute of
Education and Training (DIET) {D. El. Ed.}

11. • The methods of recruiting teachers should be
reorganised to ensure merit
• The pay and service conditions of teachers have to
be appropriate with their social and professional
responsibilities
• Efforts will be made to reach the desirable
objective of uniform emoluments, service
conditions and grievance-removal mechanisms for
teachers throughout the country.
• Guidelines will be formulated to ensure
objectivity in the postings and transfers of
teachers.

12. • A system of teachers evaluation (open,
participative and data-based) - will be created
and reasonable opportunities of promotion to
higher grades provided.
• Norms of accountability will be laid down with
incentives for good performance and
disincentives for non-performance.
• National level associations of teachers, could
prepare a Code of Professional Ethics for
Teachers and see to its observance.