DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
The National Policy on Education 1986 aimed to remove disparities and equalize educational opportunities, especially for women, Scheduled Tribes, and Scheduled Castes. It called for expanding scholarships, recruiting more teachers from disadvantaged groups, and providing incentives for poor families to send children to school. The policy emphasized elementary education, launched Operation Blackboard to improve primary schools, and expanded open universities. It also proposed rural universities to promote local development. The policy sought to achieve these aims through various programs and initiatives.
The document discusses the Hunter Commission, the first Indian Education Commission appointed by Lord Rippon. It was concerned with the progress of elementary education and implementation of the Wood Despatch. The Commission recommended that local bodies be responsible for primary education and private organizations for secondary and higher education. It supported liberal grant-in-aid policies and paved the way for mass education by entrusting primary education to local bodies and secondary/higher education to wealthy Indians. However, it may have harmed primary education standards while expanding secondary and higher education.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA AFTER INDEPENDENCE.pptxMonojitGope
The document summarizes the development of teacher education in India after independence. It discusses several key events and commissions that shaped policy, including the University Education Commission in 1948, the Secondary Education Commission in 1952-1953, the Kothari Commission in 1964-1966, and the National Policy on Education in 1986 and 1992. It also outlines the establishment of institutions like the National Council for Teacher Education in 1973 and changes made to teacher education programs and institutions over time in response to recommendations from education commissions.
Historical development of teacher educationAmruta_Apte
This document outlines the historical development of teacher education in India. It discusses teacher education from ancient times through the British period. In ancient India, teaching was limited to Brahmin communities and certain families, and there was no formal teacher training. During the Buddhist period, teaching became open to all enlightened people, and a more formal teacher training system emerged. Under Muslim rule, there was no standardized teacher training, and educated people called Molvies taught at madrassas. The document provides an overview of teacher education in different historical periods in India and concludes that as education became more professionalized over time, so did approaches to teacher training.
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
Muhammad Tahir Rabbani is well-renowned teacher, trainer,parenting coach,writer, an inspirational speaker and leader, a success coach and a practical educationist of Pakistan.
The National Policy on Education 1986 aimed to remove disparities and equalize educational opportunities, especially for women, Scheduled Tribes, and Scheduled Castes. It called for expanding scholarships, recruiting more teachers from disadvantaged groups, and providing incentives for poor families to send children to school. The policy emphasized elementary education, launched Operation Blackboard to improve primary schools, and expanded open universities. It also proposed rural universities to promote local development. The policy sought to achieve these aims through various programs and initiatives.
The document discusses the Hunter Commission, the first Indian Education Commission appointed by Lord Rippon. It was concerned with the progress of elementary education and implementation of the Wood Despatch. The Commission recommended that local bodies be responsible for primary education and private organizations for secondary and higher education. It supported liberal grant-in-aid policies and paved the way for mass education by entrusting primary education to local bodies and secondary/higher education to wealthy Indians. However, it may have harmed primary education standards while expanding secondary and higher education.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The Kothari Commission (1964-66) was the sixth education commission in India and the third in the post-independence period. It was chaired by D.S. Kothari and had the objective of advising the government on national patterns of education. Some of its major recommendations included establishing a common school system, increasing spending on education to 6% of the national budget, improving teachers' status and education, promoting vocational education, and ensuring equal access to education for all. The commission played an important role in formulating India's education policies.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Sadler Commission Report (Calcutta University Commission Report) Hathib KK
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India that were not resolved by a prior commission in 1902. In addition to examining university education, the Sadler Commission provided recommendations for secondary education as it recognized the impact of secondary schooling on higher education. Some of its major recommendations included establishing boards of education at the provincial level, introducing an intermediate stage between school and university, and expanding access to education for women and Muslims.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
National Policy on Education 1986 by dr.c.t. Thanavathi C
The National Policy on Education (NPE) 1986 aimed to enable India to stand amongst nations in the 21st century by removing disparities and equalizing educational opportunities. It reviewed the country's education system and policies since independence. The NPE 1986 contained recommendations across 12 parts and 157 paragraphs on reorganizing education at all levels, promoting equality, improving teacher training, management of the education system, and making necessary resources available. The policy focused on providing universal access to education and promoting inclusiveness, while strengthening vocational training and improving learning outcomes.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Indian University Commission 1902- Indian University Act of 1904- Contributions of Lord Curzon to Indian Education-Shimla Educational Conference and After Effects- The First University Act in Indian History-
ASPECTS, SIGNIFICANCE AND OBJECTIVES OF SECONDARY EDUCATION-8624EqraBaig
Secondary education provides middle-level workers for a country's economy, acts as a feeder for further education, and its quality affects higher education. It is a crucial stage where students enter adolescence. The objectives of secondary education are to develop students' abilities, encourage inquiry, provide satisfaction and identity, enable productivity for society, and understand values including faith in Allah. Secondary education plays a transitional role between basic and further education, and is a sensitive stage requiring guidance and counseling.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
HARTOG COMMITTEE AND ITS RECOMMENDATION(1929).pptxMonojitGope
The Hartog Committee was appointed in 1929 by the Simon Commission to examine the state of education in India and provide recommendations. The Committee found that while literacy and school enrollment had increased, the quality of education needed improvement. It made several recommendations to address issues at the primary, secondary, and higher levels. For primary education, it recommended making education compulsory, improving teacher quality, and linking schools to community development. For higher education, it suggested establishing more university systems and improving resources like libraries. However, the public reacted negatively because the committee focused more on quality than expanding access to education.
The Sarva Shiksha Abhiyan (SSA) is India's largest ever educational program launched in 2000 with the goal of universalizing elementary education. It aims to provide free and compulsory education to children aged 6-14 as a fundamental right. Key objectives include increasing access to schools, enrollment, retention, and reducing dropouts while also improving quality of education and bridging gender and social gaps. The program devolves implementation responsibilities to local governments and communities and focuses on opening new schools and strengthening existing infrastructure. The 2010 Right to Education Act revamped SSA to better achieve its holistic, equitable, and inclusive education goals.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
The Recommendations of University Education Commission 1948-49 | By Durlav Ka...Durlav Kalita
University Education Commission is the first Education commission of Independent India. Government of India appointed this commission in 1948 to study about higher education of India. The commission is given many valuable recommendations in its report submitted in 1949.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
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.
The Kothari Commission (1964-66) was the sixth education commission in India and the third in the post-independence period. It was chaired by D.S. Kothari and had the objective of advising the government on national patterns of education. Some of its major recommendations included establishing a common school system, increasing spending on education to 6% of the national budget, improving teachers' status and education, promoting vocational education, and ensuring equal access to education for all. The commission played an important role in formulating India's education policies.
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Sadler Commission Report (Calcutta University Commission Report) Hathib KK
The Sadler Commission of 1917 was appointed to address ongoing problems with university education in India that were not resolved by a prior commission in 1902. In addition to examining university education, the Sadler Commission provided recommendations for secondary education as it recognized the impact of secondary schooling on higher education. Some of its major recommendations included establishing boards of education at the provincial level, introducing an intermediate stage between school and university, and expanding access to education for women and Muslims.
The Buddhist system of education was developed by Buddhist monks and focused on spiritual development and knowledge attainment. Education was provided free of cost in monasteries and temples. The system included primary education from ages 6-12, higher education from 12-20, and specialized Bikshu education for those pursuing religious studies. Education emphasized moral development, social welfare, vocational skills, religion, and philosophy. Teaching methods included imitation, questioning, explanation, and debate. Students were disciplined according to the monastery's rules.
National Policy on Education 1986 by dr.c.t. Thanavathi C
The National Policy on Education (NPE) 1986 aimed to enable India to stand amongst nations in the 21st century by removing disparities and equalizing educational opportunities. It reviewed the country's education system and policies since independence. The NPE 1986 contained recommendations across 12 parts and 157 paragraphs on reorganizing education at all levels, promoting equality, improving teacher training, management of the education system, and making necessary resources available. The policy focused on providing universal access to education and promoting inclusiveness, while strengthening vocational training and improving learning outcomes.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Indian University Commission 1902- Indian University Act of 1904- Contributions of Lord Curzon to Indian Education-Shimla Educational Conference and After Effects- The First University Act in Indian History-
ASPECTS, SIGNIFICANCE AND OBJECTIVES OF SECONDARY EDUCATION-8624EqraBaig
Secondary education provides middle-level workers for a country's economy, acts as a feeder for further education, and its quality affects higher education. It is a crucial stage where students enter adolescence. The objectives of secondary education are to develop students' abilities, encourage inquiry, provide satisfaction and identity, enable productivity for society, and understand values including faith in Allah. Secondary education plays a transitional role between basic and further education, and is a sensitive stage requiring guidance and counseling.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
HARTOG COMMITTEE AND ITS RECOMMENDATION(1929).pptxMonojitGope
The Hartog Committee was appointed in 1929 by the Simon Commission to examine the state of education in India and provide recommendations. The Committee found that while literacy and school enrollment had increased, the quality of education needed improvement. It made several recommendations to address issues at the primary, secondary, and higher levels. For primary education, it recommended making education compulsory, improving teacher quality, and linking schools to community development. For higher education, it suggested establishing more university systems and improving resources like libraries. However, the public reacted negatively because the committee focused more on quality than expanding access to education.
The Sarva Shiksha Abhiyan (SSA) is India's largest ever educational program launched in 2000 with the goal of universalizing elementary education. It aims to provide free and compulsory education to children aged 6-14 as a fundamental right. Key objectives include increasing access to schools, enrollment, retention, and reducing dropouts while also improving quality of education and bridging gender and social gaps. The program devolves implementation responsibilities to local governments and communities and focuses on opening new schools and strengthening existing infrastructure. The 2010 Right to Education Act revamped SSA to better achieve its holistic, equitable, and inclusive education goals.
The University Education Commission (1948-49)salmaanmushtaq
The University Education Commission (1948-49) was the first education commission of independent India, chaired by Dr. S. Radhakrishnan. The commission studied problems in university education and suggested improvements, noting that reconstruction of universities was essential for India's socioeconomic development. The commission recommended that universities consider India's new sociopolitical scenario and train students for leadership, social efficiency, knowledge, and higher values. It also suggested reforms to improve teacher quality and professional education programs.
The Recommendations of University Education Commission 1948-49 | By Durlav Ka...Durlav Kalita
University Education Commission is the first Education commission of Independent India. Government of India appointed this commission in 1948 to study about higher education of India. The commission is given many valuable recommendations in its report submitted in 1949.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Programme of Action 1992 by Dr.C.ThanavathiThanavathi C
The document outlines the Programme of Action under the National Policy on Education in India from 1992. It discusses key objectives of correcting social and regional imbalances and empowering women. It covers features like the role of education, establishing a national education structure, providing equal access to education, and programs for scheduled castes, women, tribes, adults, minorities, and primary education. It also discusses vocational education, higher education, technical education, and concludes by comparing India's education system to others.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
The Hunter Commission was appointed in 1882 by Lord Ripon to investigate the status of education in British India and make recommendations. It was headed by Sir William Wilson Hunter. The commission found that primary education was lagging, so it recommended increasing funding from provincial revenues. It also suggested handing over elementary schools to local boards. For secondary education, the commission recommended expanding grant-in-aid programs for private schools. Most significantly, the commission's recommendations led to major expansion and reduction of British influence in India's elementary education system in the following decades.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
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.
A Comparative Study Of Performance Of Teachers Trained From Aiou And The Univ...Jennifer Daniel
The document provides information about teacher education programs in Pakistan, including the University of Education Lahore (UEL) and Allama Iqbal Open University (AIOU). It discusses the development of teacher education in national education policies since 1947 and lists the competencies and performance standards expected of teachers. The UEL offers 1-year and 3-year B.Ed programs to train teachers to teach classes VI-X. The document contains details of the B.Ed course structure and requirements at UEL.
The document discusses the history and development of teacher education in India. It describes teacher education from ancient times during the Upanishadic and Buddhist periods, through the medieval period under Muslim rule, and in the modern period under British rule. It notes that teachers have historically enjoyed high status and respect in Indian society. It outlines key developments in teacher education such as the establishment of training institutions by European missionaries in the late 18th century, recommendations from the Wood's Despatch of 1854 and the Hunter Commission of 1882 to professionalize teaching through training and certification.
1 Definition And Conceptual Framework Of Teacher EducationDeja Lewis
Teacher education is the theoretical and conceptual framework that guides how teacher training programs are planned and organized. It is based on core values like commitment, holism, experience, collaboration, and knowledge. The objectives of teacher education are to help teachers better understand students, build confidence, learn teaching methodologies, stay updated on the latest in education, become familiar with school organization, develop social insight, and improve education standards. National education policies in countries like the US, UK, and Singapore emphasize the importance of teacher training and establishing standards and requirements for obtaining qualified teacher status.
Webinar Series 1 (Teacher Education) on 08-05-2020, Scope of Teacher Education Presentation by A.Jancy Rose Mary, II MEd Scholar, Department of Education, Manonmaniam Sundaranar University.
Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge in textbooks, and providing a stimulating school environment. The NCF of 2009 emphasized changing negative teacher approaches, moving beyond an exam-focused education, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to empower teachers to drive national development through education.
This document provides an overview of concepts related to educational development in Pakistan. It discusses key dimensions of educational development including faculty development, instructional development, curriculum development, and others. It also outlines approaches to educational development at the individual, organizational, and sector levels. Additionally, it highlights some historical milestones in Pakistan's educational development, including various national education plans and commissions from 1947 onwards. The document aims to define and explain the concept of educational development in Pakistan.
Preparing quality teachers in the light of national2Saminah Khan
Teacher education involves teaching skills, professional skills, and pedagogical theory. It is a continuous, theory-based process aimed at developing teachers' abilities. The National Curriculum Framework for Teacher Education advocates for a learner-centered approach and engaging student teachers with real-world contexts through observation and hands-on experience. Quality teacher preparation programs focus on foundations of education, curriculum and pedagogy, and school internships to produce professional and humane teachers equipped for 21st century classrooms.
DEVELOPMENT OF TEACHER EDUCATION IN INDIA BEFORE INDEPENDENCE.pptxMonojitGope
The document provides an overview of the development of teacher education in India before independence. It discusses teacher education in various historical periods - Vedic period, Buddhist period, Medieval period, and Modern period up until 1944. Some key points discussed include:
- In the Vedic period, teachers were highly respected and rigorously selected and trained.
- During the Buddhist period, the monastic system required novice disciples to learn from preceptors using various teaching methods.
- In the Medieval period, teaching was an inherited profession and methods included lectures, memorization, and practical training.
- The arrival of European missionaries and Britishers led to the establishment of early normal schools and teacher training institutions.
-
Conception of teacher education and chemistry teaching at.pptxDerejawYesgat
This document provides an overview of teacher education in Ethiopia and internationally, with a focus on Japan. It discusses the history and development of teacher education in Ethiopia, from the early 20th century to modern reforms. Key policies and programs to improve teacher training are outlined, including challenges to implementation. Teacher certification and the administration of education are also summarized for Japan, which is highlighted as a top-ranked system internationally.
The document discusses issues related to teacher education in India. It defines teacher education as programs that equip individuals to teach at various education levels through teaching skills, pedagogical theory, and professional skills. Good teacher education is important because teachers play a key role in educating communities and helping societies achieve their aims. However, there are challenges with the current state of teacher education in India that need to be addressed through reforms to pre-service and in-service training programs.
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to allow for integrated learning, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF 2009 focused on improving teacher education programs by emphasizing teaching skill development, reducing an exam focus, and providing flexible training for in-service teachers. Both frameworks aimed to better prepare teachers to drive national development through education.
85 conventional methods of training to teacher and its impact in higher educa...chelliah paramasivan
The document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author and outlines some key points. It describes how teacher training programs in India have evolved since the 1950s through various commissions and policies to emphasize the importance of continuous professional development. It notes that current orientation and refresher courses organized by UGC need reforming to make them more interactive, practical, and relevant to teachers' contemporary needs. It suggests new models for training programs that are informative, interactive, industry-exposed, and include assessment of performance in areas like teaching, research, and community service.
This document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author, Dr. C. Paramasivan, and his qualifications. It then discusses how teacher training programs have evolved in India since the 1950s to emphasize the importance of continuous learning. Current conventional training through orientation and refresher courses organized by UGC are focused on refreshing subject knowledge and updating teaching methods, but they are expert-centered with little interaction or practical application. Due to technological advances and changing needs, conventional training methods are becoming less effective and need to be restructured to better meet the requirements of teachers.
4.1.pptx educational issues and related toDevarajuBn
The document discusses issues related to teacher education in India. It defines teacher education and outlines its importance. Some key challenges in teacher education are identified. Measures to address these challenges are proposed, including reforms to pre-service and in-service teacher training programs, as well as establishing national bodies to oversee teacher education. Suggestions are made to improve various aspects of teacher education programs.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Teacher education.pptx
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.