This document discusses different aspects of teacher education in India. It outlines the various institutions that provide teacher education, including College of Teacher Education, Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training. It describes the nature of teacher education as a continuous, broad, and evolving process focused on curriculum, design, and transaction modes. It also outlines the roles and functions of Block Resource Centres, Cluster Resource Centres, Teacher Training Institutes, and District Institutes for Education and Training in providing pre-service and in-service teacher training in India.
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2. COLLEGE OF TEACHER EDUCATION (CTE)
BLOCK RESOURCE CENTRES (BRCs)
CLUSTER RESOURCE CENTRES (CRCs)
TEACHER TRAINING INSTITUTES (TTIs)
DISTRICT INSTITUTES FOR EDUCATION AND
TRAINING (DIET)
3. NATURE OF TEACHER EDUCATION
Teacher education is a continuous process.
Teacher education is broad and comprehensive .
It is ever-evolving and dynamic.
The crux of the entire process of teacher education lies in its
curriculum, design, structure, organization and transaction modes.
4. Teacher education reaches teachers at all levels of education-
Pre-Primary
Primary
Secondary
Higher Secondary and
Higher Education
The RTE Act 2009, which became operational from 1st April 2010 , has
important implications for teacher education in the country.
5. To clear the backlog of untrained teachers.
To provide managerial training to secondary school teachers.
To provide and improve teacher’s competency.
To provide professional development to the secondary teachers.
To provide short-term courses for the teachers.
To provide guidance to secondary school teachers to undertake action research
and minor research.
To lead the young individuals from darkness to light and from ignorance to
knowledge.
6. BRCs are headed by Block Resource Centre Coordinators and CRCs by
Cluster Resource Centre Coordinators(CRCC).
BRCs and CRCs are established in each block of every district under SSA
to conduct in-service teacher training .
Functions of BRCs are:
• Rich academic resource with ample reference materials for the teachers.
• Form resource groups in different subject areas for primary and upper
primary level.
• Setting up of performance indicators to track and enhance school
performance.
• Organization of teacher training and monthly meetings.
7. Functions of CRCs are:
Supports , facilitates and coordinates the daily clinical trial activities and
plays a critical role in the conduct of the study.
The tasks of CRC coordinators include:
Providing constant support to the teachers
Monitoring their performance
Identifying their needs both in formal schools and alternative educations
centers.
CRC have been functioning as center of teacher empowerments where the
teachers share their experiences and innovative practices in the teaching-
learning process.
In SSA, there is a provision of a resource room at the BRC/CRC.
8. Teacher training institutions are mandated by the National Policy on
Education.
They offer both pre-service and in-service training for teachers.
They encourage the spirit of enquiry and creativity in teachers.
Functions are:
To provide extension service to teacher-training institutions at all levels in
the state.
To conduct studies and investigations on the various problems of
education.
9.
10. DIETs are district-level educational institutes which have been
established in each district of India by the Indian government.
Acts as a nodal agency.
Roles :
To provide academic and resource support to the elementary and adult
education systems in the district.
To undertake programmes for non-ritualistic education.
To improve and enrich the academic equipment of elementary school
teachers , non-formal and adult education functionaries by organising
different short term programmes with the help of various branches.
