HISTORY OF TEACHER EDUCATION IN INDIA, ANCIENT PERIOD, MUSLIM PERIOD

HISTORY OF TEACHER EDUCATION IN INDIA

ANCIENT PERIOD

In the ancient period so many students came to teacher that he could not fulfill his responsibilities towards them. Hence he used to seek the assistance of meritorious students of higher classes called “pattacharya” who assisted their teacher in teaching. If the teacher sometimes went out side, he used to entrust the whole work of teaching and school to such students.

As in the monitorial system, in this system meritorious students of the same class and some students of the higher classes assisted the teacher in the performance of teaching and other allied works, after having been thus trained these students used to become efficient teachers and school organizers.

MUSLIM PERIOD

The chief aim of the Muslim rulers in India was to propagate their religion. It is very difficult for them to have any idea of teacher education.

HISTORICAL PERSPECTIVE OF TEACHER EDUCATION IN INDIA

HISTORICAL PERSPECTIVE OF TEACHER EDUCATION IN INDIA

On ancient and medieval India, there was no concept of teacher education. Scholarliness was considered as the sole criterion for becoming a teacher. The concept that teachers are born and not made was also prevalent.
It is only during the British period we see that advent of teacher education in India.
The salient developments are listed below,
1. Setting up of the first normal school at Serampur by the Danish missionaries.

2. Establishment of teacher training institutions at Pune, Surat, Calcutta by government.

3. Establishment of teacher training centers in Bombay, Madras, and Calcutta by educational societies.

4. Opening of government normal schools at Agra (1852), Meerut (1856), and Banarus (1857).

5. Woods dispatch recommended for opening teacher training schools but with no effect.

6. By 1882, there were 106 elementary teacher-training institutions.

7. Indian education commission of 1882 recommended for starting of more training schools and examinations in theory and practice for secondary school teachers.

8. Practicing schools came to be attached to training colleges after the government resolution of 1914.

9. By the end of 19th century there were 6 training colleges and 56 training schools for secondary school teachers.

10. Calcutta university commission of 1917 recommended for the systematization of research work on training.

11. Hartog committee of 1929 recommended for organizing refresher and in-service training courses for the trained teachers.

12. After the attainment of independence, basic training received great importance. B.Ed training courses, M.Ed and PhD courses were started in many universities.

FUNCTIONS OF TEACHER EDUCATION LEVELS

FUNCTIONS OF TEACHER EDUCATION LEVELS

FUNCTIONS OF PRE-SERVICE TEACHER EDUCATION

· To promote capabilities for inculcating national values and goals as enshrined in the constitution of India.
· To enable teachers to act as agencies of modernization and social change.
· To develop critical awareness about the social realities.

FUNCTIONS OF IN-SERVICE TEACHER EDUCATION

· Updates teacher’s in-services issues concerning content, methodology, and evaluation.
· Upgrades serving teachers in tasks with which they are currently occupied.
· Initiates and orients teachers to new roles and technologies.
· Provides opportunities for unqualified or under- qualified on the job teachers to update their knowledge.

FUNCTIONS OF EXTENSION-SERVICE TEACHER EDUCATION

· Upgrade the professional competence of serving teachers.
· Prepare teachers for new roles.
· Provide knowledge and skills relating to emerging curricular changes, content, process and evaluation.
· Overcome gaps and deficiencies of pre-service education.

LEVELS OF TEACHER EDUCATION

LEVELS OF TEACHER EDUCATION

Teacher Education can be classified in different ways depending on the type of the students teachers, levels etc..
Teacher education can be classified as follows

1. Pre-service
2. In-service
3. Extension service

Pre-service Teacher education

If the student teachers to be admitted in to teacher education institutions are freshers from schools and colleges Without having any training earlier, it is called the pre- service teacher education.

In-service teacher education

If the student teachers are working teachers, who have not been trained earlier, it is called the in –service teacher education.

Extension service

If the participants are trained earlier and if refresher courses are organized for them, it is called the extension teacher education.

FUNCTIONS OF TEACHER EDUCATION

FUNCTIONS OF TEACHER EDUCATION

The teacher education institutions will acquire a wider spectrum of function and a greater room for responsibilities.

-> Develop Capability to provide both for pre-service and in-service education

-> Provide training and orientation programme to the functionaries of alternative educational strategies aimed at achieving universal elementary education and eradication of illiteracy.

-> Organize programmes for heads of schools and schools complexes and supervisory staff.

-> Offer courses for community Leaders, Voluntary agencies and Parents.

-> Provide academic support to school and other agencies engaged in education of children and adults.

-> Undertake research and experiments with innovative educational ideas.

-> Act as a resource center for education for a specific area.

-> Impart training for other areas of education like physical and special education.

SCOPE OF TEACHER EDUCATION

SCOPE OF TEACHER EDUCATION

1. Professional commitment and overall competencies of teachers leave much to be desired.

2. The quality of preservice education has not only improved with recent developments in pedagogical science but has actually shown signs of deterioration.

3. Teacher education progranmmes consist mainly of preservice teacher training with practically no systematic programmes of in-service training facilities for which are lacking.

4. There has been an increase in sub-standard institutions of teacher education and these are numerous reports of gross malpractices.

5. The support system provided by the state councils of educational research and training (SCERTs) and the universities department of education has been insufficient and there is no support system.

6. To establish 430 district institutions of education and training (DIETS) have already been established.

CONCEPT OF TEACHER EDUCATION

CONCEPT OF TEACHER EDUCATION

A Teacher considers a variety of factors in a comprehensive manner and formulates wide range concepts of teacher education.

Ø Ways of improving and enhancing thinking or cognitive abilities.

Ø Creating interest, attitude towards learning, environment and the processes and forces operating in the environment, concerns for excellence, sense of belonging, team spirit, curiosity, involvement, initiative and tolerance to others ideas and behaviours ,all of which could be called the emotional or the affective aspects of human personality and,

Ø Improving more operational skills-mechanical, complex, observational, and so on, or the psychomotor dimensions,

Ø Inculcation of values and attitudes through teaching.