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RUNU PUBLISHERS
A Journey of Teacher Education….
Dori Lal
Assistant Professor, TT&NFE (IASE), Faculty of Education, Jamia Millia Islamia, New Delhi-110025, India
Email: dl.jamia@gmail.com
Meaning of ‘Teacher’
A ‘teacher’ is a person who delivers an educational
program, assesses student participation in an
educational program, and/or administers or
provides consistent and substantial leadership to
an educational program.
Teacher is the second parent who thinks good for
our future and teacher is the only person who helps
us to make decision then the right for us.
Meaning of Teacher Education
It is well known that the quality and extent of learner
achievement are determined primarily by teacher
competence, sensitivity and teacher motivation. The
National Council for Teacher Education has dened
teacher education as – A programme of education,
research and training of persons to teach from pre-
primary to higher education level.
Teacher education is a programme that is related
to the development of teacher proficiency and
competence that would enable and empower the
teacher to meet the requirements of the profession
and face the challenges therein.
According to Goods Dictionary of Education
Teacher education means, ―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 eectively.
In 1906-1956, the program of teacher preparation
was called teacher training. It prepared teachers
as mechanics or technicians. It had narrower goals
with its focus being only on skill training. The
perspective of teacher education was therefore very
narrow and its scope was limited.
Teacher education encompasses teaching skills,
sound pedagogical theory and professional skills.
Teacher Education = Teaching Skills + Pedagogical
theory + Professional Skills
Teaching skills would include providing training
and practice in the dierent techniques, approaches
and strategies that would help the 3 teachers to
plan and impart instruction, provide appropriate
reinforcement and conduct eective assessment.
It includes eective classroom management skills,
preparation and use of instructional materials and
communication skills.
Pedagogical theory includes the philosophical,
sociological and psychological considerations that
would enable the teachers to have a sound basis
for practicing the teaching skills in the classroom.
The theory is stage specic and is based on the
needs and requirements that are characteristic of
that stage.
Professional skills include the techniques, strategies
and approaches that would help teachers to grow
in the profession and also work towards the
growth of the profession. It includes soft skills,
International Journal of Peace, Education and Development
Citation: IJPED: 4(1): 9-17 June 2016
©2016 Renu Publishers. All rights reserved
DOI: 10.5958/2454-9525.2016.00002.0
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counselling skills, interpersonal skills, computer
skills, information retrieving and management skills
and above all life-long learning skills.
Nature of Teacher Education
Teacher education is a continuous process and
its pre-service and in-service components are
complimentary to each other. According to the
International Encyclopedia of Teaching and
Teacher education (1987), Teacher education can
be considered in three phases: Pre-service, Induction
and In-service. The three phases are considered as
parts of a continuous process.
Teacher education is based on the theory that
Teachers are made, not born‖ in contrary to the
assumption, Teachers are born, not made. Since
teaching is considered an art and a science, the
teacher has to acquire not only knowledge, but also
skills that are called tricks of the trade.
Teacher education is broad and comprehensive.
Besides pre-service and in-service programmes
for teachers, it is meant to be involved in various
community programmes and extension activities,
viz. adult education and non-formal education
programmes, literacy and development activities
of the society.
It is ever-evolving and dynamic. In order to prepare
teachers who are competent to face the challenges of
the dynamic society, Teacher education has to keep
abreast of recent developments and trends.
The crux of the entire process of teacher education
lies in its curriculum, design, structure, organization
and transaction modes, as well as the extent of its
appropriateness.
As in other professional education programmes the
teacher education curriculum has a knowledge base
which is sensitive to the needs of eld applications
and comprises meaningful, conceptual blending
of theoretical understanding available in several
cognate disciplines. However the knowledge base
in teacher education does not comprise only an
admixture of concepts and principles from other
disciplines, but a distinct gestalt emerging from
the conceptual blending‘, making it sufficiently
specied.
Teacher education has become dierentiated into
stage-specic programmes. This suggests that the
knowledge base is adequately specialized and
diversied across stages, which should be utilized
for developing effective processes of preparing
entrant teachers for the functions which a teacher
is expected to perform at each stage.
Scope of Teacher Education
The scope of teacher education can be understood
in the following ways:
4Teacher education at dierent levels of education.
4Triangular basis of teacher education.
4Aspects of teacher education.
Teacher Education at dierent levels of
Education
Teacher education reaches teachers at all levels of
education, namely Pre-primary, Primary, Elementary,
Secondary, Higher Secondary and the Tertiary. The
needs and requirements of students and education
vary at each level. Hence level and stage-specic
teacher preparation is essential. Teacher education
also helps in the development of teaching skills in
teachers of professional institutions. The teachers in
professional institutions have only the theoretical
and practical knowledge of their respective subjects.
They require specialized teacher training inputs
to deal with students entering their professions.
Teacher education also reaches special education
and physical education. Thus where there are
teachers, there would be teacher education. The
knowledge base is adequately specialized and
diversified across stages, in order to develop
eective processes of preparing entrant teachers for
the functions which a teacher is expected to perform
at each stage.
Triangular Basis of Teacher education
Construction of the relevant knowledge base for
each stage of education requires a high degree
of academic and intellectual understanding of
maer related to teacher education at each stage.
This involves selection of theoretical knowledge
A Journey of Teacher Education….
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from disciplines cognate to education, namely,
psychology, sociology and philosophy, and
converting it into forms suitable for teacher
education. Teacher education derives its content
from the disciplines of Philosophy, Sociology and
Psychology. These disciplines provide the base for
beer understanding and application of Teacher
education. The Philosophical basis provides insights
to the student teachers about the implications of the
various schools of philosophy, ancient and modern
philosophical thoughts, educational thoughts of
philosophical thinkers on education and its various
aspects such as curriculum construction and
discipline. The Sociological basis helps the student
teachers to understand the role of society and its
dynamics in the educational system of a nation
and the world at large. It encompasses the ideals
that inuence national and international scenes.
The Psychological basis helps the student teachers
develop insights into students’ psychological make-
up. This enables the student teachers to understand
their self, their students and the learning situations
such that they are able to provide meaningful and
relevant learning experiences to their students.
Aspects of Teacher Education
Teacher education is concerned with the aspects such
as, who (Teacher Educator), whom (Student teacher),
what (Content) and how (Teaching Strategy).
Teacher education is dependent upon the quality of
teacher educators. The quality of pedagogical inputs
in teacher education programmes and their eective
utilization for the purpose of preparing prospective
teachers depend largely on the professional
competence of teacher educators and the ways in
which it is utilized for strengthening the teacher
education programme. Teacher education, thus,
rst deals with the preparation of eective teacher
educators. Teacher education reaches out to
the student teachers by providing the relevant
knowledge, aitude and skills to function eectively
in their teaching profession. It serves to equip the
student teachers with the conceptual and theoretical
framework within which they can understand the
intricacies of the profession. It aims at creating the
necessary aitude in student teachers towards the
stakeholders of the profession, so that they approach
the challenges posed by the environment in a very
positive manner. It empowers the student teachers
with the skills (teaching and so skills) that would
enable them to carry on the functions in the most
ecient and eective manner.
India has a large number of teachers and needs
many more. All processes of teacher recruitment,
training, motivation, incentives, retention and
feedback therefore have to be planned on a large
scale. Further the ultimate goal of in-service teacher
development should be to ensure that optimal
learning takes place in the classrooms.
4To enhance the institutional capacity available
at present for ensuring the adequate supply of
trained teachers for all levels of school education.
4To utilize all possible kinds of institutions,
including university departments of education
and teacher training institutions in the private
sector, for in-service training of the existing cadre
at all levels, in addition to State institutions,
including CTEs;
4To recognize teacher education (for all levels
of school education, from pre-school to senior
secondary) as a sector of higher education and
to facilitate co-operation and collaboration
between institutes of teacher training and colleges
of general education or universities with a
view to enabling interaction between dierent
departments of a local college (or university)
(e.g. sciences, languages, social sciences) and the
institute of teacher training.
4To envision a comprehensive model of teacher
education, utilizing the Chattopadhayay
Commission Report and updating its perspective,
and ensuring that progress towards a new,
comprehensive model is paralleled by necessary
modications in policies of teacher recruitment,
deployment and service conditions, including
emoluments.
4To prepare a curriculum policy and framework
for teacher education which is consistent with the
vision of the NCF, 2005, and to translate it into
imaginative syllabi and textbooks for pre-service
courses and sets of in-service training material
suited to diverse conditions and needs; and
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4To bring about synergy between institutional
structures operating at different levels, e.g.
NCERT and NCTE at national level, SCERTs
and boards of education at State level, DIETs
and undergraduate colleges at the district level
and so on.
Vision of Teacher Education
Teacher education has to become more sensitive to
the emerging demands from the school system. For
this, it has to prepare teachers for a dual role of:
4Encouraging, supportive and humane facilitator in
teaching-learning situations who enables learners
(students) to discover their talents, to realize their
physical and intellectual potentialities to the
fullest, to develop character and desirable social
and human values to function as responsible
citizens and
4An active member of the group of persons who
make conscious effort to contribute towards
the process of renewal of school curriculum to
maintain its relevance to the changing societal
needs and personal needs of learners, keeping
in view the experience gained in the past and the
concerns and imperatives that have emerged in
the light of changing national development goals
and educational priorities.
These expectations suggest that teacher operates
in a larger context and its dynamics as well as
teacher has to be responsive and sensitive to the
social context of education, the various disparities
in background of learners as well as in the macro
national and global contexts, national concerns for
achieving the goals of equity, parity, and social
justice as also excellence.
To be able to realise such expectations, Teacher
education has to comprise such features as would
enable each of its learners. That is student teachers
to:
4Care for children/learner’s and who love to be
with them;
4Understand children within social, cultural and
political contexts;
4View learning as a search for meaning out of
personal experience;
4Understand the way learning occurs, possible
ways of creating conductive conditions form
learning, dierences among students in respect
of the kind, pace and styles of learning.
4View knowledge generation as a continuously
evolving process of reective learning;
4View knowledge not necessarily as an external
reality embedded in textbooks but as constructed
in the shared context of teaching learning and
personal experiences;
4Be sensitive to the social, professional and
administrative contexts in which they have to
operate.
The objectives of teacher education would
therefore be to:
4Provide opportunities to observe and engage
with children, communicate with and relate to
children.
4Provide opportunities for self-learning, reection,
assimilation and articulation of new ideas;
developing capacities for self directed learning
and the ability to think, be self-critical and to
work in groups.
4Provide opportunities for understanding self and
others (including one‘s beliefs, assumptions and
emotions); developing the ability for self analysis,
self-evaluation, adaptability, exibility, creativity
and innovation.
4Provide opportunities to enhance understanding,
knowledge and examine disciplinary knowledge
and social realities, relate subject maer with the
social milieu and develop critical thinking.
Newly visualized Teacher Education
Programme
4Emphasizes learning as a self-learning
participatory process taking place in social
context of learner‘s as well as wider social context
of the community to nation as a whole.
4Puts full faith in self learning capacity of school
children and student teacher and evolving proper
educative programme for education.
4Views the learner as an active participative person
in learning. His/her capabilities or potentials are
seen not as xed but capable of development
through experiences.
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4Views the teacher as a facilitator, supporting,
encouraging learner‘s learning.
4Does not treat knowledge as xed, static
or confined in books but as something
being constructed through various types
of experiences. It is created through
discussion, evaluate, explain, compare and
contrasts i.e., through interaction.
4Emphasizes that appraisal in such an
educative process will be continuous, will
be self-appraisal, will be peer appraisal, will
be done by teacher educators, and formal
type too.
From To
Teacher centric, stable
designs
Learner centric, exible
process
Teacher direction and
decisions
Learner autonomy
Teacher guidance and
monitoring
Facilitates, support and
encourages learning
Passive reception in
learning
Active participation in
learning
Learning within the four
walls of the classroom
Learning in the wider
social context the class
room
Knowledge as "given" and
xed
Knowledge as it evolves
and created
Disciplinary focus Multidisciplinary,
educational focus
Linear exposure Multiple and divergent
exposure
Appraisal, short, few Multifarious, continuous
Teacher Education in Pre Independence
India
Wood's Despatch, 1854
It gave some very valuable suggestions for the
improvement of the education of teachers. It
suggested that allowances be given to persons
who possess and aptness for teaching and who
are willing to devote themselves to the profession
of school master. In suggesting a change in the
education of teachers, the Dispatch referred to
the system prevalent in England. It urged the
establishment of training schools in each presidency
in India. The Dispatch suggested the introduction
of pupil teacher system (as prevailed in England) in
India and an award/ stipend to the pupil teachers
and a small payment to the masters of the school to
which they were aached. On successful completion
of the training programme they were to be given
certificates and employment. So the Dispatch
introduced sucient incentive for the would-be
teachers.
The Indian Education Commission 1882
The Indian Education Commission 1882 (The Hunter
Commission) recommended that an examination in
the principles and practice of teaching be instituted,
success in which should hereaer be a condition
of permanent employment as a teacher in any
Secondary School, Government or Aided. For
graduates it suggested a shorter course of training
than for others. Pedagogical courses became more
prominent. This also led to the opening of new
teacher training institutions and by 1882 there were
116 training institutions for men and 15 for women.
Thus by the close of the 19th century some essential
things in teacher training had been established.
Pedagogical courses had replaced general education,
examinations and certicates in teacher training had
been instituted and practical aspects in planning
and teaching were emphasized.
Government of India Resolution on Education
Policy, 1904
It made some very vital suggestions for the
improvement of the teacher-training Programme.
These were:
1. Training Colleges: The Resolution enunciated
that if Secondary Education was to be improved
then the teachers should be trained in the art
of teaching. There were five teacher training
colleges in all at places like Madras, Kurseong,
Allahabad, Lahore and Jubbulpur. Intermediates
or Graduates could seek admission to these
Colleges. The general principles, upon which the
training institutions were to be developed, were,
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(i) To enlist more men of ability and experience
in the work of higher training, (ii) To equip the
training colleges well, (iii) To make the duration
of the training programmes two years and for
graduates, one year. The course would comprise
knowledge of the principles which underlie the
art of teaching and some degree of technical skill
in the practice of the art, (iv) The course would
culminate in a university degree or diploma (v)
There should be a close link between theory
and practice and practicing schools should be
aached to each college.
2. Training Schools: The Resolution recommended
opening of more training schools, particularly
in Bengal. The normal schools were mostly
boarding schools where students with vernacular
education came for training and were given
stipends. They received general education
combined with the instruction in the methods of
teaching and practice in teaching. The Resolution
recommended a minimum course of two years.
It mentioned courses of training specially suited
for teachers of rural schools.
3. Saddler Commission of 1917: It recommended
the introduction of education as an optional
subject at the B.A. level, and the introduction
of post graduate degree in education. The
recommendations of the Saddler Commission
helped in the improvement of teacher training
programme in India.
4. Hartog Committee 1929: Following the
recommendations of the Saddler Commission,
majority of the Universities set up faculties of
education. Andhra University started B.Ed.
degree in 1932 and Bombay University launched
the post-graduate degree, M.Ed. in 1936. In 1941,
there were 612 Normal Schools out of which 376
were for men and 236 for women.
Teacher Education in Post Independence
India
The University Education Commission (1948-49)
The Commission observed that obviously there
was no dierence in the theory papers oered in
the various teacher-training colleges. But there
was much dierence in practice followed by them.
The number of supervised lessons varied from
ten to sixty and the type of practice teaching and
student teaching varies from one to another. The
Commission observed-that the training colleges
had no basic orientation in the essentials. For
improvement of teacher training, it suggested that
the teacher educators must look at the whole course
from a dierent angle, that the theory and practice
should support each other;
Eorts of Indian Association of Teacher Educators
(IATE) – At Baroda in 1950 IATE constituted a study
group popularly known as Baroda Study Group to
revitalize the B. Ed. Programme.
The Secondary Education Commission,
(1952 -53)
It analyzed the problems of teachers and the
training programme in great depth. It emphasized
that the most important factor in educational
reconstruction is the teacher, his personal qualities,
his educational qualifications, his professional
training and the place they occupies in the school as
well as in the community. So the Commission made
recommendations on all these aspects and found
some teacher training institutions that is:
4Primary (Basic) Teacher Training,
4Secondary Teacher Training Institution and
Training Colleges.
It suggested two types of institutions:
4for those who have taken the school leaving
certicate, for whom the period of training be
two years,
4for graduates, presently of one academic year
but extended as a long-term programme to
two academic years. The graduate training
institutions should be recognized and ociated
to the universities which should grant the degree,
while the secondary grade training institutions
should be under the control of a separate
Board. It recommended training in co-curricular
activities, refresher courses and research work for
the M.Ed. degree. In 1995 the All India Council
A Journey of Teacher Education….
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for Secondary Education was established. The
Council through its Extension Centres imparted
in-service education. In 1957, the All India
Council for Elementary Education was formed.
The Second Five Year Plan was launched in 1955-56
and it was contemplated that 68 per cent of teachers
would be trained by 1960. An amount of ` 17 crore
was apportioned for increasing training facilities.
All India Council of Secondary Education Established
an Examination Reform Unit in 1951. The Directorate
of Extension Programme for secondary education
was set-up in 1959 to co-ordinate and run the
extension programmes. In the same year the Central
Institute of English was established at Hyderabad
to train teachers in English and to conduct research
in the eld.
National Council of Educational Research and
Training (1961) – Establishment of NCERT merging
together the various national level institutions
established in the 40’s and 50’s. The Teachers College,
Columbia University inuenced its functioning in
all areas and the Ohio University team guided the
NCERT to establish the four Regional Colleges (now
Institutes) of Education and introduced Four Years
Integrated Secondary Teacher education Programme
aer 10+2 stage.
The Kothari Commission, (1964-66)
In 1964 an Education Commission was set-up by
the Government of India under the Chairmanship
of Dr. D.S. Kothari to advice 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. The Commission pointed out the
weakness of the existing system and suggested
ways to improve it. It recommended that isolation
of teachers' colleges with the universities, schools
and the teachers' colleges themselves should be
removed. The Commission very correctly diagnosed
the ills in teacher education and suggested practical
remedies. As a result of the suggestions of the
Education Commission, 1964-66, some changes were
introduced in teacher education. An M.A. degree in
Education was introduced in some universities, such
as Aligarh, Kurukshetra, Kanpur and some others.
National Policy Statement on Education (1968)
Teachers’ emoluments and other service conditions
should be adequate and satisfactory with respect to
their qualications and responsibilities.
The Planning Commission in the Fourth Five
Year Plan (1969-74)
It laid emphasis on Teacher Education for improving
its quality, training more women teachers and
teachers from tribal communities, training science
and mathematics teachers for the middle classes
and organizing in-services training. It suggested
correspondence courses for the training of teachers
already in service. It recommended greater co-
ordination between the NCERT.
First Asian Conference on Teacher Education – The
conference was held from 14th to 19th June 1971
at Bangalore and recommended that the programs
of school education and teacher education in
each country should be modied to meet the new
challenges
National Council of Teacher Education (1973) - It
came out of curriculum framework for dierent
teacher education programmes in 1978. It was
established as a statutory body through an act of
parliament of 1993 to regulate teacher education in
the country by laying down norms and standards
and by undertaking periodical inspections with a
view to phase out sub-standard institutions and
to check commercialization in teacher education.
NCTE also brought out national Curriculum
Framework for Quality Teacher Education in 1998.
National Commission on Teachers–I (1983-85) – a
four year training course aer senior secondary, or
preferably a 5 year course leading to graduation and
training is recommended. For elementary teachers
it is desirable to have a two year training course
aer Class XII. The integrated four year curriculum
for a degree in education should consist of general
education and professional preparation.
The National Policy of Education (NPE) in 1986
and its Programme of Action- Some training
schools were upgraded to District Institutes of
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Education and Training (DIETS) and some training
colleges were upgraded to Colleges of Teacher
Education (CTEs) and Institutes of Advanced
Studies in Education (IASES).
The Acharya Ramamurti Commiee (1990) in its
review of the NPE 1986 observed that an internship
model for teacher training should be adopted
because “…the internship model is rmly based
on the primary value of actual eld experience in a
realistic situation, on the development of teaching
skills by practice over a period of time.”
Yashpal Commiee (1993) – Commiee suggested
that B.Ed. programme should oer the possibility
of specialization in secondary or elementary or
nursery education. The duration of the programme
should either be one year aer graduation or four
years aer higher secondary. By the year 1998-99
there were 45 District Institutes of Education and
Training (DIETS), 76 Colleges of Teacher Education
(CTEs) and 34 Institutes of Advanced Studies in
Education (IASE).
National Curriculum Framework for Teacher
Education (2000) – It highlighted continuing
education of in-service teachers’ needs aention
because all their initial education and training may
not remain relevant and eective because of the
present rate of change in content and pedagogy
in the national and world scenario. Oering in-
service education in a sustained manner, for which
a cascade model of training is recommended.
National Curriculum Framework (2005) - Focus
Group on Teacher Education not only sees
Continuous Professional Development (CPD) as
the most prominent measure for bridging the
gap between pre-service and in-service education
of teachers through well designed pre-service
programmes and on-site support to teachers, but
also the school- Teacher Education Institutes (TEI)
collaboration in this enterprise as crucial.
National Curriculum Framework for Teacher
Education (NCFTE) 2009- This Framework has
been prepared in the background of the NCF,
2005 and the principles laid down in the Right of
Children to Free and Compulsory Education Act,
2009 which necessitated an altered framework
on Teacher Education which would be consistent
with the changed philosophy of school curriculum
recommended in the NCF, 2005.The Framework has
made several recommendations on the approach
and methodology of in-service teacher training
programmes and has also outlined a strategy for
implementation of the Framework. As a natural
corollary to the NCFTE, the NCTE has also
developed ‘model’ syllabi for various teacher
education courses. It joined hands with the National
Assessment and Accreditation Council (NAAC) to
foster quality assurance and sustenance. To enhance
quality of school education Teacher Eligibility Test
(TET) for Teachers and Principal Eligibility Test
(PET) are conducted at both level at state and at
central level. For teacher education UGC conducts
National Eligibility Test (NET) at national level and
State Level Eligibility Test (SLET/SET) at state level.
NCTE Regulations 2014 - NCTE completed and
notied the revised Regulations 2014, along with
Norms and Standards for 15 programmes on
November 28, 2014 under Government of India. A
wide range reforms in Teacher Education which the
new Regulations 2014 have addressed.
The important highlights of Regulations 2014 are
as under:
4A wide basket with 15 programmes is on
oer, recognizing for the rst time three new
programmes – 4-year B.A/B.Sc. B.Ed., 3-year B.Ed.
(Part-time), and 3-year B.Ed.-M.Ed. programme.
4The duration of three programmes – B.Ed.,
B.P.Ed., M.Ed. – has been increased to two years,
providing more professional rigour and at par
with best international standards.
4ICT, Yoga Education, Gender and Disability/
Inclusive Education are integral part of each
programme curriculum.
4More integrated teacher education programmes
are encouraged.
4The teacher educator M.Ed. Degree comes with
specialization in either Elementary Education or
in Secondary/Senior Secondary Education.
4In-service teachers have more option to acquire
higher TE qualications—DElEd (ODL), B.Ed.
(ODL), B.Ed. (Part-Time).
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4Each teacher education institution to have
compulsory accreditation in every 5 years from
an accrediting agency recognized by NCTE. (A
MoU has already been signed with NAAC in
this regard).
NCTE had constituted a four member review
committee, 2015-16 headed by former NCTE
Chairperson Mohd. Akhtar Siddiqui, has
recommended overhaul of National Council of
Teacher Education (NCTE) and seing up of at least
two teacher education universities in each state,
besides bringing down the number of programmes
for them to three. The committee’s report has
recommended National-level Entrance Examination
for Teacher Education (NEETE), to be conducted
by NCTE, for admission to teacher education
programmes. It is suggested that only candidates
with more than 50% marks be considered for
admission. He has also recommended that regional
commiees (RCs) be disbanded and converted into
Teacher Education Resources Centres (TERCs).
Source: Times of India, April 2016
Conclusion
India has made considerable progress in school and
college education since independence with reference
to overall literacy, infrastructure and universal
access and enrolment in schools. But quality of
education in a nation not only depends on literacy,
infrastructure and universal access and enrolment
in schools but also depends upon the competence,
dedication and quality of school teacher. The success
of any educational programme largely depends on
the teachers, their competencies and skills. These
competencies and skills could not be developed
automatically, for developing these competencies
the teacher educators and teacher education system
are responsible. By Govt. of India efforts have
been initiated over the past few years to gradually
develop a network of institutions like DIETS, IASE
and CTE with the moderate of providing in-services
and pre-service education to primary and secondary
school teachers respectively. So far 555 DIETS, 104
CTE and 31 IASE and 30 SCERT (MHRD, 2012)
have been set up as teacher education resource
institutions in the country and yet more eorts and
tweaks to be needed.
References
1. Johnson, K.E. and Golombek, P.R. (Eds.). 2002. Teachers’
narrative inquiry as professional development.
Cambridge: Cambridge University Press.
2. Andrews, S. 2001. The language awareness of the L2
teacher: Its impact upon pedagogical practice. Language
Awareness, 10(2 & 3): 75−90.
3. Aoki, N. 1999. Aect and the role of the teacher in the
development of learner autonomy. In J. Arnold (ed.)
Aect in language learning (pp. 142-154). Cambridge:
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4. hp://mhrd.gov.in/teacher-education-overview
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