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Teacher Education

Notes 1.2.3 Muslim Period

During this period also there was no formal system of teacher training. Education was public affair,
education institutions were called 'Madarsah', and they were attached to molvies. Education during
this period was mainly religious. Mainly teaching of 'Quran' was imparted. There was no formal
training for teachers. Molvies were the teacher of Mokalis and Madarsahs. There were some advanced
Arabic school with more advance and comprehensive courses of study. Need of formal education
was not felt or recognized for any appointment on any post during this period. No special professional
training was required. The posts were filled up on considerations other than mere academic
qualifications. During this period, teaching medicine, literature, art and music were taken as
established learned professions. Institutions for regular education and training of such professions
were not in vogue during this period. Only Mohamdans were allowed to teach in Mokalis and
Madarsahs.

1.2.4 British Period
The above education system was changed by the Britishers according to their own system of England
and according to their need and philosophy. Advanced system of education was incorporated in
British period. The monitorial system of training the teachers and the semi-formal system of teacher's
training in India was not recognized by them. When the Britishers came, their major goal in the
field of education was to educate Indian children in British system.
First of all Danish Missionaries established a formal training centre at Serampu (West Bengal).
These missionaries were private institutions. This was the first step in the field of training the
teachers in India.
• After this three more institutions (private) called Normal Schools were opened for training
the teachers, one each at Madras, Bombay and Calcutta.
• After this institutions started functioning Government also took part and felt the need. It came
in picture and thus Normal Schools were opened at Poona, Surat and Calcutta. Later on as the
need of teachers was increasing and the number of primary schools were increase, the three
more institutions were set up at Agra, Meerut and Varanasi.
• Elphinston made arrangements for training teachers. Such programme of teacher-training
was primarily means for preparing Indians for lower levels.
Teacher education may be classified into three periods under British period—
1. Monitorial System (1800-1880),
2. Teacher Training (1882-1935) and (1882-1947)
1. Monitorial System (1800-1880): Since the early British period, there was system of Indian school.
There was no extension of Education. Therefore few teachers were required for education and
provision of teacher training or education. But students had to teach and maintain the discipline.
They were guided by the teacher. In Madras Andrew Bell (1787) had introduced the system of
apprenticeship in same places. This system was also introduced in schools to maintain class discipline.
Lancastrian System was introduced in 1819 in Bengal by Calcutta School Society to train the teachers.
Thomas Moonro in 1826 had planned for teacher training first. Other provinces also paid attention
in this direction. As a result in 1857 some schools were established in Uttar Pradesh (Agra, Meerut,
Banaras and Allahabad). Wood's recommendation suggested for the extension of teacher training in
1954. There were 106 Normal school and 4000 pupil teacher were enrolled. Total expenditure was 4
lakh rupees. There were two training colleges for secondary level in Madras and Lahore at that
time. The graduates and under graduates were enrolled in these training colleges.
2. Teacher Training (1882-1935): Hunter Commission (1882) emphasized on the improvement of
primary education and extension of training schools for teachers. Several normal schools were
established. But no attention was given to secondary training institutions.

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