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Unit 1: Teacher Education: Meaning, Historical Perspectives

Self Assessment Notes
2. Multiple choice questions:
Choose the correct option
(i) First of all Danish Missionaries established a formal learning centre at ....................... .
(a) Serampu (Bengal) (b) Chennai
(c) Delhi (d) Mumbai
(ii) ....................... city is not related to normal schools opened for training the teachers in British
period.
(a) Madras (b) Bombay (c) Calcutta (d) Jaipur
(iii) In ........................ Andrew Bell (1787) had introduced the system of apprenticeship in same
places.
(a) Delhi (b) Bombay (c) Madras (d) Bengal
(iv) Lancastrian system was introduced in .............. in Bengal by Calcutta school society to train
the teachers.
(a) 1819 (b) 1820 (c) 1821 (d) 1822
1.2.5 Teacher Education in India in Post-Independence Period
Every country is granted freedom and many kinds of social changes are required and advocated by
new government. Same happened in our country also, when we attained freedom and problems
were brought before our government; as-socio-economic change, political change and so on. Due to
this change have also been take place in education too. Importance of education was stressed; there
was greater demand of schools and consequently demand of trained teachers. Side by side new
concept of 'teacher education' was developed in relation to national needs and aspirations. Our
system of education needed a big change. It was advocated that education system is not fulfilling the
needs. This change also includes a change in the system of teacher education. It has been realized
that teacher education is not merely teacher training; it is something more than this. A teacher's
work is not only to impart knowledge but he has to build up the personality of child because
children are future citizens and teacher has the responsibility to produce good citizens.
Radhakrishnan Commission (University Education Commission): In 1948 the Government of India
appointed the University Education Commission under the chairmanship of S. Radhakrishanan an
eminent educationist. This commission submitted its report in 1949. This commission was mainly
concerned with the university education but it has felt about the teacher training also and made
several recommendations-
1. Teacher training colleges should be remodeled-more time should be given to practice teaching
and more weightage to practical examination than theory. It means developing teaching
skills.
2. Proper schools should be selected for practice teaching.
3. In the training colleges teacher should be recruited from those who posses sufficient teaching
experiences.
4. The commission said that the theory courses should be flexible and adaptable to local needs
and circumstances. The standardization of curriculum were not considered by the commission.
5. Students with long teacher experiences should be admitted to M.Ed course.
Secondary Education Commission (Mudaliar Education Commission): In 1952 Government of India
appointed the secondary education commission under the chairmanship of A.L. Mudaliar. This is
the person who was vice-chancellor in Madras for too long period, i.e., 13 years.
Report of this commission said that teacher is the key to any kind of reform important. The
commission strongly recommended the improvement of working conditions in the training colleges
and try to raise the social status of teachers. Several important changes were suggested by the
commission to be brought about in the system of teacher education. The commission made valuable

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