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Unit 15: Policy Perspectives on Teacher Education—Indian Education Commission

"This House is of opinion that a Committee of Members of Parliament be appointed to go into
the question on National Policy on education in all its aspects and to prepare a plan accordingly Notes
for the next three plan periods, and also to suggest suitable machinery for its implementation."
Government Resolution setting up the Education Commission, July 14, 1964
15.2 Principal Recommendations of the Education Commission, 1964-66
about Teacher Education

Under the Chairmanship of Dr. D.S. Kothari te Education Commission showed keen interest in
teacher education, studies it in its varied aspects and devoted full one chapter, giving their
observations and recommendations.
The Commission remarked: "A sound programme of professional education of teacher is essential
for the qualitative improvement of education... In the absence of other influences, a teacher tries
to teach in the way in which he himself was taught by his favourite teachers and thus tends to
prepetuate the traditional methods of teaching." The Commission observed that the essence of a
teacher education curriculum is quality. In its absence, teacher eduction becomes a financial
waste, a source of over-all deterioration of educational standards. The Commission felt that the
existing programmes are largely traditional, rigid, and divorced from the realities of schools and
devoid of proposed programmes of educational reconstruction.
The Commission asked for the reorientation of the subject knowledge of the trainees. It
recommended that provision must be made in all the training colleges for a study of teh subjects
to be taught, in depth as well as in range. It should be a carefully planned content course
including a study of fundamental concepts and their implications for the school syllabus, and of
the textbooks and emerging source materials to assist teaching at the school stage.
Proposals About the B.Ed. Curriculum: There is need to eliminate irrelevant matter and to relate
the curriculum closely to the teacher's responsibilites and to Indian conditions, problems and
studies. Moreover, student teachers at this level need to be provided with specific learning
experiences in constructing achievement and diagnostic tests in spotting talent in developing
enrichment programmes, in diagnosing difficulties of under achievers and in planning remedial
programmes.

15.3 Suggestions of Indian Education Commission on Teacher
Education

Key Area of Educational Development: The Professional preparation of teachers, being crucial
for the qualitative improvements of educaiton, should be treated as a key area in educational
development and adequate financial provision should be made for it, both at the State and
national levels.
Brought into Mainstream: In order to make the professional preparation of teachers effective,
teacehr education must be brouhgt into the mainstream of the academic life of the Universities
on the one hand and of school life and education developments on the other.
Improveemnt of Quality: The essence of a programme of teacher of teacher education is 'quality'
and in its absence, teacher education becomes, not only a fincial waste but a source of overall
deterioration in educational standards. A programme of highest importance therefore is to
improve the quality of teacher education. This can be done through the following:
(a) Content Course: Organisation of well-planned subject-orientation or content courses, in
collaboration with University departments (for postgraduate colleges), leading to insight
into basic concepts, objectives and implications of subjects ot be taught;
(b) Integrated Coureses: Introducing integrated courses of general and professional education
in universities;
(c) Professional Studies: Staticalizing professional studies and basing them on Indian Conditions
through the development of educational research;

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