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Unit 1: Teacher Education: Meaning, Historical Perspectives

with the assistance of N.C.E.R.T. and U.G.C. were organized correspondence and in-services Notes
programmes. B.Ed. correspondence course was started by Himachal Pradesh University and 3-years
later by Jaipur University and also by south Universities.
The Education Commission (1964-66) emphasized that the present educational system will need
radical changes if it is to meet the purposes of a modern, democratic and socialistic society. It was
proposed that the main ingredients the programme of educational development in fifth plan should
be the following:
1. Transformation of education system-this is essential to make education a powerful tool of
social transformation, economic growth, modernization and national integration.
2. Initiation of comprehensive programme of pre-school development meant specially for the
underprivileged social groups.
3. The adoption of the uniform pattern of school and college education in all states and union
territories.
4. Vocationalisation of education at the higher secondary stage.
5. The development of a national scholarship policy so that the talented students are assisted to
receive the best school and university education.
6. Development of technical education.
7. Introduction of a large scale programme of national social service.
In 1980-84 also no significant change in theory or practice has taken place teacher education. The
earlier trends are continuing. In 1980-84 also no significant change in theory or practice has taken
place in teacher education. The earlier trends are continuing.

1.3 Summary

• Teacher education is a programme of education, research and training of persons to teach from
pre-primary to higher education.
• Teacher education encompasses teaching skills, sound pedagogical theory and professional
skills. Teacher Education = Teaching skills + Pedagogical theory + professional skills.
• The history of Indian teacher education may be divided into five parts.
(i) Ancient and Medieval Period: In this period teaching was based on teaching of 'Vedas'.
Brahmins were earning their livelihood by teaching. There were no training in institutions.
They are trained as by guardians and parents. There was a closed contact between teacher
and taught.
(ii) Buddhist Period: In this period there was formal system of teacher's training. Teachers were
monks who were spreading the spirit of Buddhist religion to the people ceremony and
Upsampada ceremony. After that they had to pass the two stages and were ready to get
status of a teacher. He was kept under the supervision of the two teachers.
(iii) Muslim period education was public affair education institutions were called 'Madarsah,
and they were attaches to Maulvis were the teachers of Mokalis and Madarsah. There were
some advanced Arabic school with more advance and comprehensive courses of study.
(iv) Education system was changed by Britishers according to their own system of England and
according to their need and philosophy. There were three sub-periods of teacher education
under the British period :
(i) Monitorial System (1800-1880): In this period the students had to teach and maintain the
discipline. They were guided by the teachers. "Lancastrian System" was introduced in
1819 in Bengal by Calcutta school society to train the teachers.
(ii) During (1884-1882) Teacher Education: In this period secondary schools were the priority
of education system. There was demand of teacher for secondary schools. Hence a
number of teacher training colleges for secondary schools were opened.

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