Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.

1. TEACHER EDUCATION IN INDIA
Mrs. AMRITA ROY
M.SC PSYCHIATRIC NURSING
NIMHANS,BANGALORE

2. TEACHER EDUCATION
Teacher education refers to the policies and
procedures designed to equip
prospective teachers with
the knowledge, attitudes,
behaviors and skills they require to
perform their tasks effectively in
the classrooms, schools and wider
community.

3. DEFINITION
A programme of education, research and
training of persons to teach from pre-
primary to higher education level.
-(National Council for Teacher Education)

4. DEFINITION
Teacher education encompasses teaching
skills, sound pedagogical theory and
professional skills.
(W.H. Kilpatrick)
• Teacher Education = Teaching Skills +
Pedagogical skills + Professional skills.

5. NATURE OF TEACHER EDUCATION
1) Teacher education is a continuous process
2) Teacher education is broad and comprehensive
3) It is ever-evolving and dynamic
4) The crux of the entire process of teacher education
lies in its curriculum, design, structure,
organization and transaction modes

6. OBJECTIVES OF TEACHER EDUCATION
1. Imparting an adequate knowledge of the
subject matter
2. Equipping the prospective teachers with
necessary pedagogic skills
3. Enabling the teacher to acquire
understanding of child psychology

7. OBJECTIVES OF TEACHER EDUCATION
4. Developing proper attitudes towards
teaching
5. Developing self-confidence in the teachers
6. Enabling teachers to make proper use of
instructional facilities

8. IMPORTANCE OF TEACHER TRAINING
"If you educate a boy, you educate one
individual. If you educate a girl, you
educate the whole family and if you
educate a teacher, you educate the whole
community."

9. IMPORTANCE OF TEACHER TRAINING
(i) Better Understanding of the Student
(ii) Building Confidence
(iii) Using Methodology of Teaching
(iv) Building favorable Attitude
(v) Familiarizing with the Latest in Education

10. IMPORTANCE OF TEACHER TRAINING
(vi) Making familiar with School organization
(vii) Creating social Insight
(viii) Improving Standards
(ix) Training for Democracy

11. TYPES OF TEACHER EDUCATION
PROGRAMMES
1. Pre-primary teacher education
[higher secondary, one year]
2. Primary teacher education
[higher secondary, two years ]
3. Secondary teacher education
[graduation, one year]
4. Higher education programmes
[One-year M.Ed. Course, Two-year M. A in Education, Two-year Ph.D.
course after M.Ed./M.A. ]
5. Vocational Teachers Training
[One-year Diploma in Physical Education (DPE), Training courses to prepare
teachers of Music, Dancing, Painting and Fine Arts, One-year training course
to prepare teachers for Home Science, Certificate courses in Arts & Crafts]

12. CHALLENGES IN TEACHER EDUCATION
1. Several types of teacher education institutions thereby
lacking in uniformity.
2. Poor standards with respect to resources for colleges of
education.
3. Unhealthy financial condition of the colleges of education
4. Incompetent teacher educators resulting in deficiency of
scholars.
5. Improper selection of the candidates (student teachers) to
be admitted.

13. CHALLENGING TASKS OF TEACHER
EDUCATION
6. Traditional curriculum and teaching methods of
teaching in the teacher education programme.
7. Haphazard and improper organization of teacher
education.
8. Unplanned and insufficient co-curricular activities.
9. Inadequate duration of the teacher programme.
10. Feedback mechanisms lacking.

14. TEACHER EDUCATION IN INDIA
• Teacher education is provided by several
Universities, affiliated colleges, private and
open Universities in India.
• list

15. TEACHER EDUCATION IN INDIA
• The Teacher Education Policy in India has evolved
over time and is based on recommendations
contained in various Reports of
Committees/Commissions on Education:
– the Kothari Commission (1966)
– the Chattopadyay Committee (1985)
– the National Policy on Education (NPE 1986/92)
– Acharya Ramamurthi Committee (1990)
– Yashpal Committee (1993)
– and the National Curriculum Framework (NCF, 2005)

16. TEACHER EDUCATION IN INDIA
• The Right of Children to Free and
Compulsory Education (RTE) Act 2009,
which became operational from 1st April,
2010, has important implications for
teacher education in the country.

17. IMPLICATIONS OF RTE ACT
• The Central Government shall develop and
enforce standards for training of teachers
• Existing teachers not possessing prescribed
qualifications would be required to acquire
that qualification within a period of 5
years.

18. IMPLICATIONS OF RTE ACT
• The Government must ensure the Pupil-
Teacher Ratio
• Vacancy of a teacher in a school, shall not
exceed 10% of the sanctioned strength.

19. AIMS OF TEACHER EDUCATION IN
INDIA
• To enhance the institutional capacity available at
present for ensuring the adequate supply of
trained teachers for all levels of school education.
• To utilize all possible kinds of institutions for in-
service training of the existing cadre at all levels.
• To bring about synergy between institutional
structures operating at different levels

20. AIMS OF TEACHER EDUCATION IN
INDIA
• To facilitate co-operation and collaboration
between institutes of teacher training and colleges
• To envision a comprehensive model of teacher
education
• To prepare a curriculum policy and framework for
teacher education which is consistent with the
vision of NCF

21. LEGAL AND INSTITUTIONAL
FRAMEWORK
• Broad policy and legal framework on teacher education is
provided by the Central Government
• Implementation of various programmes and schemes are
undertaken largely by state governments.
• Within the broad objective of improving the learning
achievements of school children, the twin strategy is to:
– Prepare teachers for the school system (pre-service training).
– Improve capacity of existing school teachers (in-service training).

22. LEGAL AND INSTITUTIONAL
FRAMEWORK
For pre-service training:
• The National Council of Teacher Education (NCTE), a statutory body of
the Central Government, is responsible for planned and coordinated
development of teacher education in the country.
• The NCTE lays down norms and standards for various teacher education
courses, minimum qualifications for teacher educators, course and
content and duration and minimum qualification for entry of student-
teachers for the various courses.
• It also grants recognition to institutions (government, government-aided
and self-financing) interested in undertaking such courses and has in-
built mechanism to regulate and monitor their standards and quality.

23. LEGAL AND INSTITUTIONAL
FRAMEWORK
For in-service training:
• The country has a large network of government-owned teacher
training institutions (TTIs), which provide in-service training to the
school teachers.
• The spread of these TTIs is both vertical and horizontal.
• At the National Level:
– the National Council of Educational Research and Training (NCERT)
– National University on Educational Planning and Administration
(NUEPA).
• Both NCERT and NUEPA are national level autonomous bodies.

24. LEGAL AND INSTITUTIONAL
FRAMEWORK
• At the state level:
– the State Councils of Educational Research and Training
(SCERTs).
– The Colleges of Teacher Education (CTEs) and Institutes for
Advanced Learning in Education (IASEs).
• At the district level:
– in-service training is provided by the District Institutes of
Education and Training (DIETs).

25. FINANCING OF PROGRAMMES AND
ACTIVITES
• For pre-service training, the government and government-aided
teacher education institutions are financially supported by the
respective State Governments.
• Under the Centrally Sponsored Scheme on Teacher Education, the
Central Government also supports over 930 institutions, including
the DIETs, CTEs, IASEs and the BITEs.
• For in-service training, financial support is largely provided by the
Central Government under the Sarva Shiksha Abhiyan (SSA).
• Under the SSA, 20 days in-service training is provided to school
teachers, 60 days refresher course for untrained teachers and 30
days orientation for freshly trained recruits.

26. FINANCING OF PROGRAMMES AND
ACTIVITES
• State Governments also financially support in-
service programmes.
• Several NGOs support various interventions of
in-service training activities.
• The Centrally Sponsored Scheme for Teacher
Education has been revised for the XII Plan
with an approved outlay of Rs. 6308.45 crore.

27. CENTRALLY SPONSORED SCHEME ON
TEACHER EDUCATION
• As envisaged in the National Policy on Education
(NPE), 1986, and its Programme of Action (POA), a
Centrally-Sponsored Scheme of Restructuring and
Reorganization of teacher education was launched
in 1987:
– to create a sound institutional infrastructure for pre-
service and in-service training of elementary &
secondary school teachers
– for provision of academic resource support to
elementary and secondary schools.

28. CENTRALLY SPONSORED SCHEME ON
TEACHER EDUCATION
• The Scheme had the following components:-
– Setting up of District Institutes of Education and Training (DIETs).
– Strengthening of Secondary Teachers Education Institutions into
Colleges of Teacher Education (CTEs) and Institutes of Advanced
Study in Education (IASEs).
– Strengthening of State Councils of Educational Research and
Training (SCERTs).
– Establishment of Block Institute of Teacher Education (BITEs).
• Under the Scheme, Central assistance is provided to the State
Governments as resource support to the DIETs, CTEs, IASEs,
BIETs and SCERTs.

29. REFORMS IN TEACHER EDUCATION
Revision of the Centrally Sponsored Scheme of Teacher
Education
1. Modification in Centre-State financial sharing pattern, from
the existing 100% central assistance to sharing pattern in
the ratio of 75:25 for all States/UTs (90:10 for NER States)
2. Continuation of support to SCERTs/SIEs
• Strengthening and re-structuring of SCERTs,
• Training for Educational Administrators, including Head Teachers.
• Orientation / Induction Training to Teacher Educators

30. 3. Continuation of support to CTEs and establishment of new CTEs
4. Continuation of support to IASEs and establishment of new IASEs
5. Continuation of support to and restructuring of DIETs
6. Establishment of Block Institutes of Teacher Education (BITEs) for
augmenting Teacher Education capacity in SC/ST and minority
concentration areas
7. Professional Development of Teacher Educators
8. Technology in Teacher Education
9. Public-Private Partnership (PPP) in teacher education

31. REFORMS IN TEACHER EDUCATION
National Curriculum Framework on Teacher Education
– highlighted specific objectives, broad areas of study in terms of
theoretical and practical learning, and curricular transaction and
assessment strategies for the various initial teacher education
programmes.
– outlines the basic issues that should guide formulation of all
programmes of these courses.
– recommendations on the approach and methodology of in-
service teacher training programmes
– outlined a strategy for implementation of the Framework.

32. • The Framework has some important dimensions of the
new approach to teacher education:
– Reflective practice to be the central aim of teacher
education
– Student-teachers should be provided opportunities for self-
learning, reflection, assimilation and articulation of new
ideas
– Developing capacities for self-directed learning and ability
to think, be critical and to work in groups
– Providing opportunities to student-teachers to observe and
engage with children, communicate with and relate to
children.

33. TEACHER’S EDUCATION IN 1947-1990s
• With Indian independence in 1947, several educational
reforms were made in system and also made changes
for the education of teachers’ n India.
• One of the first steps was establishing University
Education Commission which happened in 1948, and
regulated the educational requirement of teachers in
India.
• Later in late 1960 the commission emphasized on the
necessity of a professional training course in order to
improve the education system.

34. TEACHER’S EDUCATION IN 1947-1990s
• During the same time National council of Educational
Research and Training (NCERT) was also formed, and this
body reviewed and regulated the education of teachers.
• In 1974, National Council for Teacher Education was
established; this non-statutory body was a part of NCERT.
• Gradually by 1990’s this profession had become popular
with opening of several private schools and colleges and
improved salary structure in both Government and Private
schools.

35. TEACHER EDUCATION IN 21ST CENTURY
• A lot of planning and resource has been spent on education
in India and at the same time for improving the quality of
education.
• A lot of stress is given on teacher training course in India;
unfortunately there are several loopholes in the system and
a lot of times incompetent teachers get recruited.

36. TEACHER EDUCATION IN 21ST CENTURY
Newly visualized Teacher Education Program -
– Emphasizes 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.
– Puts full faith in self learning capacity of school children and
student teacher and evolving proper educative programme for
education.
– Views the learner as an active participative person in learning.
His/her capabilities or potentials are seen not as fixed but
capable of development through experiences.

37. TEACHER EDUCATION IN 21ST CENTURY
Newly visualized Teacher Education Program –
– Views the teacher as a facilitator, supporting, encouraging
learner‘s learning.
– Does not treat knowledge as fixed, 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.
– Emphasizes 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.

38. HENCE THERE WOULD BE A MAJOR
SHIFT
FROM
• Teacher centric, stable designs
• Teacher direction and decisions
• Teacher guidance and monitoring
• Passive reception in learning
• Learning within the four walls of
the classroom
• Knowledge as "given" and fixed
• Disciplinary focus
• Linear exposure
• Appraisal, short, few
To
• Learner centric, flexible process
• Learner autonomy
• Facilitates, support and encourages
learning
• Active participation in learning
• Learning in the wider social context
the class room
• Knowledge as it evolves and
created
• Multidisciplinary, educational focus
• Multiple and divergent exposure
• Multifarious, continuous

39. THANK YOU