1. ISSUES RELATED TO
TEACHER
EDUCATION IN INDIA

2. INTRODUCTION
Man is a social being. He is an integral part of the
society.
The man is product of society where as society also
depends upon its individuals for its development.
Aims and objectives of any society can achieved through
the proper education of its people.
For such an educational system, we require efficient
teachers. It is well known saying that teacher is the
national builder. To be able to discharge such a high
responsibility, it is very necessary that the teacher must
become conscious of his role towards society.

3. TEACHER EDUCATION
As per the National Council of Teacher Education
Act, 1993, term Teacher education means…
‘‘Programmes of education, research or training for
equipping them to teach at pre-primary,primary,
secondary and senior secondary stages in schools,
and includes non- formal education,part-time
education, adult education and corresponding
education’’

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

5. 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."

6. REALITY…..

7. ISSUES AND CHALLENGES

9. MEASURES AND REMEDIES
The Teacher Education Policy in India has evolved over
time and is based on recommendations contained in
various Reports of Committees/Commissions on
Education like:
– 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) etc

10. 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.
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

11. 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.
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

12. SUGGESTIONS
• The courses of studies both in theory and practice should be reorganised.
For this a pragmatic research should be conducted by some universities to
see the course structure, which will be helpful for realisation of the goals
of teacher education.
• The method of teaching in the teacher education departments should be
such that it inspires a sense of appreciation among other departments of
the universities and colleges
• For development of professional attitude it will be advisable to organise
various types of activities such as daily assembly programmes, community
living, social work, library organisation and other curricular activities.
• The admission procedures of B.Ed. should be completely systematised and
steps should be taken to make it full proof against tempering and
meddling as far as possible.
• There should be a planning unit in each State Education Department. The
function of this unit should be to regulate the demand and supply of
teachers at various levels of schools.

13. • The practising schools have to be taken into confidence. For this the
members of the staff of teachers colleges should be closely associated
with the schools.
• " Innovative practices of teaching such as microteaching, simulation and
interaction analysis procedures should be encouraged.
• The teacher education department should be made a nucleus for research
on teaching curriculum and evaluation in the regular university
departments.
• For professional growth of teacher educators there should be seminars,
summer internships and research symposia at more frequent intervals.
• Proper provision of textbooks and reading material, including reference
books in Hindi and regional languages in the field of teacher education.
• The State Government should make adequate provision of funds for
teacher education departments. Special assistance should be given for
running an experimental school and holding of practice teaching sessions
in various schools.
• Correspondence courses in teacher education should be provided, with a
strict and high screen for admissions and a rigorous manner of
assessment.
• Libraries are needed to be enriched with complete and comprehensive
reference section equipped with all available journals and books for the
teacher trainees as well as teachers.

14. CONCLUSION
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

15. To….
• Learner centric, flexible process
• Learner autonomy
• Facilitating, supporting and encourages learning
• Active participation in learning
• Learning in the wider social context in the class
room
• Multidisciplinary, educational focus
• Multiple and divergent exposure
• Multifarious, continuous Education

16. -Anam Suraiya
17MED-09
GI9276