TEACHER EDUCATION TBT

Historical Development of Teacher Education in India.

Presented By- Amruta V. Apte.

Lesson Plan

• Tr. Introduces the lesson by asking following questions.

What is teacher education according to you? Is it education of teacher or education by the

teacher?Do you think that teacher should be educated?What type of education can be given to a teacher?What is your idea of education in ancient time?

Lesson Plan

• Tr. Tells the objectives of the lesson.

Objectives of the lesson• To understand the concept of teacher

education.• To understand the need and importance of

teacher education.• To know historical development of teacher

education.• To know development in teacher education till

pre independence period.

• Tr. Explains the historical development in teacher education with the help of power point presentation.

TOPICS TO BE COVERED.TEACHER EDUCATION- Basic Concep

t.Need of Teacher Education.The history of teacher education.

History of education can be broadly divided into two periods mainly

Pre independence period (1947 A.D.)Post Independence Period (1947onwards)

TOPICS TO BE COVERED.Pre independence period can be divided into

four parts.Ancient and medieval period: (2500B.C. to

500B.C)Buddhist Period: (500B.C. to 1200 A.D.)Muslim Period: (1200A.D. to 1700 A.D.)British Period: (1700 A.D. to 1947 A.D.)

TEACHER EDUCATION

• The history of teacher education:• As old as the history of education.• And the history of Indian education is as old as the history of

human civilisation.• Hence it seems to be correct that the concept of informal

teacher education must have been born in India during early ancient Indian period i.e in 2500 B.C.

Development of teacher education in different periods

1. Ancient and medieval period(2500 B.C. to 500 B.C.):

• Main Features:

In the beginning of Hindu civilization teaching was concerned with teaching of VEDAS.

Out of four classes of Hindu society and Brahmins served as a teachers of the community.

Only learned section of Hindu community undertook the task of teaching. ‘Manu’ lays down that only Brahmins shall teach Vedas and none else. Gurukul system of education was in existence.

1.Ancient and medieval period(2500 B.C. to 500 B.C.):

• Main Features: No evidence of teacher training existed in the formal

sense. There were Certain Brahmin families where teaching was

a hereditary profession. There was no formal system of teacher’s training. There was a close contact between teacher and a pupil. Complete faith in teacher.

2. Buddhist Period (5oo B.C. to 1200 A.D.)

• Main Features: The profession of teaching was no longer the privilege of only

Brahmins. As the expansion of teacher education was recognised till this

period. Any enlightened person from any class of the community may

get the status of a teacher after a vigorous training. Thus, the formal system of teacher’s training emerged during

this period. Teachers were trained for the purpose of spreading the spirit

of Buddhists religion.

2. Buddhist Period (5oo B.C. to 1200 A.D.)

To get the status of a teacher one was kept under the supervision of the teacher.

Teacher trainee learned the elements of morality, proper conduct and training in Dharma from trainers.

When the supervisors were satisfied, they gave a certificate to be fit for teaching.

A system later on named as monitorial system.

3.Muslim Period(1200.A.D. to 1700 A.D): • Main Features: During this period there was no formal system of

teacher training. Educational institutions were called ‘Madarshah’

where students were taught by ‘Molvies’. Education was mainly teaching of Quran. There were also some Arabic schools with more

advanced and comprehensive course of study. Need of formal education was not recognized. So No

special professional training was required.

3.Muslim Period(1200.A.D. to 1700 A.D):

Educated people available in the country or abroad from Arabia were appointed as Molvies in the educational institutions.

Only mohammadans were allowed to teach in Mokalis and Madarshahs.

3.Muslim Period(1200.A.D. to 1700 A.D):

• This was the development in teacher education till British period.

• Let us discuss about British Period development in Teacher Education in second TB lesson.

Conclusion:• Thus in ancient period the teacher education was

limited to certain communities and families.• There were Certain Brahmin families where

teaching was a hereditary profession. • The education was limited to teaching of Vedas.• There was no formal system of teacher’s training.• As the time passed from Ancient and medieval

period(2500 B.C. to 500 B.C.) to Buddhist Period (5oo B.C. to 1200 A.D.) the profession of teaching was no longer remained the privilege of only Brahmins.

Conclusion:• Any enlightened person after a vigorous

training got the status of a teacher.• Thus, the formal system of teacher’s training

emerged during this period.• After that during Muslim period and up till

British period there was development in teacher training programmes took place as its need was felt strongly.

• As education took more professional approach in training and teaching.

Home Work:• Q1) Fill in the blanks.1. ------ system of education was present in

Vedic Period.2. Only in ------ families teaching profession was

hereditary.3. Educated people appointed as a teacher in

Madarshahs were called as--------.For correct answers click here.

Home Work:

• Q1) Answer the following.• On what basis any individual was selected as a

teacher in ancient period?• In which period the formal system of teacher

training was introduced?• Write a note on concept of teacher education.

References:

• Teacher Education, Principles Theories and practices. by- S. P. Sharma.

• www.wikipedia.com• Google search engine.• Research paper on historical background of

research.

THANK YOU!