Introduction
Teachers are the backbone of any education system, and their professional preparation directly influences the quality of education. In India, teacher education has undergone a significant transformation shaped by ancient traditions, colonial interventions, and post-independence reforms. Among the most influential reforms was the Indian Education Commission (1964–66), popularly known as the Kothari Commission, which gave comprehensive recommendations on teacher training and professional development.
Historical Development of Teacher Education in India
1. Ancient Period
Education in ancient India was imparted through the Gurukul system, where teachers (Gurus) were highly respected.
Teacher training was informal and based on the spiritual, moral, and intellectual guidance of students.
The focus was on holistic development—knowledge, discipline, and moral values.
2. Medieval Period
Education was influenced by Islamic traditions through Maktabs and Madrasas.
Teachers were scholars who imparted religious and literary knowledge.
Formal teacher training was absent, but emphasis was placed on moral discipline and knowledge of scriptures.
3. British Period
The British introduced structured education and the concept of teacher training institutions.
Wood’s Despatch (1854): Highlighted the importance of trained teachers and recommended normal schools.
Hunter Commission (1882): Emphasized professional training for teachers.
Sargent Report (1944): Proposed large-scale expansion of teacher education.
Training became more formalized, but largely focused on producing teachers for schools established under colonial policies.
4. Post-Independence Period
After 1947, teacher education was seen as vital for national reconstruction.
Several committees and commissions worked on improving teacher education.
The most comprehensive review came from the Indian Education Commission (1964–66), which offered long-term reforms for teacher preparation and professional development.
Indian Education Commission (1964–66) – The Kothari Commission
Background
Appointed by the Government of India under the chairmanship of Dr. D. S. Kothari, then Chairman of the University Grants Commission (UGC).
Its mandate was to examine all aspects of education and recommend reforms for a national education system.
Teacher education was given special importance, recognizing that quality of education depends on the quality of teachers.
Objectives of the Commission on Teacher Education
To improve the quality of teacher training programs.
To enhance the professional status and working conditions of teachers.
To ensure that teacher education meets the needs of a modern, democratic, and progressive society.
To create opportunities for continuous professional growth of teachers.
Recommendations of the Indian Education Commission (1964–66) on Teacher Education
1. Improvement of Teacher Training Institutions
Establishment of well-equipped and adequately staffed teacher training colleges.
Conversion of substandard teacher training institutions into quality centers.
Affiliation of teacher training colleges to universities for better academic standards.
2. Integrated Teacher Education Programs
Introduction of integrated courses combining general education and professional teacher training.
Greater emphasis on pedagogy, psychology, and practical teaching skills.
Expansion of four-year integrated B.A./B.Sc. with B.Ed. programs.
3. Pre-Service and In-Service Training
Teacher education should not end with initial training but continue throughout the career.
Pre-service training to be made compulsory for all teachers.
In-service training through refresher courses, workshops, and orientation programs.
4. National Institutes of Teacher Education
Establishment of National Council of Teacher Education (NCTE) to plan, coordinate, and oversee teacher education programs (later implemented in 1995).
National-level institutions to conduct advanced research and innovations in teacher education
5. Professionalization of Teaching
Teaching should be recognized as a noble and professional career.
Teachers to be treated at par with other professions such as medicine, engineering, and law.
Mandatory professional qualifications for teachers at all levels of education.
6. Use of Technology and Educational Resources
Incorporation of audio-visual aids, television, and radio in teacher training.
Development of libraries, laboratories, and teaching aids for teacher trainees.
Promotion of research in educational technology and its classroom applications.
7. Status and Service Conditions of Teachers
Adequate salaries and service conditions to attract talent.
Opportunities for career advancement and promotions.
Establishment of a system of performance evaluation to ensure accountability.
8. Research and Innovation in Teacher Education
Teacher training institutions to include research departments.
Focus on educational psychology, pedagogy, child development, and classroom innovations.
Encouragement of experiments in teaching-learning methods.
Impact of the Commission on Teacher Education
The recommendations of the Kothari Commission (1964–66) had a long-lasting influence on teacher education in India.
It led to the expansion of teacher training institutions and the introduction of integrated teacher education programs.
Emphasis on in-service training brought professional growth opportunities.
Laid the foundation for the establishment of the National Council for Teacher Education (NCTE).
Helped in elevating the status of teachers and professionalizing teaching in India.
Conclusion
The historical development of teacher education in India reflects a journey from informal knowledge-sharing to structured professional training. The Indian Education Commission (1964–66) or Kothari Commission was a landmark in this journey, as it redefined teacher education with its forward-looking recommendations. By stressing professionalization, research, technology, and continuous training, it laid the foundation for modern teacher education in India.
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