Introduction
Teacher education in India has undergone a long historical evolution, influenced by social, cultural, and political changes. From the traditional Gurukul system to modern teacher training institutions, the journey of teacher education reflects India’s commitment to quality learning and professional teaching standards. One of the most significant milestones in this journey was the Secondary Education Commission (1952-53), which provided valuable recommendations for improving secondary education and teacher training.
Historical Development of Teacher Education in India
1. Ancient Period
In the Gurukul system, teachers (Gurus) held a central role in transmitting knowledge, values, and life skills.
Education was mostly oral, and teacher-student relationships were based on discipline, respect, and moral guidance.
No formal teacher training existed, but teaching was seen as a sacred duty.
2. Medieval Period
During the medieval period, Madrasas and Maktabs became centers of education.
Teachers were mostly scholars of religion, literature, and languages.
Teacher training still lacked systematic organization but had strong emphasis on moral and spiritual growth.
3. British Period
The British introduced modern systems of education, and teacher education saw significant changes:
Early 19th Century: Establishment of normal schools for training teachers.
Wood’s Despatch (1854): Emphasized teacher training institutions.
Hunter Commission (1882): Recommended improvement in the training of teachers.
Sargent Report (1944): Proposed the expansion of teacher education and emphasized quality improvement.
4. Post-Independence Period
After 1947, India recognized teacher education as a foundation for nation-building. The government established various commissions and committees, among which the Secondary Education Commission (1952-53) played a pivotal role.
Secondary Education Commission (1952-53)
Background
Established under the chairmanship of Dr. A. Lakshmanswami Mudaliar.
The commission studied the problems of secondary education and made important recommendations for its improvement.
Special focus was given to teacher education and training as the backbone of educational reform.
Objectives of the Commission
To assess the quality of secondary education.
To recommend reforms in curriculum, teaching methods, and evaluation.
To strengthen teacher education and professional development.
Recommendations of Secondary Education Commission (1952-53) on Teacher Education
1. Improvement of Teacher Training Institutions
Establishment of high-quality teacher training colleges.
Upgradation of existing normal schools.
Greater emphasis on professional courses for teachers.
2. Professional Development of Teachers
Continuous in-service training programs.
Refresher courses, workshops, and seminars for teachers.
Provision for educational research in teaching methods.
3. Duration and Content of Training
Teacher training programs should be extended and made comprehensive.
Curriculum of teacher education should include pedagogy, psychology, and practical teaching.
Stress on student-centered and activity-based learning.
4. Recruitment and Qualification of Teachers
Only trained teachers should be appointed in schools.
Professional qualifications should be mandatory for secondary school teachers.
Recruitment should be based on merit and teaching competency.
5. Status and Service Conditions of Teachers
Better pay scales and service conditions to attract talented individuals to the teaching profession.
Recognition of teaching as a respected and noble profession.
Security of service and opportunities for promotions.
6. Research and Innovation
Establishment of research wings in teacher training institutions.
Encouragement of experimentation in teaching methods.
Focus on educational psychology and child development research.
7. Use of Technology and Resources
Introduction of audio-visual aids in teacher training.
Access to libraries, laboratories, and resource centers.
Development of teaching materials suited to Indian conditions.
Impact of the Commission on Teacher Education
The recommendations laid the foundation for systematic teacher education programs in India.
It emphasized both pre-service and in-service teacher training.
Strengthened the role of teachers as professionals rather than mere instructors.
Helped in aligning teacher education with the goals of modern secondary education.
Conclusion
The historical development of teacher education in India reflects the transformation from informal learning under Gurus to a structured teacher training system. The Secondary Education Commission (1952-53) played a key role in improving teacher education, making it more professional, systematic, and research-oriented. Even today, many of its recommendations continue to guide the reforms in teacher training and educational policies.
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