INTERNATIONAL SCENARIO OF TEACHER EDUCATION

The paper discusses the international scenario of teacher education,drawing from the systems and practices prevalent in various countries of the world,including in Europe,North America,Japan,Latin America,and in India.It highlights how teacher education scenario and its priorities have evolved and changed over time,with changing perceptions of the role of the school teacher,the differing priorities attached to education (in general) and teacher education specifically by the various Governments across different points in time, and manner in which pre-service teacher education has metamorphized over time in terms of course content, course duration, role of Universities, the differing levels of autonomy to teacher education institutions, and how government policies have shaped teacher education systems. Of particular significance is the various phases and waves of teacher education which evolved over time across countries (particularly in Europe),the evolution of two models of teacher education – the Consecutive model and the Concurrent model and their adoption in different countries,the impact of education policy initiatives on teacher education systems, such as those in the USA, and how recommendations of the various commissions/committees on education shaped teacher education environment, as in India.The paper also discusses the heterogeneity of practices in terms of course duration,entry level qualifications,etc.,both across countries and even within a country (such as in India,Japan,England, Latin America).The paper also highlights how changing perceptions of the quality of the teacher education institutions led to regulatory challenges and the statutory and other instrumentalities which were used to meet such challenges.In respect of India,the paper discusses in brief the recent developments impacting teacher education environment in the country, including the recommendations of the Justice Verma Commission on Teacher Education (August, 2012) and National Education Policy, 2020, the development of the Integrated Teacher Education Programme (ITEP), and how the National Council of Teacher Education (NCTE), the statutory body on teacher education, has risen up to meet the expectations arising of these recommendations.