Vision & Mission

The Objectives of the IASE

 Preparation of teacher educators for all levels of school education.

 Capacity building of the IASE faculty and elementary and secondary teacher educators.

 Ensure that the spirit and ideas of NCFTE 2009 is incorporated in elementary and secondary

teacher education.

 Promoting research to improve quality education.

 Provide quality teaching and reading material to teachers and teacher educators.

 Establish useful and meaningful linkages between DIETs CTEs and other functionaries like

ZSK, DEO, JD.

Preparation of Teacher Educators
The precondition of preparing teacher educators is to understand the occupation of a
teacher educator. A teacher is a reflective practitioner but she not a person who just thinks
and reflects, rather she is the person who is inquisitive about her experience as a teacher.
She questions her own lessons and identifies her achievements and drawbacks. She is
aware of her capacities and that of her learners. She critically examines the goals set for
her learners and is able to judge the goals in the given socio-political dimensions. In this
way her reflection is not a state of mind but an on-going practice. A teacher educator is the
person who is capable of instilling the capacity of such reflective practice in teachers.

The teacher educator too is reflecting but her nature of reflection is a little deeper in the
areas of educational philosophy and theory. She critically reflects on the ethical and political
aspects of education and tries to bring consensus about the ends to be achieved in an
educational process. She also critically judges the processes and methods involved in
education.

The NCFTE 2009 is very clear on how to prepare teacher educators. It proposes a flexible
framework of process based teacher education. It emphasizes the development of
‘professional knowledge and capacities through a variety of self-directed tasks including
case studies, projects, seminars, and research activities.’ Thus there is a need to revamp
the teacher education curriculum in conformity with NCFTE 2009.
About IASE
Institute of Advanced Studies in Education Jabalpur is one of the oldest teacher training
institutes of India. In fact, it is as old as the schooling system in India. The schooling system
in India emerged in the nineteenth century and this institution was established in the year
1889 which means it is a pioneer institute in the field of teacher education.

The origin of teacher education in India goes back to early nineteenth century. State
initiatives for teacher education were ensured in 1815 which is, perhaps, the earliest
recorded evidence in support of training of school teachers. Thomas Munro, the then
Governor of Madras, submitted a detailed proposal for establishment of training schools in
each collectorate in 1826. The Wood’s Despatch of 1854 also stressed the need of teacher
training and stated that there was great deficiencies in the facilities of teacher training, and
desired to see the establishment of teacher training institutes. As a result there was official
acceptance of teacher training as an integral part of the education system and Normal
schools were established for the purpose. In 1882 the Hunter Commission recommended
necessary training for secondary teachers. It recommended that training should be a
necessary precondition for employment in government and aided schools. As a result, by
the end of the nineteenth century, six training colleges were established in Madras, Lahore
and Kurseong (1886), Nagpur and Allahabad (1889/90) and Rajamundary(1894). The
college established in Nagpur in 1889 was shifted to Jabalpur in 1902.

The college was called the Spence training college in those days because the institute was
headed by Mr. Spence, an eminent official and educationist in British India. The institute has
till now educated 15313 persons as teachers to work in and for education.

The New Education policy of 1986 recommended up-gradation of teacher training colleges
to complement the work of the SCERT. Thus the institution was given the status of Institute
of Advanced Studies in Education in 1998.The institute has seen ups and downs of teacher
education for more than hundred years and is now reforming itself for new responsibilities
and tasks as IASE.

Organizational Responsibilities
The Rajya Shiksha Kendra vide its order no.470 date 06/02/2013 has entrusted with the
following responsibilities and tasks to the Institute.
 To coordinate with the following CTEs and DIETs for implementation of the Teacher-

Education Programme.
CTE DIET

CTE Jabalpur 1. Jabalpur 2.Balagaht 3.Chhindwara 4. Dindori 5. Katni 6. Mandla 7.Narsinghpur

CTE Rewa 1. Rewa 2. Shahdol 3.Satna 4. Umaria 5. Sidhi 6. Anuppur 7. Singrauli

CTE Chhatapur 1. Chhatarpur 2.Damoh 3. Panna 4. Sagar 5. Tikamgarh

CTE Gwalior 1. Gwalior 2.Muraina 3.Bhind 4.Shivpuri 5. Datia 6. Guna 7. Ashoknagar 8. Sheop

The first task of the IASE Jabalpur now is to establish and make the DIETs function as per
the expected desires of the Teacher-Education Programme.

 To monitor the assessment of teachers’ need for training by the DIETs and its implementation

through the CTEs.

 To arrange seminars, workshops, projects and meetings with the CTE and DIET faculty for

capacity building.

 To establish a strong monitoring mechanism to get feedback on programmes running in the

field.

 To establish a strong MIS to ensure easy and fast communication between IASE, CTEs,

DIETs and other establishments engaged in education.

 Coordinate with the Universities for restructuring the B.Ed. M.Ed. syllabus as per NCFTE

2009 guidelines.

 Organize useful and meaningful research to ascertain the needs, problems and remedial

measures to ensure quality education.

 Hold monthly meetings of the CTE and DIET principals to gather feedback.

The change and reform of the B.Ed. and M.Ed. syllabus needs to be done in the areas of
learning and the methods of teaching, learning and evaluation. The reform would be on the
following lines. The areas are taken directly from the NCFTE 2009.

Research & Innovation

 Every year the Institute guides 8 short term research projects done by the DIET faculty. It
also guides Action Research done by teachers. The faculty too has done mid term and long
term research over the years. However it is envisioned to reorient the task of the research
as under.

 Study of the entities in education and how they are categorized.

 Study of knowledge and how it is acquired. The branches of knowledge.

 Study of the methods of teaching and learning.

 Study of values with a free and unbiased view.

 Study of the structure and organization of schools and educational administration.

Revamping the Teacher Education Curriculum

As per the NCFTE 2009 the there is a need to reform the B.Ed. and M.Ed. syllabus. The
vision to reform would be as depicted in the following figure.

The steps of reform would be

 Sensitizing teacher educators on framing and implementing curriculum.

 Understanding the pedagogical practices and theories.

 Evolving effective and comprehensive methods and techniques of assessment and

evaluation.

 Understanding child, childhood and adolescence not merely as a psychological entity but in

the social context

 Understanding the problems of the contemporary society.

 Understanding the classroom in social context.

 Understanding Education as a separate discipline of study.

 Arrangement of long term practice teaching in schools under the supervision of able

mentors.

 Visit to centres of innovation.

 Encourage classroom based research.

1.In-Service Training for the Teacher Educator.

There is a need to develop training management system for in-service training of teacher
educators. This would be the model of training management system.

2. Appropriate recruitment in all Teacher Education

Institutions.

There is a sheer need to provide for teacher educators in the training institutions. There are
various reasons for it from policy to reluctance of people to join TEIs. The vacancies are to
be filled in collaboration and direction of the SCERT.

3. Organizing Workshops, seminars, and project tasks to

identify and understand challenges and remedies
 Workshops, seminars and project tasks are useful to enthuse the teacher educator to
investigate into the problem areas of teaching and learning. Hence the institution would be
organizing them frequently. Every year one national level seminar would be held in the
month June-July to commemorate the establishment of the institution.

4. Preparing modules and reading materials for teacher

educators.

There is a need to give space for designing and choosing reading material to the teacher
educators. It would be done by sharing, discussions and workshops with specialists in the
area. The materials would be selected by-
1. Translating available materials in English into Hindi.
2. Choosing short stories and essays like memoir of Harishankar Parsai on his teacher(Bagga
Massab), Dajyu by Shekhar Joshi, etc. for the teacher educators to explore the realms of education.
3. Psychometric methods of assessment and Sociometric methods to analyze school related
data of enrollment, retention and related issues.
5. Exploring Within the Curriculum.

Curriculum is a statement and the syllabus too gives details of the statement but a lot is not
mentioned in the statement or the details of it. Yet there are so many aspects which are
stressed through activities like the so called extracurricular activities. These activities have
hidden messages of the curriculum and foster qualities that are desirable in the teacher
educator. Collection of folk tales, folksongs, adapting local story telling techniques,
improvisation of text materials to enact plays, appreciation of classical music, dance, theatre
and film- these are some of the areas where we can intervene and enrich ourselves.

Monitoring and Linkages

The vertical and horizontal linkages would be as given below.

 The monitoring mechanism would be as given below.

 Hold monthly meetings of DIET faculty at CTEs, and monthly meetings of CTE and DET

Principals at IASE to review the tasks undertaken.

 Analyze the training needs of teachers at all levels and find out suitable methods and

procedure of training teachers.

 Hold seminars to enter into discourse in education.

 Evaluate training outcomes through observation and by applying appropriate tools.

 Disseminate research findings among the TEIs.