The concept and institutionalisation of teacher training took root during colonial rule. I still wonder what exactly was on the minds of the colonial ringmasters when they promoted it. One obvious possibility is that it served to mould teachers’ minds into servitude and to acculturate society into that same tendency. To me, the idea in its original form does not seem purposeful.
If a person is to become a teacher, they should already be educated to a level where others cannot simply “teach” them in the conventional sense. The more fitting model would be for an aspiring teacher to earn further qualifications in pedagogy, exactly as is done today, but through a university’s school of pedagogy. A prospective teacher must be firmly anchored in the universe of knowledge.
The takeaway is clear: the very nomenclature of “training” and its colonial import should be discarded. Pedagogy learning ought to be fully integrated into the functional university system. The functionality of a university is another issue altogether, though.
Niraj Kumar Jha
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