Publisher's Synopsis
INTRODUCTION 1.1 Introduction Now-a-days in 21st century and in the world of globalization, the knowledge has been currency. Explosion of knowledge has made everyone conscious of the fact that with the existing knowledge and skill; one may not be able to survive in any way in this global competitive world. In this changing scenario, everyone must do efforts to improve qualities of education. After independence, India has made considerable progress in school education, overall literacy rate, infrastructure, universal access and enrolment in schools. In Census of 2011 Indian literacy rate was 74.04. India is making tremendous progress in terms of education. Two major developments in the recent years form the background to the present reform in teacher education, the political recognition of Universalization of Elementary Education (UEE) as a legitimate demand and the state commitment towards UEE in the form of the Right of Children to Free and Compulsory Education Act, 2009. This would increase the demand manifold for qualified elementary school teachers. The country has to address the need of supplying well qualified and professionally trained teachers in larger numbers in the coming years. At the same time, the demand for quality secondary education is steadily increasing. It is recommended that the aim should be to reach universal secondary education within a maximum of ten years. Given the problems of inadequate quality in most secondary schools due to poor infrastructure and insufficient and poorly equipped teachers, the need for addressing the professional education of secondary teachers acquires great importance,
