Directorate of Teacher Education,
Research, and Training (DTERT)
MEANING
• The Directorate of Teacher Education, Research, and
Training (DTERT) is an essential government body
responsible for enhancing the quality of teacher
education, research, and training in India, particularly
at the state level.
• It plays a crucial role in designing teacher training
programs, improving pedagogy, and conducting
research in the field of education.
1. Objectives of DTERT
• The primary objectives of DTERT are focused on teacher education,
curriculum development, and policy implementation.
A. Teacher Education and Training
• 1. Enhancing the Quality of Pre-Service and In-Service Teacher
Training
Ensuring that teachers are well-trained with modern teaching
methodologies.
Organizing regular training programs for both primary and secondary
school teachers.
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• 2. Developing Innovative Pedagogy and Teaching Methods
Promoting activity-based and experiential learning.
Encouraging the use of technology in teaching.
• 3. Improving Early Childhood and Primary Education
Training pre-primary and primary teachers to handle young
learners effectively.
Focusing on child psychology and interactive teaching
methods.
B. Curriculum and Educational Policy
Development
• 4. Developing and Updating Curriculum for Teacher
Education
Aligning the teacher training curriculum with national
policies like NCF 2005, NCF 2023, and NEP 2020.
Ensuring the inclusion of multidisciplinary and
vocational education.
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• 5. Implementation of Educational Reforms
Supporting the implementation of national and state-level
education policies.
Providing inputs for education policies based on research.
• 6. Improving Language and Subject-Specific Training
Conducting special training programs for language teachers
(regional and English).
Enhancing skills in STEM (Science, Technology,
Engineering, and Mathematics) education.
C. Research and Development in Education
• 7. Promoting Educational Research
• Conducting research studies on teaching-learning processes and
student outcomes.
• Identifying challenges in education and suggesting solutions.
• 8. Developing New Assessment and Evaluation Techniques
• Shifting from rote-based evaluation to competency-based
assessment.
• Introducing Continuous and Comprehensive Evaluation (CCE) in
schools.
D. Capacity Building and Teacher Professional
Development
• 9. Organizing Workshops, Seminars, and Conferences
Hosting teacher training workshops at state and district levels.
Encouraging participation in national and international education
programs.
• 10. Collaborating with Universities and Institutions
Working with NCERT, NCTE, DIETs (District Institutes of
Education and Training), and SCERTs (State Council of Educational
Research and Training) for policy-making and training.
Partnering with global institutions for teacher exchange programs.
E. Inclusive Education and Special Training
Programs
• 11. Promoting Inclusive Education
Training teachers to handle students with special needs
(Divyang/disabled students).
Developing educational materials for children with
disabilities.
• 12. Bridging the Rural-Urban Education Gap
Conducting special training for rural school teachers.
Encouraging ICT (Information and Communication
Technology) in rural education.
2. Functions of DTERT
• The DTERT performs a wide range of functions to improve teacher education and
school education systems. Some key functions include:
• A. Teacher Education and Training Programs
• 1. Conducting Pre-Service Teacher Training
Developing teacher education programs for [Link]., [Link]., and [Link]. courses.
Ensuring that training aligns with National Education Policy (NEP) 2020.
• 2. Providing In-Service Teacher Training
Organizing refresher courses and capacity-building programs for existing teachers.
Updating teachers on new pedagogical approaches and technologies.
B. Curriculum Development and Educational
Planning
• 3. Designing Curriculum for Teacher Education Institutes (TEIs)
- Preparing and updating textbooks, learning materials, and resource
books.
- Integrating regional, cultural, and environmental education into the
curriculum.
• 4. Policy Implementation and Monitoring
- Implementing national and state education policies at the grassroots
level.
- Conducting surveys to assess the impact of educational reforms.
C. Research and Data Collection
• 5. Conducting Research on Teacher Effectiveness
Studying how teacher training impacts student learning
outcomes.
Researching effective classroom management techniques.
• 6. Analyzing Educational Challenges and Solutions
Identifying problems in teacher recruitment, training, and
retention.
Suggesting policy changes based on research findings.
D. Professional Development and Teacher
Welfare
• 7. Organizing Professional Development Programs
Conducting online and offline training programs for
teachers.
Encouraging peer learning and knowledge-sharing networks.
• 8. Providing Support and Career Growth Opportunities
Developing teacher promotion policies based on performance
and training.
Creating a platform for teacher innovation and
experimentation in education.
E. Technology Integration in Teacher Education
• 9. Implementing Digital Learning in Teacher Training
Encouraging teachers to use ICT tools, smart classrooms, and
AI-based learning.
Partnering with e-learning platforms like SWAYAM, DIKSHA, and
NPTEL.
• 10. Developing Online Teacher Training Modules
Creating e-courses and digital certification programs for teachers.
Promoting blended learning (a mix of online and offline training).
