Dear sir, Ali nawab, As such there no standard developed but UGC India gave the guidelines and protocols for teacher teaching in the colleges under UGC. For eg Assistant professor need to take 16hr per wk. like wise there are many guidelines available for your reference you visit UGC site and download pdf.

I think that you ask a good question, Ali.

I have worked as a teacher educator in England and Australia for over twenty years and have always worked within a framework of nationally defined teacher competences for initial teacher education in that time. These Standards in turn define the design and content of teacher education programmes and also how programmes are held to account by accreditation authorities (in Australia) or inspection regimes (England). On the whole, I don't have too much of a problem with the baseline rigour and consistency that National Professional Standards can bring at the level of beginning and graduate teachers (See Ingvarson and Fitzsimmons/Fenwick below for some empirical evidence).

But arguably too few questions have been asked about the effects of National Professional Standards. Do they leave some important - hard to measure -  things out - such as teacher values, moral purpose, and social justice (see Mahony and Hextall below)?  Yes. 

In the Australian context there is an irony that the current national professional standards place quite a lot of emphasis on teachers providing evidence of their 'ímpact' on student learning, but there a a relatively limited number of studies on the impact of national standards. It can be invigorating to consider critiques of national professional standards (See Adoniou and Gallagher and again Mahony and Hextall below).

There is a separate question as to how effective national professional standards are in defining and supporting progression in the teaching of more experienced teachers. Are the right mechanisms in place to identify and reward 'ádvanced skills teachers' under national professional standards frameworks? Maybe not.

I hope that some of these thoughts and attached papers help. Thanks for asking a good question.

Article Problems of accountability in reinvented government: A case ...

Article Teacher Competencies and Teacher Education: A Descriptive Li...

Article Sounds of silence: The social justice agenda of the teacher ...

Article A national curriculum requires national teaching standards

Article Professional standards for teachers—what are they good for?

Thank you so much for sharing your insights and the resources. These thoughts and readings will help me address the question.

Kind regards, 

Hello Ali,

Visit this website: https://www.aitsl.edu.au/

It contains value information on the subject in question.

Good luck

My research is along similar lines. But it is localised only to my state. From my literature review I discovered that a lot of work has been done on PD in order to meet professional standards set by schools or governmental agencies on school etc. in many parts of the world and some of these researches are easily available as books or pdfs. The only reason I am working on this is because not much work has been done on teachers' professional development/standards here in my region. But there is a lot of work that can be done on this I am sure. The key to this is - context. And context determines what kind of standards and development that teachers are required to take up.