Vedic to Modern Era Multilingual Pedagogy in Teacher Education of the Indian Knowledge System.

Soumya Manna

doi:10.36948/ijfmr.2026.v08i02.74003

Vedic to Modern Era Multilingual Pedagogy in Teacher Education of the Indian Knowledge System.

Author(s)	Soumya Manna
Country	India
Abstract	We know that the Indian knowledge system is a combination of spirituality, logic, and observation. Before you can learn to teach, you need to know the teacher. The first idea about this teacher is from the Vedic period. From there we learned that a student's success depends on the teacher's appropriate knowledge, skills, responsibility, motivation, and adequate knowledge of the subject. If all these qualities are present in the teacher, then the teacher needs to be trained properly. The term "teacher training" comes from the Vedic period. Different educators, psychologists, and researchers have given different definitions regarding this teacher training. According to NCTE, teacher training is training and research for teachers from pre-primary to higher education levels. 1906-1956: Teacher training is the call of teacher education. In the Vedic period, the position of the teacher was the highest. Therefore, everyone respected the teacher not only for his knowledge but also for his personality, discipline, feelings, and self-esteem. We know from the Rigveda that the selection of teachers would have been done with proper knowledge. Monasticism is important in the Buddhist education system. Here the learning process was through verbal comprehension, discussion, problem-solving, discussion, storytelling, and reasoning. During the Islamic period, Islamic education was conducted in maktabs and madrassas. A teacher could teach if he had the right skills. Junior teachers would benefit more by imitating the senior teacher. In the absence of senior teachers, junior teachers were given the opportunity to teach. Junior teachers were created in this way. In the modern period, Wooder Despatch has said some important things. In 1854, he said some important things about teacher education; he wanted to build the education system in India according to the education system of England, and he talked about certificates and job opportunities at the end of training. In 1859, Stanley Despatch, reviewing Despatch's policy in 1854, said that instead of bringing teachers from England, he wanted to create teachers in remote rural areas of India. The Hunter Commission is also known as the Indian Education Commission. Six teacher training centers were set up for male teachers and 15 for female teachers. He emphasized planning for improving teacher learning, practice for teacher learning, and building more teacher learning institutions. Multilingual pedagogy makes an important contribution to the teacher learning process. In the learning process, teaching through multilingual pedagogy develops the student's understanding of educational content, critical thinking, and creative and innovative thinking. Teaching through multilingual pedagogy makes it easier for students to grasp difficult concepts. Multilingual pedagogy helps the learner to describe freely. Having students in different languages creates an inclusive environment among them. By teaching in different languages, the teacher's confidence increases and the teacher becomes efficient. As the teacher is proficient in different languages, the teacher can easily control the classroom.
Keywords	Pedagogy, Multilingual Pedagogy, Indian Knowledge System, Teacher Education, modern period.
Field	Sociology > Education
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-04-09
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.74003

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Vedic to Modern Era Multilingual Pedagogy in Teacher Education of the Indian Knowledge System.

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