“Teaching how to teach” is a complex work, places

heavy demand on teacher educators (Hoban 2005) .

In teaching to teach, there is a need for teacher

educators to be able to bring to the surface the

reactions, responses, moves that influence and shape

their own teaching during teaching.

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National Curriculum Framework for Teacher

Education NCFTE 2009 is an attempt to

improve Teacher Education in India and to

prepare ideal, innovative , humane and

affectionate teachers.

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It is well said that God could not existeverywhere , so he made mothers as hisrepresentative ;Minerva (Goddess ofknowledge ) could not exist everywhere ; soshe made Teacher.

Dr. A.P.J. Abdul Kalam believes that teachershave tremendous responsibility in shaping thelife of individuals.

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Initial draft of NCFTE 2009 was developed bya Committee of experts , including Prof. V.K.Sabharwal, Prof. S.V.S. Chaudhary , Prof.C.L.Anand, Prof. C. Seshadri, Prof. R.S. Khan,Prof. Raja Ganesan and Prof. L.C.Singh , on thebasis of conversation by members of committeewith eminent scholars , teacher educators,trainee teachers, representatives of NGO , RIENs of NCERT , SCERTs,DIETs, CTEs,IASEs,University, Deptt. of Education andState departments of education.

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Chapterization of NCFTE 2009 is s follows :

Chapter – 1 : Context , concerns and Vision of Teacher Education.

Chapter – 2 : Curricular Ares of initial teacher preparation.

Chapter -3 :Transacting the curriculum and evaluating the developing teacher.

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Chapter – 4 : Continuing Professional Development and Support for In Service teachers.

Chapter – 5 : Preparing teacher educators.

Chapter – 6 : Implementation strategies.

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1. Report of the Education Commission (1964-66).

2.National Policy on Education 1986.

The Challenges of Education (1985) made statement

,”We are on the threshold of development of new

technologies likely to revolutionise teaching in our

classrooms. But unfortunately the process of

updating the curriula has been very slow.”

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Further teacher education curriculum has been revised in

1998 and the most recent being paper on teacher

education (NCERT, 2005) and National Framework for

Teacher Education 2009 to reflect on various facets of

the teacher education programmes.

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Three broad curricular areas identified are :

Foundations of Education – Learner studies, Contemporary studies, Educational studies.

Curriculum and pedagogy – curriculum studies and pedagogic studies.

School Internship – development of professional capabilities , sensitivities and skills.(NCFTE 2009, P. 24)

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1. Teacher Educators and School Education:

Engage would be teachers with the larger socio political context .

Bring into the Teacher Education curriculum and discourse trainees own assumptions and to reflect upon their own position.

Engage theory along with field experiences to view knowledge not as external but actively constructed during learning.

Provide opportunity for trainees for reflection and independent study.

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2. Stage specificity in the preparation of Teacher

Educators

Generally those who function as teacher educators

don’t possess stage specific professional training.

Paradox is teachers are trained for specific levels of

schooling, teacher trainers are not.

It was taken granted that existing arrangements for

teacher preparation at different stages would do as

well for teacher educators as well.Ex. B.Ed. for

E.T.E and M.Ed. For Sec. Teacher educators.

M.Ed. Degree cannot meet the requirements of primary teacher training unless it is redesigned to impart the needed focus.

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1. The curriculum and its pedagogy:

Focussed on student teacher and her behaviour.

Consider teaching as telling and explaining.

Focus should be on learning various pedagogic methods, but

teacher educators don’t apply in classrooms.

(heavy curriculum)

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3. Evaluation

Based on exhibition of LP.

Negligible participation of school teachers.

Lack of process of assessment mapping the development of

her ability to engage students during teaching.

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2. School Experience Programme

Actual experience in working in schools.

Trainees are expected to adjust to present school system.

Lack of coordination between trainees and school teachers in developing transaction plan.

Examining their bias and reflecting on their own experiences is not part of discourse.

No leisure interaction with children to understand them better.

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World Bank Report (1997) states ,

“ In India teachers need but do not receive preparation for teaching in the situation that two thirds of them have to face: multigradeclassrooms with many first generation learners who attend school irregularly .”

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Defects of selection procedure.

Training Period and time period for teaching

practice is very short.

All lessons taught by trainee are not observed.

No emphasis on knowledge of basic subject.

Concepts learned in terms of Philosophy

Psychology and methods of teaching are not used at

the time of practice teaching.

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Lack of professional attitude.

Lack of motivation and academic background for

well deserved entry in to teaching profession.

30% of Teacher Education Institutes lack basic

infrastructure.

Problem of unemployment.

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1. International Seminar on Pre Service Elementary Teacher Education- 2-4 Feb., 2010 at NCERT , Delhi.

Align preparation with the spirit of NCF, 2005 so that classrooms have happier and actively learning children.

Re-visit the quality of elementary teacher preparation programmes including curriculum, transaction and assessment.

Build networks amongst institutes, schools and resource institutes.

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Make pre – service teacher preparation part of

higher education system. It should be a degree and

not a certificate or diploma.

Work upon NCFTE which promotes teacher as the

enabler of a positive learning environment rather

than source of all knowledge.

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Modification of the current M.Ed. Programme to allow multiple entry points .

Teacher educators for pre primary, primary and secondary education need to have separate programmes for preparation.

2 year M.Ed. Elementary programme.

Current M.A./M.Sc. Programmes extended to include pedagogy courses and school experience component.

Teachers of the schools need to be trained in the concept of effective mentoring.

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Systematic admission procedure.

Teacher Aptitude Test should be there.

Teacher education curriculum should be upgraded.

B.Ed.programmes have become weak in theory and

practice, so its duration should be increased into two

years.

School Internship should be increased to six

months.

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NCFTE 2009 promises to translate the vision into reality and prepare humanistic and reflective teachers that has potential to develop ,more professional teachers and improve the quality of education.

Teacher educators should be able to engage in thinking and reflection and be committed to continuous learning and development of their knowledge to keep abreast of latest researches, innovations and improvement in process of education.

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THANKS

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