It describes in easy parts the professional roles envisioned by NCERT, India towards which the teacher educators are to prepare a future teacher for.

1. Syllabus of the Two Year B.ED
AS GIVEN IN THE NCERT DOCUMENT
PART-I VISION
Presented By
Urmila Paralikar
(Assistant Professor- in Education)
Department of Higher Education, Maharashtra, INDIA
January 2015

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O THE VISION FOR TEACHER EDUCATION
O MAJOR SHIFTS IN TEACHER EDUCATION
O ROLES OF TEACHER IN SUSTAINING AND
TRANSFORMING EDUCATION
O FEATURES OF CURRICULUM FOR TEACHER EDUCATION
PARTS OF THE PRESENTATION SERIES

3. DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:
 M.S. Yadav, Chairperson of Drafting Committee; Professor and former
Dean, Faculty of Education and Psychology, M.S. University, Baroda,
Gujarat
 Alok Mathur, Director, Rishi Valley Institute for Teacher Education,
Chittoor, Andhra Pradesh
 Krishna Kumar, Professor and former Director, NCERT, New Delhi
 K. Walia, Associate Professor, Department of Teacher Education and
Extension, NCER T, New Delhi
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4. DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:
 Manjula Rao, Asso. Prof., RIE, Mysore
 Ramesh Babu, Asso.Prof., RIE, Bhopal
 Ranjana Arora, Asso. Prof., Curriculum Group, NCERT,
New Delhi
 T.K.S. Lakshmi, Professor and former Dean, Banasthali
Vidyapeeth, Rajasthan
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5. Also contributed by…
Heads and Faculty of……
 Department of Education in Social Sciences and Humanities;
 Department of Education in Science and Mathematics;
 Department of Languages;
 Department of Women’s Studies;
 Department of Educational Psychology, Foundations of Education;
 Department of Education in Arts and Aesthetics;
 Division of Library, Documentation and Information; Central Institute of
Ednl. Technology;
 Curriculum Group;
 Department of Education of Groups with Special Needs
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6. REVIEW COMMITTEE
 D.K. Bhattacharjee, Professor and former Head, Department of
Teacher Education and Extension, NCERT, New Delhi
 G. Ravindra, Professor and former Joint Director, NCERT, New Delhi
 K. Dorasami, Professor and former Head, Department of Teacher
Education and Extension, NCERT, New Delhi
 M.A. Khader, Professor and former Head, Curriculum Group,
NCERT,New Delhi
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7. REVIEW COMMITTEE
 S.K. Yadav, Professor and Head, Department of Teacher
Education and Extension, NCERT, New Delhi
 S. Nagpal, Professor and former Head, Department of
Teacher Education and Extension, NCERT, New Delhi
 Santosh Sharma, Professor, Department of Elementary
Education, NCERT, New Delhi
 Faculty of Department of Teacher Education and Extension,
NCERT, New Delhi
 Principal and Faculty of RIEs, Mysore, Bhopal,
Bhubaneswar, Ajmer and Shillong
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8. PRESENT CONCERNS IN
TEACHER EDUCATION
 Education is seen as the transmission of
information
 Large-scale recruitment of para-teachers has
diluted the identity of teaching as a profession.
 Pre-primary, primary and secondary teachers
continue to be isolated from centres of higher
learning
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9. CONCERNS IN TEACHER EDUCATION..2
 Existing teacher -education programmes DON’T
accommodate the emerging ideas in context and pedagogy
 They DON’T address the issue of linkages between school and
society.
 The practice of teacher-education indicates that knowledge is
treated as ‘given’, embedded in the curriculum and accepted
without question.
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10. CONCERNS IN TEACHER EDUCATION…3
 Curriculum, syllabi and textbooks are hardly
critically examined by the student-teacher or the
regular teacher.
 Language proficiency of the teacher needs to be
enhanced, as the existing teacher –education
programmes hardly recognise the centrality of
language in the curriculum.
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11. CONCERNS IN TEACHER EDUCATION..4
 Most teacher-education programmes provide little
scope for student-teachers to reflect on their
experience and thus fail to empower teachers as
agents of change.
 It is assumed that link subjects are automatically
formed during the programme
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12. VISION FOR TEACHER
EDUCATION
Teacher-education must become
more sensitive to the emerging
demands of the school system
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TO BE ABLE TO DO THIS TEACHERS MUST BE TRAINED FOR
THE FOLLOWING ROLES……

13. TWO ROLES TEACHERS MUST BE
PREPARED FOR
1. Encouraging, supportive and humane facilitator in tg–lng
situation:
 to enable learners (students) to discover their talents, realise their
physical and intellectual potentialities to the fullest, and to
develop character and desirable social and human values needed
to function as responsible citizens; and
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14. TWO ROLES TEACHERS MUST BE
PREPARED FOR
2. As an active member of a group of persons who makes
a conscious effort for curricular renewal so that it is
relevant to the changing societal needs and the
personal needs of learners.
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15. To realise this vision the
teacher education
program must enable the
student teachers to….
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16. To understand the way learning occurs… to create plausible
situations conducive to learning
To view knowledge as personal experience constructed in
the shared context of Teaching Learning …..rather than
embedded in the external reality of textbooks;
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17. To enable the student teachers to….3. Be sensitive to the social, professional and
administrative contexts in which they need to
operate;
4. Develop appropriate competencies to be able to not
only seek the above mentioned understanding in
actual situations, but also to create them;
5 Attain a sound knowledge base and proficiency in
language;
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18. To enable the student teachers to…
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6. identify their own personal
expectations, perceptions of self,
capacities and inclinations;
7. consciously attempt to formulate one’s
own professional orientation as a teacher in
situation-specific contexts;
8. view appraisal as a continuous
educative process;

19. 9. Develop an artistic and aesthetic sense in children through
art education;
10. Address the learning needs of all children, including those
who are marginalised and disabled;
11. To pursue an integrated model of teacher-education for
strengthening the professionalization of teachers;
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20. To enable the student teachers to…..
• develop the needed counselling skills and competencies
to be a ‘facilitator’ for and ‘helper’ of children needing
specific kinds of help in finding solutions for day-to-day
problems related to educational, personal and social
situations; and
• learn how to make productive work a pedagogic medium
for acquiring knowledge in various subjects, developing
values and learning multiple skills.
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SYLLABUS
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21. PLEASE WATCH OUT FOR PART II
MAJOR SHIFTS IN TEACHER -EDUCATION
PROGRAMME
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