This slide (NCF-2005 OF INDIA) made for online teaching. Information are taken from slides (from slideshare), journals, websites, blogs, and books.

1. A R N A B B H A T T A C H A R Y A
"THE STATUS OF THE TEACHER RELICTS THE SOCIO-CULTURAL ETHOS OF THE SOCIETY;
IT IS SAID THAT NO PEOPLE CAN RISE ABOVE THE LEVEL OF THE TEACHERS.”
- NATIONAL POLICY ON EDUCATION (NPE 1986)

2.  “PEOPLE IN THIS COUNTRY HAVE BEEN SLOW TO RECOGNIZE THAT
EDUCATION IS A PROFESSION FOR WHICH INTENSIVE PREPARATION IS
NECESSARY AS IT IS FOR ANY OTHER PROFESSION.”
- UNIVERSITY EDUCATION COMMISSION (1948-49)

3. EDUCATION COMMISSION (1964-66) THE REPORT CONTAINED TWO
EXCLUSIVE CHAPTERS, ONE, ON TEACHER STATUS AND ANOTHER, ON
TEACHER EDUCATION.
AFTER THE EDUCATION COMMISSION (1964-66), SOME UNIVERSITIES
INTRODUCED SUMMER SCHOOLS AND CORRESPONDENCE COURSES
TO CLEAR THE BACK LOG OF UNTRAINED TEACHERS AND SOME STATES
SET UP STATE BOARDS OF TEACHER EDUCATION.
PLANNING COMMISSION, IN THE FOURTH FIVE YEARS PLAN (1969-74)
LAID EMPHASIS ON IMPROVING THE QUALITY OF TEACHER EDUCATION
AND SUGGESTED COORDINATION BETWEEN THE NCERT AND SIES FOR
ORGANIZING TRAINING PROGRAMMERS FOR TEACHER EDUCATORS.

4.  NPE (1986 & 1992) RECOMMENDED COMPLETES OVERHAULING OF THE SYSTEM
AS A PREREQUISITE TO BRING QUALITY IMPROVEMENT AND SUGGESTED NEW
PROGRAMMES OF TEACHER EDUCATION WHICH EMPHASIZED CONTINUING
EDUCATION FOR TEACHERS.
 SIMILAR SENTIMENTS HAVE BEEN EXPRESSED BY THE DELORS REPORT (1996),
AND UNESCO REPORT ON TEACHER AND EDUCATIONAL QUALITY:
MONITORING GLOBAL NEEDS FOR 2015 (2006).
 EUROPEAN COMMISSION REPORT: 'COMMUNICATION ON TEACHER EDUCATION' (2007)-
“RESEARCH SHOWS THAT TEACHER QUALITY IS SIGNIFICANTLY AND POSITIVELY
CORRELATED WITH PUPIL ATTAINMENT AND IT IS THE MOST IMPORTANT WITHIN
SCHOOL ASPECT EXPLAINING STUDENTS' PERFORMANCE(40, P.3)”

5.  THE FIRST FORMAL TEACHER’S TRAINING SCHOOL IN INDIA WAS SET
UP AT SERAMPUR IN BENGAL IN THE NAME OF “NORMAL SCHOOL”
BY CAREY, MARSHMAN AND WARD IN 1793.
 THE MODERN TEACHER EDUCATION PROGRAMME IN INDIA HAD ITS
BEGINNING IN 1826 WHEN THE FIRST NORMAL SCHOOL WAS
ESTABLISHED IN MADRAS UNDER THE MANAGEMENT AND FINANCIAL
ASSISTANCE OF THE PRESIDENCY GOVERNMENT. INITIALLY IT PREPARED
TEACHERS FOR DISTRICT SCHOOLS.

6.  NATIONAL CURRICULUM FRAMEWORK FOR TEACHER EDUCATION 2009
IS A GOVERNMENT OF INDIA DRAFT CREATED FOR PROPOSING CHANGES
AND UPDATES REQUIRED TO THE NATIONAL COUNCIL FOR TEACHER
EDUCATION (UNDER THE NATIONAL COUNCIL FOR TEACHER EDUCATION
ACT, 1993) IN 1995.
 NCFTE 2009 IS AN ATTEMPT TO IMPROVE TEACHER EDUCATION IN INDIA
AND TO PREPARE IDEAL, INNOVATIVE, HUMANE AND AFFECTIONATE
TEACHERS.

8.  BASED ON NCF-2005, RTE-2009
 ENCOURAGES INTERESTED ELEMENTS AND PARTIES TO PROVIDE
THEIR VIEWS ON IMPROVING THE SYSTEM.
 THIS ENDEAVOR AIMS AT ENCOURAGING OPINION ON QUALITATIVE
AND QUANTITATIVE EDUCATIONAL IMPROVEMENTS.
Dr. A.P.J. ABDUL KALAM BELIEVES THAT TEACHERS HAVE
TREMENDOUS RESPONSIBILITY IN SHAPING LIFE OF INDIVIDUALS.

9.  PROF. C L ANAND
 PROF V K SABHARWAL
 PROF S V S CHOUDHARY
 PROF C SESHADRI
 PROF R S KHAN
 PROF RAJA GANESAN
 PROF L C SINGH

10.  VICE CHANCELLORS
 DEAN OF SCHOOLS
 EMINENT SHOLARS
 TEACHER EDUCATORS
 TRAINEE TEACHERS
 NCERT, SCERT, IASA, CTEs, DIETs, UNIVERSITY
DEPARTMENT OF EDUCATION

11. A previous "curriculum framework" had
been developed in 1978 by the council (NCTE
for NCERT) itself (which at that time was just
a department rather than an independent
body), followed by the NCERT framework for
teacher education (revised version) in 1988,
which subsequently led to the "first
curriculum framework for quality teacher
education" by NCTE in 1998. This was

12. FOCUS
AREA
Preparing Teacher
Educators
Context,
Concerns and
Vision of
Teacher
Education
Evaluating The
Developing
Teacher
Curricular Areas
of Initial Teacher
Education
Continuous
Professional
Development
Implementation
Strategies

13. NCFTE-2009 ALSO AIMS TO HELP TEACHERS IN THE
FOLLOWING ASPECTS –
Professionalization of teacher education
Vocational education for teachers
ODL (open and distant learning) in teacher education
Health and physical education for teachers
Research and innovations in teacher education is critical as well
Sample Redesigned Schemas of Current Teacher Education Programmes
In-Service Education and Continuous Professional Development

14. To understand the nature, purpose & philosophy of secondary education
To develop an understanding of psychology of their pupils
To enable them to understand the process pf socialisation
To equip them to acquire competencies relevant to stage specific pedagogy
curriculum development, its transaction and evaluation
To enable them to make pedagogical analysis of the subjects
To develop skills for guidance and counselling
To enable them to foster creative thinking among pupils for reconstruction of knowledge.

15. SOCIAL AND
PERSONAL
NEEDS OF
CHILDREN
THE FRAMEWORK OFTEN CONSIDERS TEACHERS TO BE
THE AGENT FOR SOCIAL TRANSFORMATION.
TEACHER EDUCATION IS RELEVANT TO THE STUDENT’S
NEEDS AND ASPIRATIONS.
THE COUNCIL SHOULD ENSURE THAT THE STUDENT
CURRICULUM AND THE TEACHER EDUCATION IS IN
COORDINATION WITH ONE ANOTHER.

16. FLEXIBILITY EDUCATION SHOULD INCLUDE THE INCLUSION OF
VARIOUS THEORIES, FIELDS AND STREAMS.
MAKE SURE THAT IT IS EASY FOR STUDENTS TO SHIFT
FROM ONE STREAM TO ANOTHER WITHOUT MUCH
HAZARD.
AND WITH THE CHANGING AND DEVELOPING TRENDS
SCIENCE AND TECHNOLOGY, FLEXIBILITY IS ESSENTIAL.

17. CHANGING
AND
EMERGING
NEEDS OF THE
SCHOOL
WITH EMERGENCE IN SCIENCE, SOCIAL TRENDS,
TECHNOLOGICAL ADVANCEMENTS AND RESEARCH
GROWTH, IT IS SAFE TO SAY THAT EDUCATION SHOULD
TAKEN UP A NOTCH.
WITH REGARD TO THE CHANGING NEEDS OF THE
SOCIETY, IT IS RATHER IMPORTANT THAT EDUCATION
SHOULD INCLUDE AN UPGRADE FROM TIME TO TIME.
UPDATED COURSE FOR BOTH TEACHERS AND STUDENTS

18. A. FOUNDATION OF EDUCATION –
a) CHILDHOOD, CHILD AND ADOLESCENT DEVELOPMENT AND
LEARNING:
b) CONTEMPORARY STUDIES:
i. TEACHER AND LEARNER IN SOCIETY.
ii. GENDER, SCHOOL AND SOCIETY.
c) EDUCAIONAL STUDIES:
i. AIM OF EDUCATION, KNOWLEDGE AND VALUES.

19. B. CURRICULUM AND PEDAGOGY–
a) CURRICULUM STUDIES:
i. KNOWLEDGE AND CURRICULUM
ii. LANGUAGE PROFICIENCY AND COMMUNICATION
b) PEDAGOGIC STUDIES:
i. SCHOOL KNOWLEDGE
ii. LEARNER AND PEDAGOGY
c) ASSESSMENT AND EVALUATION STUDIES:
C. ENGAGEMENT WITH THE FIELD-
(DEVELOPMENT OF PROFESSIONAL CAPABILITIES, SENSITIVITIES, SKILLS)

20. TEACHER EDUCATORS AND SCHOOL EDUCATION:
ENGAGE WOULD BE TEACHER WITH LARGER SOCIO-POLITICAL
CONTEXT.
BRING INTO THE TACHER 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 OCONSTRUCTED
DURING LEARNING.
PROVIDE OPPORTUNITY FOR TRAINEES FOR REFLECTION AND
INDEPENDENT STUDY.

21. 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 AE 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 &

22. INTERNATIONAL SEMINER ON PRE-SERVICE ELEMENTARY
TEACHER EDUCATION (2-4 Feb, 2010) AT NCERT
ALIGN PREPARATION WITH THE SPIRIT OF NCF, 2005 SO THAT
CLASSROOMS HAVE HAPPIER AND ACTIVELY LEARNING
CHILDREN.
RE-VISIT THE QUALITY OF ELELEMENTARY TEACHER
PREPARATION PROGRAMMES INCLUDING
CURRICULUM,TRANSACTION AND ASSESSMENT.
BUILD NETWORKS AMONG INSTITUTES, SCHOOLS, AND
RESOURCE INSTITUTES.

23. INTERNATIONAL SEMINER ON PRE-SERVICE ELEMENTARY
TEACHER EDUCATION (2-4 Feb, 2010) AT NCERT
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.

24. INTERNATIONAL SEMINER ON PRE-SERVICE ELEMENTARY
TEACHER EDUCATION (2-4 Feb, 2010) AT NCERT
 MODIFICATION OF THE CURRENT M.Ed. PROGRAMME TO ALLOW MULTIPLE
ENTRY POINTS.
 TEACHER EDUCATORS FOR PRE-PRIMARY, PRIMARY & 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.

25. 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 2
YEARS.
SCHOOL INTERNSHIP SHOULD BE INCRESED TO SIX MONTHS.

26. DEFECTS OF SELECTION PROCEDURE
TRAINING PERIOD AND TEACHING PERIOD IS VERY SHORT
ALL LESSION TAUGHT BY TRAINEE ARE NOT OBSEREVED
NO EMPHASIS ON KNOWLEDGE OF BASIC SUBJECT
“IN INDIA TEACHERS NEED BUT DO NOT RECEIVE PREPARATION FOR
TEACHING IN THE SITUATION THAT TWO THIRDS OF THEM HAVE TO FACE:
MULTIGRADE CLASSROOMS WITH MANY FIRST GENERATION LEARNERS WHO
ATTEND SCHOOL IRREGULARLY” -World
Bank Report, 1997

27. CONCEPTS LEARNED IN TERMS OF PHILOSOPHY, PSYCHOLOGY AND METHODS
ARE NOT USED IN THE TIME OF PRACTICE TEACHING
LACK OF PROFESSIONAL ATTITUDE
LACK OF MOTIVATION & ACADEMIC BACKGROUND FOR WELL DESERVED
ENTRY IN TO TEACHING PROFESSION
30% OF TEACHER EDUCATION INST. LACK BASIC INFRASTRUCTURE
PROBLEM OF UNEMPLOYMENT