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 “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.
2
 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.
3
 It is well said that God could not exist
everywhere , so he made mothers as his
representative ;Minerva (Goddess of
knowledge ) could not exist everywhere ; so
she made Teacher.
 Dr. A.P.J. Abdul Kalam believes that teachers
have tremendous responsibility in shaping the
life of individuals.
4
 Initial draft of NCFTE 2009 was developed by
a 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 the
basis of conversation by members of committee
with eminent scholars , teacher educators,
trainee teachers, representatives of NGO , RIE
Ns of NCERT , SCERTs,DIETs, CTEs,
IASEs,University, Deptt. of Education and
State departments of education.
5
 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.
6
 Chapter – 4 : Continuing Professional
Development and Support for In Service
teachers.
 Chapter – 5 : Preparing teacher educators.
 Chapter – 6 : Implementation strategies.
7
 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.”
8
 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.
9
10
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)
11
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.
12
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. 13
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)
14
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.
15
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.
16
 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: multigrade
classrooms with many first generation learners
who attend school irregularly .”
17
 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.
18
 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.
19
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.
20
 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.
21
 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.
22
 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.
23
 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.
24
THANKS
25

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Ppt i ncfte

  • 1.
  • 2.  “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. 2
  • 3.  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. 3
  • 4.  It is well said that God could not exist everywhere , so he made mothers as his representative ;Minerva (Goddess of knowledge ) could not exist everywhere ; so she made Teacher.  Dr. A.P.J. Abdul Kalam believes that teachers have tremendous responsibility in shaping the life of individuals. 4
  • 5.  Initial draft of NCFTE 2009 was developed by a 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 the basis of conversation by members of committee with eminent scholars , teacher educators, trainee teachers, representatives of NGO , RIE Ns of NCERT , SCERTs,DIETs, CTEs, IASEs,University, Deptt. of Education and State departments of education. 5
  • 6.  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. 6
  • 7.  Chapter – 4 : Continuing Professional Development and Support for In Service teachers.  Chapter – 5 : Preparing teacher educators.  Chapter – 6 : Implementation strategies. 7
  • 8.  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.” 8
  • 9.  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. 9
  • 10. 10
  • 11. 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) 11
  • 12. 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. 12
  • 13. 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. 13
  • 14. 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) 14
  • 15. 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. 15
  • 16. 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. 16
  • 17.  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: multigrade classrooms with many first generation learners who attend school irregularly .” 17
  • 18.  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. 18
  • 19.  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. 19
  • 20. 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. 20
  • 21.  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. 21
  • 22.  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. 22
  • 23.  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. 23
  • 24.  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. 24