Ncfte 2009

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

1. NCFTE - 2009 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. INTRODUCTION 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.

7. INTRODUCTION 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.

8. COMMITTEE 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

9. OTHER EXPERTS INCLUDED VICE CHANCELLORS DEAN OF SCHOOLS EMINENT SHOLARS TEACHER EDUCATORS TRAINEE TEACHERS NCERT, SCERT, IASA, CTEs, DIETs, UNIVERSITY DEPARTMENT OF EDUCATION

10. 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 succeeded in 2005 by Mukesh Devnath. a discussion paper on curriculum framework jointly prepared by NCTE and NCERT in 2006.

11. NCFTE-2009 ALSO AIMS TO HELP TEACHERS IN THE FOLLOWING ASPECTS –

12. NCFTE-2009 : OBJECTIVES–

13. BASIC FEATURES

14. BASIC FEATURES

15. BASIC FEATURES

16. COURSE STRUCTURE: NCFTE-2009 FOUNDATION OF EDUCATION – CHILDHOOD, CHILD AND ADOLESCENT DEVELOPMENT AND LEARNING: CONTEMPORARY STUDIES: TEACHER AND LEARNER IN SOCIETY. GENDER, SCHOOL AND SOCIETY. EDUCAIONAL STUDIES: AIM OF EDUCATION, KNOWLEDGE AND VALUES. DEVELOPING THE SELF AND ASPIRATIONS AS A TEACHER.

17. COURSE STRUCTURE: NCFTE-2009 CURRICULUM AND PEDAGOGY– CURRICULUM STUDIES: KNOWLEDGE AND CURRICULUM LANGUAGE PROFICIENCY AND COMMUNICATION PEDAGOGIC STUDIES: SCHOOL KNOWLEDGE LEARNER AND PEDAGOGY ASSESSMENT AND EVALUATION STUDIES: ENGAGEMENT WITH THE FIELD- (DEVELOPMENT OF PROFESSIONAL CAPABILITIES, SENSITIVITIES, SKILLS)

18. ISSUES HIGHLIGHTED BY NCFTE-2009 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.

19. ISSUES HIGHLIGHTED BY NCFTE-2009 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 & M.Ed. FOR SEC. TEACHER EDUCATORS.

20. RECOMMENDATIONS 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.

21. RECOMMENDATIONS 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.

22. RECOMMENDATIONS 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.

23. SUGGESTIONS 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.

24. PROBLEMS IN TEACHER EDUCATION “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

25. PROBLEMS IN TEACHER EDUCATION

26. Thank You