The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
i. To coordinate and monitor teacher education and its development in the country; ii. Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher; iii. Lay down norms for any specified category of courses or trainings in teacher education;
iv. Lay down guidelines for compliance by recognised institutions for starting new courses or training; Lay down standards in respect of examinations, leading to teacher education qualifications vi. Examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council. vii. The Council is empowered to grant recognition of institutions offering courses or training in teacher education.
Recognition of various teacher training courses based on application submitted by the institutions concerned in the prescribed proforma and along with the requisite documents. undertake surveys and studies relating to various aspects of teacher education and publish the result thereof; make recommendations to the Central and State Governments, Universities, University Grants Commission and recognized institutions in the matter of preparation of suitable plans and programmes in the field of teacher education; Co-ordinate and monitor teacher education and its development in the country; Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in schools or in recognized institutions; Lay down norms for any specified category of courses or trainings in teacher education, including the minimum eligibility criteria for admission thereof, and the method of selection of candidates, duration of the course, course contents and mode of curriculum; Lay down guidelines for compliance by recognized institutions, for starting new courses or training, and for providing physical and instructional facilities, staffing pattern and staff qualifications; Lay down standards in respect of examinations leading to teacher education qualifications, criteria for admission to such examinations and schemes of courses or training; Lay down guidelines regarding tuition fees and other fees chargeable by recognized institutions; Promote and conduct innovation and research in various areas of teacher education and disseminate the results thereof; Examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council, and to suitably advise the recognized institutions; Evolve suitable performance appraisal systems, norms and mechanisms for enforcing accountability on recognized institutions; Formulate schemes for various levels of teacher education and identify recognized institutions and set up new institutions for teacher development programmes. Take all necessary steps to prevent commercialization of teacher education; and Perform such other functions as may be entrusted to it by the Central Government.
National council for teacher education
OBJECTIVE/PURPOSE OF THE NCTEIn Teacher Education system:1.To achieve planned and coordinated development throughout the country2.To regulate the proper maintenance of norms and standards the matters that connect therewith3.The mandate given to the NCTE is very broad and covers the whole gamut.
History of Creation of NCTE• Set up as an advisory board in 1973• created nationwide awareness on issues relating to teacher education• Developed “ National Framework for Teacher Education Curriculum” in the year 1978.• The National Council for Teacher Education as a statutory body to regulate and guide institutions of teacher education came into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995. ( It extend to the whole of India except Jammu and Kashmir )
Functions• Regulatory 1. Recognition 2. Rules and Regulations, Norms and standards.• Guidance• Innovation, Research and Development• Assessment and evaluation• Advice to State and central Government Universities, UGC and recognized institutions.
• Prevent commercialization of Teacher Education• Co-ordination and monitoring• Other functions entrusted by Central Govt.
Organizational Set-Up• The Council• The Executive Committee• Regional Committees• Appeal Committee• Inspection Team• Visiting Team
NCTE Regulations 2009• Eligibility of Institution• Procedure and Conditions for Grant of Recognition• Norms for various courses• Power to relax norms
Norms and Standards• Duration of course• Working days• Intake, Eligibility and Admission procedure• Staff and their qualifications• Terms and conditions of service• Facilities :Infrastructure, Amenities and Instructional
• Curriculum Transaction• Sharing of facilities and total intake• Managing committee
Pre-service Teacher Education“Teaching is a profession and teacher education is a process of professional preparation of teachers”• Pre-service Teacher Education is the education and training provided to student teachers before they have undertaken any teaching.• During the pre-service education program the pre-service teacher will learn how to use their knowledge to formulate lesson plans to teach their class.
• Common topics include classroom management, lesson plans, and professional development.• A major focus during such education programs are the practicum where the pre-service teacher is placed within a school setting (either elementary, or senior) and shadows an experienced teacher.• The pre-service teacher will be given opportunities to develop skills through lesson plans, teaching lessons and classroom management.
NCTE - Pre-service Teacher EducationThe NCTE, under Section 12, is responsible for the following activities and functions:• To coordinate and monitor teacher education and its development in the country.• To lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher.• To lay down norms for any specified category of courses or training in teacher education.
• To lay down guidelines for compliance by recognised institutions for starting new courses or training.• To lay down standards in respect of examinations, leading to teacher education qualifications.• To examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council.
National curriculum frame work for Teacher education• NCTE forms an extremely critical structure of the Indian governments National curriculum frame work 2009.The NCF has described the current concerns of teacher Education as follows:• Curriculum, syllabi and textbooks are never critically examined by the student teacher or the regular teacher.• Language proficiency of the teacher needs to be enhanced
• Little scope for student teachers to reflect on their experiences• Disciplinary knowledge is viewed as independent of professional training in pedagogy• Repeated ‘practice’ in the teaching of a specified number of isolated lessons is considered a sufficient condition for professional development• It is assumed that links between learning theories and models and teaching methods are automatically formed in the understanding developed by student teachers.
• There is no opportunity for teachers to examine their own biases and beliefs and reflect on their own experiences as part of classroom discourse and enquiry.• Theory courses have no clear link with practical work and ground realities.
Intel Teach program• The objectives of this project are to impart sustained professional development to all teacher educators from all recognized institutions of teacher education across the country.
IN-SERVICE TEACHER EDUCATION The programme of Action (POA) started taking shape with effect from 1988; at present it comprises approximately a total 750 institutions including DIETs, CTEs, IASEs. In addition a sub district structure namely BRC and CRC has also been established in each block under the DPEP and SSA to provide in service education. Teacher development is a complex process. Teachers update themselves by putting in various efforts of self-learning, peer learning and interactions with the community.
comprehensive evaluation, scaling and grading, introduction of new areas like environmental education, population education, computer education, AIDS education, gender sensitivity, etc. demand in-service training of teachers. Recurrent and continuing programmes are organized through seminars, workshops, orientation courses etc. as per the professional requirements.1. Workshops sessions for interaction and problem solving2. Developing learning materials3. Designing and choosing activities4. Hands on activities such as text book analysis
Current In-Service training ScenarioThe key Ingredients: Assessment of training needs Development of appropriate modules Preparation of training materials Delivery of training by well qualified and motivated trainers who can effectively engage with teachers Assessment of the impact and out come of the training.
NCTE Role in Teacher Development In-service teacher education broadly perform the following functions:o updates teachers in issues concerning content, methodology and evaluation,o upgrades serving teachers in tasks with which they are currently occupied,o initiates and orients teachers to new roles and technologies,o provides opportunities for unqualified or under qualified on- the-job teachers to update and upgrade their knowledge.
While content, design and duration of each programme would be determined by one or more functions identified above, long range efficacy of any programme would also be judged by its impact on the following :1) personality of the trainees2) motivation and commitment in matters relating to professional and self growth3) awareness of social realities; and communication and evaluative skills
Training faculty• The success of in-service education depends on the strength of each of its four pillars:1) Content of training2) Over all ethos of the training venue3) Resource fullness ingenuity of trainers4) Receptivity and involvement of the trainees• All of which together contribute towards the effectiveness of in-service education• The training faculty shall comprise two types of faculty1) Core faculty2) Guest faculty
NCTE Strategies• Training strategies would range from lecture-cum- discussion to project work, library work, group interaction, field visits.• There may be many models of in-service training.• Face to face Institutional Model• Cascade Model• Media Based Distance Education Model
• Besides the above three models, some other important considerations contribute to effectiveness of an in-service training programme.• i) Target Groups• ii) Transactional Strategies• iii) Content• iv) Evaluation and follow-up