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National Curriculum Framework for Teacher Education

The 2009 National Curriculum Framework for Teacher Education (NCFTE) aims to reform teacher education in India by addressing criticisms of existing programs that fail to empower teachers as agents of change. It emphasizes a shift from information-based to experience-based learning, promoting reflective practices and professional growth among teachers. Key objectives include improving teacher quality, fostering creativity, and aligning teacher education with the needs of contemporary schools and society.

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NCFTE 2009 National Curriculum Framework for Teacher Education
“ONE CHILD, ONE TEACHER, ONE BOOK, ONE PEN CAN CHANGE THE WORLD.” (Malala Yousafzai)
TEACHER
Most teacher education programmes fail to empower the teacher as an agent of change as they do not provide spaces for student teachers to reflect on their own experiences and assumptions as part of classroom discourse and enquiry” During the last few decades teacher education curricula have come under severe criticism and their weaknesses have been highlighted. Some educationists feel that they do not fully address the needs of contemporary Indian schools and society and they do not prepare teachers who can impart quality education in schools. Principals of some schools hold the view that there is hardly any difference between the performance of trained and untrained teachers because of outdated curricula. The revamping of teacher education curricula has thus become the need of the hour. The orientation has to be towards a visible shift from information-based to experience-based and from traditional instruction domination to a constructivist orientation. The design and practice of current teacher education programmes is based on certain assumptions, which impede the progress of ideas and the professional and personal growth of the teacher.
• National Curriculum Framework for Teacher Education 2009 is a draft created by the government of India to propose changes and updates required in the National Council for Teacher Education, which is an Indian government body launched under the National Council for Teacher Education Act, 1993. • National Curriculum Framework for teacher education (NCFTE) 2009 is an attempt to improve teacher education in India, and to prepare an ideal, innovative, humane and affectionate teacher. • National Curriculum Framework for teacher education (NCFTE) circulated in March 2009.
TITLE THEME : “TOWARDS PREPARING PROFESSIONAL AND HUMANE TEACHER”. It is an attempt to improve ‘teacher education’ in India and to prepare ideal, innovative and affectionate teachers. Prepared by NCTE ( National Council for Teacher Education ) Based on NCF 2005 AND RTE 2009. NCF 2005 - National Curriculum Framework (Provide education to all till the age of 14) RTE 2009 – Right To Education ( Right of Children to Free and Compulsory Education Act)
OBJECTIVES  To produce good teacher.  To improve teachers education qualitatively and quantitatively.  To develop skills for guidance and counselling.  To develop among teachers understanding of psychology of their pupils.  To enable them to make pedagogical analysis.  To enable them to foster creative thinking among pupils.
Important Dimensions of the Framework  Reflective practices are considered to be the chief aim of teacher education.  Pupil-teachers should be provided opportunities for self-learning, reflection, integration and expression of new ideas.  Providing adequate opportunities to student-teachers for observing and engaging with children, communicate with and get linked to children.  To well execute the curricular operations and assessment related strategies for the various preliminary teacher education programmes.
REFLECTIVE PRACTICES SELF AWARENESS Recognizing one’s own strengths and weaknesses PROBLEM-SOLVING Identifying challenges and exploring solutions. CONTINUOUS LEARNING Updating knowledge, skills and approaches. SELF LEARNING: Encouraging them to take ownership of their learning, explore new concepts and develop a growth mindset. INTEGRATION: Allowing them to connect new ideas to their existing knowledge, experiences and teaching practices, fostering a deeper understanding. EXPRESSION OF NEW IDEAS: Providing platform for them to share their thoughts, creativity and innovations, promoting critical thinking and problem solving.
CONSTRUCTIVIST APPROACH OF LEARNING During recent years the epistemology of learning has undergone a major change; LEARNING is no more passive absorption of knowledge and ideas, but the construction of ideas developed on one’s personal experiences. Reoriented from traditional behaviourist to constructivist discourses.
Six Chapters of National Curriculum Framework for Teacher Education (2009) The National Curriculum Framework for Teacher Education of 2009 contains the following six chapters: 1. Context, Concerns and Vision of Teacher Education 2. Curricular Areas of Initial Teacher Preparation 3. Transacting the Curriculum and Evaluating the Developing Teacher 4. Continuing Professional Development and Support for In-Service Teachers 5. Preparing Teacher Educators 6. Implementation Strategies
SALIENT FEATURES CHAPTER 1 The curriculum framework of teacher education needs to be in harmony with the curriculum framework for school education. By making education less book centered, it should connect knowledge to the life outside the school. It is required to upgrade initial teacher education by increasing the entry qualification and duration of training making it equivalent to a degree programme.  It is desirable within a limited time that the existing one-year Bachelor’s (B.Ed.) degree programme is structurally transformed to a two year one. It is important that teachers who manage and perform in the classroom are sensitized and made conscious about the attitude of inclusive education.
CHAPTER 2  Learning to listen to children with concentration and empathy are essential pre-requisites to develop teachers who are learner sensitive.  Every theory course should have an in-built field based units of study that leads to projects and assignments giving emphasis on observations and interaction.  Using the mode of group and individual field-based assignments followed by workshops and seminar presentations, specific practicum courses should be designed for student teachers. CHAPTER 3  Teacher education programmes at all stages should provide opportunities to the future teachers for understanding the self, develop sensibilities, the ability for self-analysis and the capacity to reflect.  Internship experiences need to be organized in a way that is useful in evaluating teacher’s ability.
CHAPTER 4  Courses of short and long duration designed to develop either specific skills or areas of interest could be developed and offered to teachers to attend over the year.  Distance media can be effectively used to keep teachers in touch with other professionals of their own field.  Attending meetings and conferences connected to the profession could also be counted towards professional development.  The language proficiency of primary teachers should be enhanced through specifically designed training modules and programmes offered on the job. CHAPTER 5&6 • Mechanisms need to be evolved to promote the entry of talent in teacher education programmes • Existing B. Ed. programmes should be reviewed to make easy the choice between a 4-year integrated model after +2 or a 2-year model after graduation, based on State requirements and available institutional capacity
In the present teacher education curricula a large number of activities – theoretical and practical, have to be carried out and assiduously practiced by prospective teachers for enhancing their professional expertise. This is done through the meticulous planning of lessons in standardized formats; the ritual of fulfilling the required number of lessons delivered and supervised; the ritual of organizing school assemblies and other routine activities and the rituals of completing the required number of written assignments and projects. “Lesson planning, as it is taught during teacher training is merely a formal routine which masks the acculturation of the young trainee into the profession without disturbing its underlying assumptions about knowledge and curriculum and also without making the new entrant aware of these assumptions and the consequences of the practices based on them”
A teacher’s attitude towards children, their needs and problems, dispositions of tolerance, ability to listen with empathy, habits of punctuality, a seeking mind, habits of reading and independent learning, a self-questioning and critical mind are particularly important in making a reflective practitioner. The present evaluation protocol has no space for evaluating qualitative dimensions such as these.
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