The document discusses teacher education in India based on the National Curriculum Framework of 2005. It notes that teacher education aims to develop quality teachers through a focus on disciplinary knowledge, curriculum development, and addressing social issues sensitively. It also emphasizes facilitating constructive learning, being a reflective practitioner, and understanding pedagogical shifts. While reforms have aimed to make teacher education more practical, challenges remain in establishing teacher identity and improving the status of teachers in India. The document calls for teacher education to provide opportunities to observe children, develop self-reflection skills, and strengthen links between pre-service and in-service teacher training.

1. MEWAR INSTITUTE OF MANAGEMENT
DEPARTMENT OF EDUCATION
B.ED (2015-17)
NATIONAL CURRICULUM FRAME WORK-2005
& TEACHER EDUCATION
Presented by Supervisor
Ms. Priya Jha Ms. Himani Raizada
Pupil Teacher Assistant Professor

3. EDUCATION IS THE TOOL FOR CHANGING
Education is the communication that brings change in someone's
inside world so that they can change around them
Teacher StudentCommunication
A quality teacher comes
from teacher education
A quality student only comes
from a quality teacherSocial change

4. TEACHER EDUCATION FOCUS ON
Administratio
n and
examination
disciplinary
knowledge
and appraisal
Constructive
knowledge
,involve in
making
curriculum
renewal, and
study materials
Sensitive to social
issues ,teachers
identity
Facilitator,
reflective
practitioner
autodidactc,a
nd
understand
pedagogy
shift

5. EYE ON HISTORY TIME
 Conventionally teacher was recognized as craft minds.
 Teachers had been adjusted with existing system
 Kothari Commision,Chttopadhya commision,yaspal commission
draft many thing to make teacher education more practical and
professional.
 But little work has been done on it.
 Some Ngo’s, TEP,Gandhi vidhyapith started participative mode of
self learning but some institute focused on that.
 After convinced participative mode of self learning in teacher
education stared for both primary and secondary level.

6. STATUS OF TEACHER
 Today’s the identity of teacher is in question ????
 Why???
 Because of lack in teacher education?
 Or because of no minimum qualification parameter for
teachers appointment?
 Or appointment of Para teachers?
 Or teaching becoming the last option ?
 Or half hearted teachers ?
 We have to think about it???

7. PRESENT VISION
 According to NCF-2005
 Teacher should act as dynamic as well as responsible and sensitive and
should help children to achieve the same
TEACHERS HAVE PLAY DUAL ROLE
Encouraging, supportive and
human facilitator in teaching
learning situation ,to develop
constructive knowledge with
moral values
Teacher has to become an active
member of group to contribute
towards the process of curriculum
renewal and academic designing to
maintain the relevance to the
changing society

8. TEACHER EDUCATION COMPRISE OF
 Teacher education should work on three domain i.e. coginitive,affective and
psychomotor
 Love ,care and affection for children without discrimination on basis of cast, gender,
and economical condition
 Develop teacher of constructive knowledge
 To facilitate learner by good communication skill and language proficiency
 Sensitive to social issues
 To develop reflective teaching.
 Good content knowledge .and able to relate subject with day today life ,so student
can understand subject mater easily .
 Imparting of knowledge of pedagogy subject through pedagogy shift
 Teacher education should comprise of anthropology ,epistemology ,sociology and
psychology (less emphasized on it)
 Theory +practical +realities==leads to development of self learning

9. NEW TEACHER EDUCATION PLAN EMPHASIZED TO PRODUCE
QUALITY TEACHER BY:---
 Providing more opportunity to observe and engage
with child
 Provide more opportunity to understand self as well
as others(beliefs in other),to be a reflective
practitioner
 To enhance examination disciplinary knowledge and
administration knowledge
 To provide opportunity to develop professional skill
and language, storytelling etc
 Proper link should made between in-service and pre
–service teachers for enhancing their teaching skills.

10. MAJOR SHIFT FOUND IN TEACHER EDUCATION IN SYSTEMIC
REFORM
•Teacher centric and stable
design
•Teachers guiding and
monitering
•Passive reception of
learning
•Learning with in four walls
•Knowledge given and
fixed
•Apprasial,short and few
•Learner centric and
fexible process
•Facilitate ,supportive and
encouraging learning
•Active paricipation
•Learning wider and
social context
•Knowledge as it evolve
and created
•Continous

11. RECOMENDATION
 Type and kinds of appraisal not clear.
 Who is going to consider or motivate on new
discoveries by teachers
 Reflective teaching or self analyzing teaching or
pedagogy shift not clearly mentioned or defined
 Role of educational technology and informational
communication technology in teacher education also
not mentioned.
 No emphasized given on inclusive education and
curriculum
 No emphasized on peace education and its
curriculum
 Less emphasized given on in-service teacher
education

12. CONCLUSION
 Teacher is the central body of education system,
without recognizing it we cannot meet the objectives of
teaching .
 Work done, work is going on but still we need more
effort to make education system best.

13. REFRENCES
 NCF-2005
 Rohit dhankr foundation.www.azimpremjifoundation
 National council for teacher education-2006
 National concil for teacher education-2009
 Teacher education policy document.