Page 100 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes 3. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal
4. Regional Institute of Education (RIE), Ajmer
5. Regional Institute of Education (RIE), Bhopal
6. Regional Institute of Education (RIE), Bhubaneswar
7. Regional Institute of Education (RIE), Mysore
8. North East Regional Institute of Education (NERIE), Shillong.
• The NCERT undertakes the following programmes and activities: The NCERT performs the
important functions of conducting and supporting research and offering training in educational
research methodology.
• Developmental activities in school education constitute an important function of the NCERT.
• Another important dimension of NCERT's activities is the pre-service and in-service training
of teachers at various levels; pre-primary, elementary, secondary and higher secondary, and
also in such areas as vocational education, educational technology, guidance and counseling,
and special education.
• The NCERT has comprehensive extension programmes in which various Departments of the
NIE, RIEs, CIET, PSSCIVE and the offices of the Field Advisers in the states are engaged in
various ways.
• The NCERT publishes textbooks for different school subjects for Classes I to XII. It also brings
out workbooks, teachers guides, supplementary readers, research reports, etc.
• The NCERT interacts with international organizations such as UNESCO, UNICEF, UNDP,
NFPA and the World Bank to study specific educational problems and to arrange training
programmes for personnel from developing countries.
• To perform the policy and advisory role in teacher educaion and provide technical support to
MHRD and State/UT governments in formulation, implementation and evaluation of Centrally
Sponsored Schemens for Qualitative Improvement of Teacher Education.
• To perform 'Think Tank' function in the area of teacher education and pedagogy which include
review/renewal of pre-service teacher programmes at different levels and formulation of
models/designs of in-service education, countinuing education and life long educaiton of the
teachers.
• To adopt and assist SCERTs/SIEs for developing them as autonomous professioal institutions
in the States/UTs dealing with all aspects of school educaiton and teacher education.
• To promote innovations and experimentations in the field of school educaiton and teacher
educaiton.
• NCERT have spelled out following concerete and specific objectives for pre-primary teacher
edcuation.
(1) Philosophy and ocioloy: To acquaint the tudent-teacher with the philososphy and socioloy
of pre-school education so that he can understand the basic principles of pre-school educaiton
and through it realise the needss, values and aspirations of the society.
(2) Princiles and Processe: To develop in the teacher an understanding of the prinmciples and
processes of the various aspects of children's growth and development.
(3) Growth and Development: To make him conversant with the growth and development of
pre-school education both in Inda and abroad.
• To possess competence in the first and the econd language, mathematics, and in the topicss of
natural and social science related to environmental studies I and II.
• To develop skills in identifying, selecting and organising learning experiences for teaching
the above subjects in formal and non-formal situations.
• To possess competence to teach subjects of his specialisation on the basis of accepted principles
of learning and teaching in the context of the new school curriculum.

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