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Dinesh Kumar, Lovely Professional University Unit 30: NCF for Teacher Education (2009)

Unit 30: NCF for Teacher Education (2009) Notes

CONTENTS
Objectives
Introduction
30.1 National Curriculum Framework of Teacher Education 2009
30.2 History and Development of NCFTE 2009
30.3 The Changing School Context and its Demands
30.4 Present Teacher Education Scenario
30.5 Urgency of Reforming Teacher Education
30.6 Contemporary Context and Concerns that Need to Inform Teacher Education Reform
30.7 Professionalization of Teacher Education
30.8 Summary
30.9 Keywords
30.10 Review Questions
30.11 Further Readings

Objectives

After reading this unit, students will be able to:
• to explain National Curriculum Framework of Teacher Education 2009
• to discuss about the History and Development of NCFTE 2009
• to explain about the Changing School Context and its Demands
• to discuss about the Present Teacher Education Scenario
• to discuss about Urgency of Reforming Teacher Education1

Introduction
India has made considerable progress in school education since independence with reference to
overall literacy, infrastructure and universal access and enrolment in schools. Two major
developments in the recent years form the background to the present reform in teacher education
– the political recognition of Universalization of Elementary Education (UEE) as a legitimate
demand and the state commitment towards UEE in the form of the Right of Children to Free and
Compulsory Education Act, 2009. This would increase the demand manifold for qualified
elementary school teachers. The country has to address the need of supplying well qualified and
professionally trained teachers in larger numbers in the coming years. At the same time, the
demand for quality secondary education is steadily increasing.
The National Curriculum Framework (NCF) 2005 places different demands and expectations on
the teacher, which need to be addressed both by initial and continuing teacher education. The
importance of competent teachers to the nation’s school system can in no way be overemphasized.
It is well known that the quality and extent of learner achievement are determined primarily by
teacher competence, sensitivity and teacher motivation.
30.1 National Curriculum Framework of Teacher Education 2009

This National Curriculum Framework for Teacher Education (NCFTE, 2009) elaborates the context,
concerns and vision underscoring that teacher education and school education have a symbiotic

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