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Teacher Education

Notes relationship and developments in both these sectors mutually reinforce the concerns necessary
for qualitative improvements of the entire spectrum of education including teacher education as
well. The new concerns of school curriculum and the expected transactional modalities have been
emphasized in designing this Framework for all stages of school education. Issues related to
inclusive education, perspectives for equitable and sustainable development, gender perspectives,
role of community knowledge in education and ICT in schooling as well as e-learning become
the centre- stage in the Framework.
A new approach to curricular areas of teacher education has been highlighted. The curriculum of
teacher education is broadly dealt with under foundations of education, curriculum and pedagogy
and school internship. The foundations of education include learner studies, contemporary studies,
and educational studies. Curriculum and pedagogy deal with curriculum studies, pedagogic studies
and assessment and evaluation studies.
Transaction of the curriculum and evaluating the developing teacher determine the extent to
which the ideas conceptualized are put into practice. The focus on process-based teacher education
has been attempted as models for practicing teachers to adopt/adapt. The suggestion to establish
Teaching Learning Centres to act as laboratories for the theory and practice of teacher training
has been emphasized. An appropriate focus on continuous and comprehensive evaluation of
developing teachers has been drawn up through an evaluation protocol and suggestions given
for designing instruments for assessment and evaluation.
The conventional models of teacher education may continue though the Framework does provide
directions towards change in the structural aspects of teacher education at elementary, secondary
and post-graduate levels. One reform that could achieve a breakthrough to vitalize teacher
education and through it the process of learning and teaching is to break the isolation of teacher
education institutions from the university life, from the schools and from one another.
Pre-service and in-service components of teacher education being inseparable, considerable focus
has been given in this Framework on continuing professional development strategies. Since a
major area of weakness in the existing teacher preparation programmes is the quality and
experience of those who have the responsibility of training young entrants to the profession of
teaching, a fresh perspective of preparation of teacher educators is dealt with in detail.
This Framework is visualized to act as a catalyst to change the profile of teacher education so that
the teacher education institutions become active centres not only of research but also of practical
experiments directed to the improvement of educational methods and curricula. It is a matter of
conviction that if teacher education institutions could be organized on right lines and become
dynamic centres of progressive educational movements, the whole task of educational
reconstruction would be greatly facilitated.

30.2 History and Development of NCFTE 2009

In the process of developing this Framework, we received valuable inputs from educationists
and experts in teacher education of long standing and experience; and also had the benefit of
reviewing similar exercises attempted in this area before, namely, the First Curriculum Framework
developed by non-statutory NCTE in 1978, its revised version by the NCERT in 1988, the first
Curriculum Framework for Quality Teacher Education by NCTE in 1998 and a Discussion Paper
on Curriculum Framework jointly prepared by NCTE and NCERT in 2006.
The initial draft of the NCFTE 2009 was developed by an Expert Committee comprising of Prof.
C.L. Anand, Prof. S.V.S. Chaudhary, Prof. V.K. Sabharwal, Prof. C. Seshadri, Prof. R.S. Khan, Prof.
Raja Ganesan and Prof. L.C. Singh, based on the ideas generated in a series of intensive
deliberations by the members of the committee and eminent scholars, teacher educators, teachers,
trainee teachers, representatives of NGOs, faculty of RIEs of NCERT, SCERTs, DIETs, IASEs, CTEs,
university departments of education, and state departments of education at the two national
consultative meets held at Udaipur and Hyderabad. We sincerely acknowledge their valuable
contribution in shaping this document.

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