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Unit 30: NCF for Teacher Education (2009)

• Teacher education programmes need to broaden the curriculum (both school and teacher Notes
education) to include different traditions of knowledge; educate teachers to connect school
knowledge with community knowledge and life outside the school.
• Teacher education programmes need to help teachers appreciate the potential of hands-on
experience as a pedagogic medium both inside and outside the classroom; and work as
integral to the process of education.
• Teachers need to re-conceptualize citizenship education in terms of human rights and
approaches of critical pedagogy; emphasize environment and its protection, living in harmony
within oneself and with natural and social environment; promote peace, democratic way of
life, constitutional values of equality, justice, liberty, fraternity and secularism, and caring
values.
• In view of the many-sided objectives of teacher education the evaluation protocol needs to
be comprehensive and provide due place for the evaluation of attitudes, values, dispositions,
habits and hobbies, in addition to the conceptual and pedagogical aspects through appropriate
quantitative as well as qualitative parameters.
Self Assessment
3. Multiple choice questions:
Choose the correct option
(i) Health, physical education and yoga is not an important part of the core curriculum at the
...................... .
(a) primary level (b) secondary level
(c) senior secondary level (d) college level
(ii) ...................... regional centres of education now known as the regional institutes of (RIE)
of the NCERT were established in different cities of India.
(a) Four (b) Five (c) Six (d) Seven
(iii) The aim of ...................... is not just to after physical health but also sound and psycho and
social development.
(a) mental eduation (b) health education
(c) teacher education (d) distance education
(iv) ...................... is post graduate course.
(a) D.P.Ed. (b) B.P.Ed. (c) M.P.Ed. (d) B.Ed. Ed.

30.8 Summary
• 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 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.
• Transaction of the curriculum and evaluating the developing teacher determine the extent
to which the ideas conceptualized are put into practice.
• Pre-service and in-service components of teacher education being inseparable, considerable
focus has been given in the Framework on continuing professional development strategies.
• 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.

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