Ncfte 09

NCFTE 2009
SUBASHINI V
NATIONAL CURRICULUM FRAMEWORK FOR
TEACHER EDUCATION- 2009
(Towards Preparing Professional and Humane Teachers’ )
• Government of India draft

• For proposing changes and updates that the NCTE requires
• It is an attempt to improve teacher education in India and to prepare ideal, innovative,
humane and affectionate teachers.
• It is based on NCF 2005 and RTE 2009
• Encourages interested parties and elements to provide their views on improving the system.
• Encourages opinion on qualitative and quantitative improvement in teacher education.
• The committee included the core members and also experts like vice- chancellors of
universities, eminent scholars, dean of schools,trainee tecahers, teacher trainees, NCERT,
SCERTs, IASEs, CTEs, University Department of education etc.
OBJECTIVES
Ø To produce good teachers

Ø To decide upon time period of teacher education
Ø To improve teacher education qualitatively and quantitatively
Ø To equip teachers to acquire competencies relevant to stage specific pedagogy,
curriculum development, its transaction and evolution.
Ø To enable the prospective teachers to understand the nature, purpose and
philosophy of secondary education
Ø To enable them to make pedagogical analysis of the subjects that they are teaching
Ø To develop skills for guidance and counselling
Ø to enable them to foster creative thinking among pupils for reconstruction of
knowledge
Develop and
understanding of
psychology of pupils Social and personal
needs of students
It serves a variety of purposes, making
presentations powerful tools for
convincing and teaching.
Features Emering needs of schools
It serves a variety of purposes, It serves a variety of purposes,

making presentations powerful
Flexibilitypowerful
making presentations
tools for convincing and teaching.
Focus on teacher tools for convincing and teaching.
educators
Main Aspects
Professionalization of Teacher eduaction
Prepare Teacher educators
Open and Distance learning in teacher education
Vocational education for teachers
Health and Physical education for teachers
Research and innovations in teacher education

Chapter 1
Context, Concern and Vision of Teacher Education
• The changing school context and its demands

• present teacher education scenario
• teacher education reform perspectives: past and present
• urgency of reforming teacher education
• systematic concern of teacher education
• contemporary context and concerns that need to inform teacher education reform
• professionalization of teacher education
• preparing teacher educators
• research and innovation
• open and distance learning in teacher education
• education of teachers in health and physical education
• education of teachers for vocational stream
• vision of teacher and teacher education
Chapter 2
Curricular areas of intial teacher preparation
• Care for children and love to be with them, understand children within social, cultural and
political contexts, develop sensitivity to their needs and problems, treat all children
equally
• Make learning joyful, participatory and meaningful activity.” “Critically examine
curriculum and textbooks, contextualize curriculum to suit social needs.” Organize
learner-centred, activity-based, participatory learning experiences like play, projects,
observation, visits
• etc.
• “Integrate academic learning with social and personal realities of learners, responding to
diversities in the classroom.”
• “Promote values of peace, democratic way of life, equality, justice, liberty, fraternity,
secularism and zeal for social reconstruction.”
Curricular Area-A: Foundations of Education is divided into three categories –
• Learner studies (Childhood, child and adolescent development and learning),
• Contemporary studies (Teacher and learner in society & gender, school and society)
• Educational studies (Aims of education, knowledge and values, developing the self and aspirations as a
teacher)
Curricular Area-B: Curriculum and Pedagogy is also divided into three parts,
• Curriculum studies (knowledge and curriculum and communication and language proficiency
communication)
• Pedagogic studies mathematics, languages (sciences, social sciences, mathematics, languages).
• Assessment and evaluation studies
Curricular Area-C: School Internship has three parts including,

• Four days a week for a minimum period of 12-20 weeks including one week of classroom observation of a
regular teacher
• Visit to innovative centres of pedagogy and learning
• Classroom-based research projects
Chapter 3
Transacting the curriculum and evaluating the developing teachers
• Transacting the Teacher Education Curriculum
• Need for Complementary Structures and Mechanisms
• Evaluating the Developing Teacher.
Chapter 4
Continuing Professional Development and Support for In-Service
Teachers
• Aims of Continuing Professional Development Programmes for Teachers
• Designing In-service Programmes: Some Principles
• Routes Towards Teachers’ Continuing Professional Development
• Organization of Continuing Professional Development Programmes
• Impact
• Structural and Operational Issues of Continuing Professional Development.
Chapter 5 Chapter 6
Preparing Teacher Educators Implementation strategies
• Education of Teacher Educators- Basic • Advocacy

Issues
• M.Ed. as a Programme for the Preparation • Curriculum Development
of Teacher Educators
• Special Teacher Education Areas
• Imparting Professionalism to a Post-
graduate Programme in Education • Professional Orientation/Training
• Needed Thrusts for Developing Teacher Programmes Teacher Educators
Educators
• Research.
• Encouraging Innovation for Preparation of
Teacher Educators
• Enhancing the Status of Educational
Studies and the Professional Development
of Teacher Educators
• Preparation of Teacher Educators- Future
Directions and Possibilities
• Understanding the social, cultural and political contexts in which learners grow and develop
• Engagement with learners in real life situations along with theoretical inquiry
• Conceptual knowledge generated, on the basis of experiences, observations and engagement
• Knowledge generated in the shared context of teaching, learning and personal, social experiences
• Sustained engagement of long duration professional education
• Encouragement to team learning, group presentation
• School internship- flexible in nature and maintain a reflective journal Use of technology
• Inclusive education
• Need to connect knowledge to life outside school
• Teachers’ professionalism
• Interdisciplinary approach
• Perspectives for equitable and sustainable development
• Community knowledge in education
• Research and innovation
• Promotion of values of peace, democratic way of life, equality, justice, liberty, fraternity

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NCFTE 2009

• Government of India draft

Ø To produce good teachers

Features Emering needs of schools

It serves a variety of purposes, It serves a variety of purposes,

Professionalization of Teacher eduaction

Prepare Teacher educators

Open and Distance learning in teacher education

Vocational education for teachers

Health and Physical education for teachers

Research and innovations in teacher education

• The changing school context and its demands

Curricular Area-C: School Internship has three parts including,

• Education of Teacher Educators- Basic • Advocacy

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