The National Curriculum Framework for Teacher

Education, 2009 (NCFTE 2009) IS a

Government of lndia draft. However, its sole purpose is to propose any changes or
the National Council for Teacher Education reauires. Moreover, the updales lal
National Council for
Teacher Education is an Indian Government body.

Following are some of the focus areas that the NCE 2009 targets. Therefore, discussed below are
the core objectives of this
framework.
1. Context, Concerns and Vision of Teacher Education
2. Curricular Areas of lnitial
Teacher Education
3. Sample Redesigned Schemas of Current
Teacher Education Programmes
4. Evaluating The Developing Teacher
5. In-Service Education and Continuous Professional
Development
6. Preparing Teacher Educators
This framework is systematic and comprehensive when it comes to
drafting the curriculum for
the teacher education. However, it highlights the strategies regarding
how to
almost every aspect of the teachers education receives preference in this implement Also,
it.
are some of the critical points upon scrutinizing the framework. Following
framework:
This framework ensures every sphere of education -
theoretical, practical, psychological,
philosophical and socio-economic aspect.
Further, in this framework Area-C is very crucial and essential part of
teacher education
program. This area focuses onthe practice teaching and innovative programs which are bound to
enrich teacher education.

Salient Features of NCFTE 2009:

The NCFTE 2009 is consisted of six chapters:

(1) Context, Concern and Vision of Teacher Education (2) Curricular Areas of Initial
Teacher Preparation (3) Transacting the Curriculum and Evaluating the Developing Teacher (4)
Continuing Professional Development and Support for In-service Teachers (S) Preparing Teacher
Educators (6) Implementation Strategies.

Chapter1. Context, Concern and Vision of Teacher Education deals with the following:
" The changing school context and its demands " present teacher education scenario " present
teacher education scenario teacher education reform perspectives: past and present urgency of
reforming teacher education " systematic concern of teacher education e contemporarycontevt
and concems that need to inform teacher education retormn
professionalization of teacer
education preparing teacher educators e research and innovation e open and distance lcarning
in teacher education education of teachers in health and physical education "
education ol
teachers for vocational stream " vision of teacher and teacher
education.
A teacher education curriculum needs to be in consonance with the curriculum framework for
schooleducation. A teacher needs to be prepared in relation to the needs and
demands ariSing in
the school context, to engage with questions of schÍol knowledge, the learner and the
learn1ng
process. The expectations of the school system from a teacher change from time to time,
responding to the broader social, economic and political changes taking place in the society. The
teacher must be equipped not only to teach but also to understand the students and the
community of parents so that children are regular in schools and learn." A vivid description of
both positive and negative aspects of present teacher education scenario has been made and
stated that, " pre-service training needs to be improved and differently regulated both in public
and private institutions, while systems for in-service training require expansion and major
reform
that allow for greater flexibility." The curriculum framers have taken into
considerations the
recommendations of various education commissions, committees appointed in the past and
National Policy on Education 1986 for preparing this curriculum. The framers of NCFTE2009
have realized the needs for urgent and comprehensive reform of teacher education both at
elementary and secondary level. Teaching as a professional practice was taken into
consideration. The current concerns of teacher education as described in NCF 2005 provided
distinct pointers for addressing issues on the different aspects of teacher education curriculum
reform. Contemporary issues like inclusive education, perspectives foe equitable and sustainable
development, role of community knowledge in education, ICT in school learning and e-learning
formed an integral part of teacher education. Emphasis was given on for developing teachers as
reflective practitioners with positive attitudes, values, perspectives and skills for the craft of
teaching, The NCFTE 2009, like NCF 2005, also referred to the need to focus on
pedagogies
appropriate for adult learners for the preparation of teachers. University departments and
research institutions need to undertake research on educational practices reflectively and
analytically which can be included in the body of knowledge for study to student teachers,
Strategically Open and Distance Learning (ODL) can be a powerful instrument for providing
continued professional support to the teacher educator. Teachers are to be adequately prepared to
teach health, physical education and yoga as it constitute an important part of the core
at school level. The success of vocationalization of education is
curriculum
determined by the quality of
teachers and the modality of their professional training. Serious thinking on the part of teacher
training institutions is required and a design will have to be planned in collaboration with
professional institutions: As we engage in the act of envisioning the role of the teacher and the
shape of teacher education unfolding in the coming years, it would do us well to take note of the
movement of ideas, globally, that have led to current thinking on teacher education." Emphasis
was put on changing contexts and to empower the teacher to relate himself/herself to them. As
the modem teacher education functions under a
olobul eavAs the curriculum has tried t mene
teacher cducation hberal, hunanistic and resnonsive to the
needs of contemporary times are multi-cultural demands of inclusive cducion e
cducation and tenching for diversity.
Chapter2. Curricular Arcas of Initial Techer
Preparation:
The teacher education has been looked as a bolistic enternrise involved actions of
different Kinds
and trom multiple fronts, where teacher is viewed as a human being who: "Care for
children
and love to be with them, understand children within social, cultural and
political contexIS,
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, respond1ng to
diversities in the classroom." "Promote values of peace, democratic way of life, equality,
justice, liberty, fraternity, secularism and zeal for social reconstruction." To achieve these
objectives the NCFTE 2009 has tried to develop the curriculum such a way so that the trainee
teacher could get the opportunity to Observe and keep in touch with the children. Understand
the self and others, develop the ability for self-evaluation, self-analysis, creativity and
innovation. " Develop habits for self-directed learning and collaborative work. " Develop
professional skills in pedagogy, analysis and interpretation, story-telling, drama, craft etc. An
attempt has thus been made to organize the entire teacher education curriculum as an organic and
integrated whole. Contents in this section include: 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). The curricular framers have felt that newteachers require
engaging and understanding the children of different ages i.e. from child toadolescent. For this
they have to interact and observe them in diverse social, economic and cultural contexts
constantly. "Understanding the development of children in diverse contexts is necessary to equip
student teachers to address diversity in the classroom and to teach within the frame of inclusive
education." Inclusion of comprehensive, systematic and scientific approaches to health education
and health awareness in the teacher education curricula was suggested also. Emphasis should be
laid on social, cultural, economic and political contexts of individual learner rather than
psychological characteristics of the learner. Classroom should be viewed as a social context.
Critical awareness of human and child rights is essential for a teacher which should be observed
analytically from all contexts starting from institutional to global. Education for peace has got an
important place in this curriculum. Besides, teacher trainee needs to study issues related to self
and identity, human relationships, assumptions, beliefs and attitudes."A greater insight into one's
 aims of life, one' s strengths and weaknesses and the dynamics ofidentity formation providesthe
base for developing a professionally comnelent tegcler who is sensitive to issues Oeung
democracy and social justice." Curricular Area-B: Curriculum and Pedagogy is also divideo
three parts, oCurTiculum studies (knowledoe and curriculumand communication and languaE
proficiency communication) " Pedagopic studies mathematics. languages (sciences, SoCa!
SCiences, mathenatics, languages). " Assessment and evaluation studies Prospective teaneis
shouldengage themselves with the conceptual knowledge they have acquired througn gv
education. Teacher's language proficieney and communication skills are most crucial TaCtos m
school education besides a sound knowledge-base, pedagogical and other professional eapa
The pedagogical courses would shift its' focus from pure disciplinary knowledge and
learner assessment and
methodology to the learner and his/her context as well. The scope of
testing
evaluation should go beyond the limited context of syllabus-based achievement
important role In
Assessment should be viewed as an aspect of learning, Evaluation plays an
three parts including,
motivating the children to learn. Curricular Area-C: School Internship has
including one week of classroom
" Four days a wveek for a minimum period of 12-20 weeks
observation of a regular teacher Visit to innovative centres of pedagogy and learning
constitutes the main functional part
Classroom-based research projects Practice teaching which
major drawbacks like domination of theory
of teacher education has been suffering from some
inadequate mentoring and supervision,
over curriculum, mechanical routine, rigid lesson plans,
in evaluation process. The internship
little scope of original thinking, lack of comprehensiveness a sustained engagement with the
the school and
needs to be worked as a partnership model with
schools is highly needed.

Evaluating the Developing Teacher deals with:

Chapter3. Transacting the Curriculum and
and
Curriculum: " Need for Complementary Structures
" Transacting the Teacher Education
Mechanisms " Evaluating the Developing
Teacher. Teacher education is a process of
important aspects is curriculum transaction.
professional preparation of teachers. One of the most
learners. Therefore, professional knowledge and
Teacher education programme deals with adult
self-directed tasks like case studies, projects.
skills should be developed through a series of own experiences should be brought in to
seminars and research oriented activities. Learner's
Engagement with theoretical concepts and frameworks is essential to develop the power of
focus.
should be provided for observing and
reflective analysis of trainee teachers. Ample opportunities
collaboratively in a group. A Teacher Learnino
engaging with learners and to learn to work
hands-on experience for self
Centre should be established for providing student teacher
programme is evaluation which js
reflection. Another significant aspect of teacher education
education remains outside the
Quantitative in nature. The qualitative dimension of teacher
and comprehensive
Durview of evaluation. Evaluation of teacher education should be objective
specific area should be
in nature. Evaluation protocol with qualitative indicators to each
 schedules and records,
developed. Grade should replace the marks eventully. Observational
instrumentsfor
evaluation
shecklists. open-ended questionnaire and interviews should be used as
hoth qualitative and quantitative.
Teachers
for In-Service
Chapter4. Continuing Professional Development and Support
contains:

Development Programmes for Teachers Designing in

" Aims of Continuing Professional
Towards Teachers Continuing Professional
service Programmes: Some Principles Routes
Professional Development Programmes Impact
Development " Organization of Continuing Professional Development. The aims of
Structural and Operational Issues of Continuing
one's
would be to deepen one's knowledge of
continuingprofessional development programme educational and social issues
oneself on etc. The
academic discipline, to understand and update There is a
programme should be designed keeping in mind some general principles. sustain
in-service towards and
in-service programmes that can contribute
need to recognize various types of sabbatical for
development like short and long term courses, used of distance media,
professional resource rooms and
and research, professional conferences and meeting, professional fora, declared
study
exchange visits and fellowships etc. Training schedules should be
materials, faculty the convenience of the in
time of each academic session for
well in advance at a particular forward to implement such
DIET, IASE should come
service teachers. Various agencies like
programmes.

Educators deals with

Chapter5. Preparing Teacher
of
Education of Teacher Educators- Basic Issues M.Bd. as a Programme for the Preparation
"
a Post-graduate Programme in Education
Teacher Educators eImparting Professionalism to
Encouraging Innovation for Preparation of
Needed Thrusts for Developing Teacher Educators " the Professional
Teacher Educators Enhancing the Status of Educational Studies and
Educators- Future Directions and
Development of Teacher Educators Preparation of Teacher
change the profile of teacher
Possibilities This framework is visualized to act as a catalyst to
only for research
education so that the teacher education institutions become active centres not
educational methods and
but also of practical experiments directed to the improvement of
Development
curricula." Chapter6. Implementation Strategies includes " Advocacy " Curriculum
Programmes e Tescher
" Special Teacher Education Areas " Professional Orientation/Training
Educators Research

This chanter mainly deals with the various means and ways for implementing the curriculum and
hiohlichts the role of NCTE, SCERTs, DIETs to conduct seminars, discussions on different
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