NCFTE 2009

HISTORICAL BACKGROUND OF N.C.F.T.E: Teacher education and

school education have a symbiotic relationship. Developments in both
these sectors mutually reinforce the concerns necessary for the qualitative
improvement of the entire spectrum of education. It was against this
backdrop that the NCTE undertook a major exercise of developing a new
National Curriculum. Framework for Teacher Education which is both
contextual and in tune with the emerging concerns and imperatives of the
fast changing canvas of education both nationally and globally. While
undertaking this exercise, the NCTE had the benefit of reviewing similar
exercises attempted in this area before, namely, the curriculum framework
developed by the non-statutory NCTE in 1978, a revised version of this
framework developed by the NCERT in 1988, the first curriculum
framework for quality teacher education by the statutory NCTE in 1998, an
independent exercise in evolving a teacher education curriculum
framework by the NCERT in 2005 and a joint curriculum framework
brought out by NCTE and NCERT in 2006.
 NAME OF THE EXPERT COMMITTEE
Keeping in view the outcomes reflected in the documents arising out of the
above efforts at curriculum renovation, the NCTE set up an expert
committee consisting of Prof. C.L. Anand (Chairman), Prof. S.V.S.
Chaudhary, Prof. C.Seshadri, Prof. R.S. Khan, Prof. Raja Ganeshan, Prof.
V.K. Sabharwal and Prof. L.C. Singh to make a new curriculum framework
in consonance with the changes that have taken place in different spheres
of knowledge. This Committee produced a draft framework which was
discussed with the concerned stake holders in two regional consultative
meets held at Udaipur and Hyderabad in which the Vice-Chancellors of
various Universities, Deans of the Faculties of Education of some
Universities, Directors of State Councils of Educational Research and
Training (SCERTs), Principals of District Institutes of Education and
Training (DIETs), faculty of Regional Institutes of Education (RIEs) of the
NCERT, teachers, teacher educators, senior staff from the State
Governments and other experts participated. Under the chair of Prof
Mohd. Akhtar Siddiqui this framework became the milestone of
the history of Indian teacher education.
•
 Introduction
• National council for teacher education (NCTE) developed the national
curriculum framework for teacher education,2009 (NCFTE 2009) on
the basis of national curriculum framework,2005 and the right of
children to free and compulsory education Act,2009 (RTE,2009) as
well as the fundamental tenets enshrined in the constitution of India.
The framework is an endeavor towards qualitative and quantitative
improvements that could be achieved in educating teachers at school,
graduate, post-graduate, doctoral and post-doctoral levels.
The education commission (1964-66) professed “the destiny of India is
now being shaped in her classrooms.” so did the national policy on
education 1986 emphasis. “The status of the teacher reflects the socio-
culture ethos of the society, it is said that no people can rise above the
level of its teacher’(1986).
The initial draft of the NCFTE 2009 was developed by an expert committee.
The main purpose of this present article is to focus in the various aspects
of NCFTE,2009 and to evaluate its relevanceness in the present
system of education and to highlight the views of teachers in
connection with this framework.
 Objectives of NCFTE,2009
 To enable the prospective teachers to understand the nature, purpose and
philosophy of secondary education.
 To develop among teacher an understanding of psychology of their pupils.
 To enable them to understand the process of socialization.
 To develop skills for guidance and counseling.
 To enable them to foster creative thinking among pupils for reconstruction
of knowledge.
 To acquaint them with factors affecting educational system and classroom
situation.
 To acquaint them with educational needs of special groups of pupils.
 To enable them to utilize community resources as educational inputs.
 To develop communication skills and use the modern information
technology.
 To develop aesthetic sensibilities.
 To acquaint them with research in education including action research.
 Steps of curriculum construction
NCFTE,2009
1. Chapters 1: Context , Concerns and Vision of Teacher
Education.
2. Chapters 2: Curricular Areas of Initial Teacher
preparation
3. Chapters 3: Transacting the Curriculum and
Evaluating the Developing Teacher
4. Chapters 4: Continuing Professional Development
and support for In- service teacher
5. Chapters 5:Preparing Teacher Educators
6. Chapters 6:Implementation Strategies
 Chapter 1
1. Present teacher education senario
2. Teacher education reform perspective :past
and present
3. Urgency of reforming teacher education
4. Systemic concern of teacher education
Chapter 2
 Chapter 3
Transacting the teacher education curriculum
1. Teaching the adult learner
2. Bringing the learners’ own experience centre
stage
3. Engagement with theoretical concept and
frameworks
4. Training to be reflective practitioners
5. Theory – practice dialectic
6. Meaningful internship and school experience
Dominant Practice of Teacher Proposed Process-Based Teacher
Education Education
Focus on psychological aspects of Understanding the social, cultural and
learners without adequate engagement political contexts in which learners grow
with contexts. Engagement with and develop. Engagement with learners
generalized in real life situations along with
theories of children and learning theoretical enquiry.
Theory as a “given” to be applied in the Conceptual knowledge generated,
classroom. based on experience, observations and
theoretical engagement.
Knowledge treated as external to the Knowledge generated in the shared
learner and something to be acquired. context of teaching, learning, personal
and social experiences through critical
enquiry.
Short training schedule after general Sustained engagement of long duration
education. professional education integrated with
education in liberal sciences, arts and
humanities.
Students work individually on Students encouraged to work in teams
assignments, In-house tests, field work undertaking classroom and learners’
and practice teaching. observations, interaction and projects
across diverse courses. Group
presentations encouraged.
No “space” to address students’ Learning “spaces” provided to
assumptions about social realities, the examine students’ own position in
learner and the process of learning. society and their assumptions as part of
. classroom discourse
No “space” to examine students’ Structured “space” provided to revisit,
conceptions of subject-knowledge. examine and challenge
(mis)conceptions of knowledge
Practice teaching of isolated lessons, School Internship – students teach
planned in standardized formats with within flexible formats, larger frames
little or no reflection on the practice of of units of study, concept web-charts
teaching. and maintain a reflective journal.
 Chapter 4
Continuing professional development and
support for in-service teachers
1. Aims of continuing professional
development programmes for teacher
2. Designing in-service programmes
3. Addressing teacher as learners
4. Routes towards teachers’ continuing
professional development
 Aims reflect
• Explore, of Continuing Professional
on and develop one’s own Development
practice.
• Deepen one’sProgrammes forupdate
knowledge of and Teachersoneself about one’s
academic discipline or other areas of school curriculum.
• Research and reflect on learners and their education.
• Understand and update oneself on educational and social
issues.
• Prepare for other roles professionally linked to education/
teaching, such as teacher education, curriculum
development or counselling.
 Chapter 5
Preparing teacher educators
1. Present situation
2. Modern proposals
 Chapter 6
Implementation strategies
1. Advocacy
2.Curriculum development
3.Special areas of teacher education
4.Training Programme
5.Teacher Educators
6.Research
 Discussion
The NCFTE, 2009 has given a systematic and comprehending
framework of curriculum for the teacher education and also
highlights the strategies to implement it. Almost every aspects of
teachers education got preference in this framework. If we take a
look on the framework some important points will come out such
as follows
i. This framework ensures every sphere of education e.g.
Theoretical, Practical, Psychological, Philosophical and also
Socio-Economic aspect.
ii. In this framework Area-C is very crucial and essential part of
teacher education programme. This area focused on the practice
teaching and innovative programmes which surely enrich the
programmes of teacher education.
• iii. The others two areas i.e., Area-A and Area-B are
common and already known areas and it is extracted
from the earlier frameworks e.g. NCF-2005. But the
significant point is that NCFTE, 2009 gave a single
paradigm and caught all the features of curriculum to
bring a desirable change in teacher education.
• iv. NCFTE, 2009 has abled to make an impact in the
scenario of educational system. According to the view
of NCFTE, 2009 open and Distance learning (ODL)
programme for teachers has also been started in our
state.
v. NCFTE, 2009 paves the way for implementation of
curricular areas by giving practical and reasonable
strategies.
 Conclusion
• It may be concluded that the NCFTE, 2009 is much
more relevant in the present scenario of the teacher
education in India.
• The problem is that the area of implementation. It is
very hard in our Country to practices any new idea in
short time.
• All the people concerning educational field should look
into the framework, exchange their ideas, make
positive approaches and pave the way for a positive
change in the area of teacher education without which
the future generation cannot be groomed properly.
• We are also hopeful for the positive change.