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NATIONAL CURRICULUM

FRAMEWORK FOR TEACHER


EDUCATION,2009
PRESENTED BY,
ASHAMOL V.A
1st B.Ed NATURAL SCIENCE
INTRODUCTION
 Teacher education and school education have
a symbiotic relationship.
 Both of them are mutually reinforce the
concerns necessary for the qualitative
improvement of the entire spectrum of
education.
 The NCTE undertook a major exercise of
developing a new National Curriculum
Framework For Teacher Education.
 Which is contextual and in tune with the
emerging concerns and imperatives of the fast
changing canvas of education both nationally
and globally.
CONTENT
 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.
 ICT in schooling as well as e-learning become
centre stage in the framework.
 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.
→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 national
consultataive meets held at Udaipur and
Hyderabad.
Chapter 3.Transacting the curriculum and
Evaluating the Developing Teacher
 The most critical aspect of the proposed teacher education
curriculum is its transaction.
 Preparing one for a profession thus is an arduous task and involves
action from multiple fronts and also calls for systematic evaluation
of all facets of the professional training.
 A glaring weakness of existing teacher education practices is the
restricted scope of evaluation of student teachers and its
excessively quantitative nature.
 Evaluation is not continuous as it should be; the teacher education
process is characterised by a wide range and variety of curricular
inputs.
 A reflective journal would help the teacher trainee to revisit his/her
experiences in the classroom over the period of internship.
 The journal would include
1. How the class was conducted.
2. How learners responded.
3. Analytical and reflective statements about his/her preparedness for
the class.
4. Responses to learners questions.
5. Capacity to include learners sharing of their experiences.
6. Response towards her errors.
7. Difficulties in comprehending new ideas and concepts and issues of
discipline.
8. Organisation and management of the group.
Chapter 4.Continuing Professional Development
and Support for In- Service Teachers.
 All initiatives in curriculum, whether of the whole curriculum,
special inputs in specific areas or infusing new social concerns,
have been implemented through the renewal or up-gradation in
the knowledge and practice of teachers already in school.
 The broad aims of continuing professional development
programmes for teachers are to:
a) Explore, reflect on and develop ones own practice.
b) Deepen ones knowledge of and update oneself about ones
academic discipline or other areas of school curriculum.
c) Research and reflect on learners and their education.
d) Undestand and update oneself on educational and social
issues.
e) Prepare for other roles professionally linked to
education/teaching,such as teacher education,curriculum
development or councelling.
f) Break out of intellectual isolation and share experiences
and insight with others in the field.
 20 days of “training” strengthening of overall practice of
the teacher, then there is a need to recognise a variety of
activities and interactions.
Chapter 5.Preparing Teacher Educator
 It is obvious that the education and training of a prospective
teacher will be effective to the extent that it has been
delivered by teacher educators.
 Isolation of education as a discipline from the system of
higher education is identified as one main cause for the
continued low status of educational studies.
 Reform of teacher education demands dedicated research in
the area of foundations of education.
 The research in such departments would help develop
teacher education programmes.
Chapter 6.Implementation strategies
In order that this effort results in achieving the intended
objectives, it is imperative that the concerns deliberated in
the framework.
 Special Teacher Education Areas.
 Professional Orientation/Training Programmes.
 Teacher Educators.
 Research.
CONCERNS OF TEACHER EDUCATION
IN NCFTE,2009
 Professionalization of teacher education.
 Preparing teacher educators.
 Research and innovation in teacher education.
 Open and distance learning (ODL) in teacher
education.
 Education of teachers in health and physical
education.
 Education of teachers for vocational stream.
CONCLUSION
 It may be concluded that the NCEFE,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 practicise any new idea in short
time.
 All the people concerning educational field should look
into the framework,exchange their ideas,make positive
approaches.
 NCFTE 2009 Promises to translate the vision into reality
and prepare humanistic and reflective teachers that has
potential to develop,more professional teachers and
improve the quality of education.
REFFERENCE
 Contemporary India and Education – T.C.
Thankachan, Mary Joseph, Thomas P.J.
 International Journal of Applied Research
2015;1(9);776-778.
THANKS

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