National Curriculum Framework

for Teacher Education

Towards Preparing Professional

and Humane Teacher

National Council for Teacher Education

New Delhi
National Curriculum Framework
for Teacher Education

Towards Preparing Professional

and Humane Teacher

National Council for Teacher Education

New Delhi
 NCTE Document 2009/10

National Curriculum Framework

for Teacher Education
Towards Preparing Professional and Humane Teacher

© National Council for Teacher Education 2009

Published by
Member-Secretary, National Council for Teacher Education
Wing II, Hans Bhawan, 1, Bahadur Shah Zafar Marg,
New Delhi-110002

Printed at Document Press, HS-14 Kailash Colony Market, New Delhi-110048

 Preface

“People in this country have been slow to recognize that education is

a profession for which intensive preparation is necessary as it is in any other
profession”. This concern expressed in the University Education Commission
(1948-49) Report is alive in its relevance even today. 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 emphasize:
“The status of the teacher reflects the socio-cultural ethos of the society; it is
said that no people can rise above the level of its teachers”. Such exhortations
are indeed an expression of the important role played by the teachers as
transmitters, inspirers and promoters of man’s eternal quest for knowledge.
Should this role expectation be not taken as a rhetoric but as a goal to be
constantly striven for, the urgency is to address ourselves seriously to examining
the issues related to the preparation of teachers as well as to prune the theory
and practice of teacher education. Though verily a professional, the teacher’s
personality, in being humane to the learners, is the core foundational issue
on which this Framework is based, in order that it has a bearing on
transforming the very dynamics of teacher education per se. Two significant
developments particularly, the National Curriculum Framework 2005 and
the Right of Children to Free and Compulsory Education Act 2009 as well
as the fundamental tenets enshrined in the Constitution of India have guided
the development of this Framework.

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. 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 and ICT in schooling
as well as e-learning become the centre-stage in the Framework.
iv
A new approach to curricular areas of teacher education has been
highlighted. The curriculum of teacher education is broadly dealt with under
foundations of education, curriculum and pedagogy and school internship.
The foundations of education include learner studies, contemporary studies,
and educational studies. Curriculum and pedagogy deal with curriculum
studies, pedagogic studies and assessment and evaluation studies. The school
internship is visualized by situating the practice of teaching in the broader
context of vision and the role of teacher and sustained engagement with
learners and schools. In a departure from the existing approaches, the
rationale of each major area alongwith curricular provisions, both in theory
and practicum, have been indicated, leaving scope for individual reflection
on the part of the institutions offering teacher education and the academics
associated with them.

Transaction of the curriculum and evaluating the developing teacher

determine the extent to which the ideas conceptualized are put into practice.
The focus on process-based teacher education has been attempted as models
for practicing teachers to adopt/adapt. The suggestion to establish Teaching
Learning Centres to act as laboratories for the theory and practice of teacher
training has been emphasized. An appropriate focus on continuous and
comprehensive evaluation of developing teachers has been drawn up through
an evaluation protocol and suggestions given for designing instruments for
assessment and evaluation.

The conventional models of teacher education may continue though

the Framework does provide directions towards change in the structural
aspects of teacher education at elementary, secondary and post-graduate
levels. One reform that could achieve a breakthrough to vitalize teacher
education and through it the process of learning and teaching is to break the
isolation of teacher education institutions from the university life, from the
schools and from one another. The Framework reiterates in unequivocal
terms the need for this reform.

Pre-service and in-service components of teacher education being

inseparable, considerable focus has been given in this Framework on
continuing professional development strategies. Since a major area of
weakness in the existing teacher preparation programmes is the quality and
experience of those who have the responsibility of training young entrants
to the profession of teaching, a fresh perspective of preparation of teacher
educators is dealt with in detail.

This Framework is visualized to act as a catalyst to change the profile

of teacher education so that the teacher education institutions become active
 v
centres not only of research but also of practical experiments directed to the
improvement of educational methods and curricula. It is a matter of
conviction that if teacher education institutions could be organized on right
lines and become dynamic centres of progressive educational movements,
the whole task of educational reconstruction would be greatly facilitated.

In the process of developing this Framework, we received valuable

inputs from educationists and experts in teacher education of long standing
and experience; and also had the benefit of reviewing similar exercises
attempted in this area before, namely, the Curriculum Framework developed
by non-statutory NCTE in 1978, its revised version by the NCERT in 1988,
the first Curriculum Framework for Quality Teacher Education by NCTE
in 1998 and a Discussion Paper on Curriculum Framework jointly prepared
by NCTE and NCERT in 2006.

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
and 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 two national consultative
meets held at Udaipur and Hyderabad. We sincerely acknowledge their
valuable contribution in shaping this document.

We are also grateful for the constructive suggestions made by the

General Council of the NCTE while approving it in principle after detailed
deliberations. As per direction of the Council, a small group of experts
comprising of Prof. C. Seshadri, Prof. A.K. Sharma, Prof. Shyam B. Menon,
Prof. Poonam Batra and Ms. Anjali Noronha was entrusted the task to improve
the Framework in the light of suggestions made by the members.

The document was subsequently posted on the NCTE’s website for

feedback. A number of experts, practitioners and institutions including Prof.
Krishna Kumar, Director, NCERT; Dr. Chongchong V. Shimray, University
of Florida; Dr. Rohit Shetty, University of Michigan; English and Foreign
Languages University; DIETs; Azim Premji Foundation; Mr. Bhamy Shinoy
and others shared their considered views and perceptive comments which
helped us in further improving the Framework. We thankfully acknowledge
them all. Some of the state governments like Bihar, Delhi, Uttar Pradesh,
Sikkim and West Bengal organized state level consultations with experts and
educational functionaries and forwarded their constructive inputs. NCTE
vi
values these inputs. We specially place on record our sincere gratitude to
Prof. Poonam Batra, Prof. A.K. Sharma and Prof. C. Seshadri for
painstakingly editing and fine-tuning every section of the Framework to ensure
that all concerns and suggestions are duly addressed. We also acknowledge
Dr. D.N. Khosla for copy editing the manuscript of the document.

Mohd. Akhtar Siddiqui

31 December, 2009 Chairperson, NCTE
 vii

Contents

Preface iii

Abbreviations and Acronyms used viii

Chapter 1
Context, Concerns and Vision of Teacher Education 1

Chapter 2
Curricular Areas of Initial Teacher Preparation 23

Chapter 3
Transacting the Curriculum and Evaluating
the Developing Teacher 51

Chapter 4
Continuing Professional Development and Support
for In-Service Teachers 63

Chapter 5
Preparing Teacher Educators 74

Chapter 6
Implementation Strategies 89
viii

Abbreviations and Acronyms used

B.Ed. Bachelor of Education

B.El.Ed. Bachelor in Elementary Education
B.P.Ed. Bachelor in Physical Education
B.Sc.Ed. Bachelor in Science Education
BRC Block Resource Centre
C.P.Ed. Certificate in Physical Education
CPGP Collaborative Post Graduate Programme
CRC Cluster Resource Centre
CRP Cluster Resource Person
CTE College of Teacher Education
D.Ed. Diploma in Education
D.El.Ed. Diploma in Elementary Education
DEC Distance Education Council
DIET District Institute of Education and Training
DPEP District Primary Education Programme
ECCE Early Childhood Care and Education
ECE Early Childhood Education
ETE Elementary Teacher Education
EVS Environmental Studies
HM Head Master
IASE Institute of Advanced Studies in Education
ICT Information and Communication Technology
IGNOU Indira Gandhi National Open University
IIM Indian Institute of Management
IISc Indian Institute of Science
M.Ed. Master of Education
M.P.Ed. Master of Physical Education
M.Sc.Ed. Master of Science Education
MHRD Ministry of Human Resource Development
NAAC National Assessment and Accreditation Council
NCF National Curriculum Framework
NCFTE National Curriculum Framework for Teacher Education
 ix
NCPCR National Commission for Protection of Child Rights
NCTE National Council for Teacher Education
NGO Non Governmental Organisation
NKC National Knowledge Commission
NPE National Policy on Education
NUEPA National University for Educational Planning and
Administration
OB Operation Blackboard
ODL Open and Distance Learning
PWD Persons with Disabilities
RCFCE Right of Children to Free and Compulsory Education
RIE Regional Institute of Education
RTE Right to Education
SC Scheduled Caste
SCERT State Council for Educational Research and Training
SSA Sarva Shiksha Abhiyan
ST Scheduled Tribe
TEI Teacher Education Institution
TIFR Tata Institute of Fundamental Research
TLC Teacher Learning Centre
TTTI Technical Teacher Training Institute
UEE Universal Elementary Education
UGC University Grants Commission
WG Working Group
 1

Chapter 1
Context, Concerns and Vision
of Teacher Education

1.1 Introduction
India has made considerable progress in school education since
independence with reference to overall literacy, infrastructure and universal
access and enrolment in schools. Two major developments in the recent years
form the background to the present reform in teacher education – the political
recognition of Universalization of Elementary Education (UEE) as a
legitimate demand and the state commitment towards UEE in the form of
the Right of Children to Free and Compulsory Education Act, 2009. This
would increase the demand manifold for qualified elementary school teachers.
The country has to address the need of supplying well qualified and
professionally trained teachers in larger numbers in the coming years. At the
same time, the demand for quality secondary education is steadily increasing.
It is recommended that the aim should be to reach universal secondary
education within a maximum of ten years. Given the problems of inadequate
quality in most secondary schools due to poor infrastructure and insufficient
and poorly equipped teachers, the need for addressing the professional
education of secondary teachers acquires great importance.

The National Curriculum Framework (NCF) 2005 places different

demands and expectations on the teacher, which need to be addressed both
by initial and continuing teacher education. The importance of competent
teachers to the nation’s school system can in no way be overemphasized. It is
well known that the quality and extent of learner achievement are determined
primarily by teacher competence, sensitivity and teacher motivation. It is
common knowledge too that the academic and professional standards of
teachers constitute a critical component of the essential learning conditions
for achieving the educational goals. The length of academic preparation,
the level and quality of subject matter knowledge, the repertoire of
pedagogical skills the teachers possess to meet the needs of diverse learning
situations, the degree of commitment to the profession, sensitivity to
contemporary issues and problems as also to learners and the level of
2

motivation critically influence the quality of curriculum transaction in the

classrooms and thereby pupil learning and the larger processes of social
transformation.
Teacher quality is a function of several factors: teachers’ status,
remuneration, conditions of work and their academic and professional
education. The teacher education system through its initial and continuing
professional development programmes is expected to ensure an adequate
supply of professionally competent teachers to run the nation’s schools. Initial
teacher education especially, has a major part to play in the making of a
teacher. It marks the initiation of the novice entrant to the calling and as
such has tremendous potential to imbue the would-be teacher with the
aspirations, knowledge-base, repertoire of pedagogic capacities and humane
attitudes.

1.2 The Changing School Context and its Demands

A teacher functions within the broad framework of the school education
system – its goals, curricula, materials, methods and expectations from the
teacher. A teacher education curriculum framework needs to be in consonance
with the curriculum framework for school education. A teacher needs to be
prepared in relation to the needs and demands arising in the school context,
to engage with questions of school knowledge, the learner and the learning
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.

School education has seen significant development over the decades

since independence. According to the Government of India estimates while
82 per cent of the 20 crore children of the 5-14 age group were in school as
per enrolment figures1, nearly 50 per cent of these children drop out before
completing class VIII2. One finds the situation on the ground ridden with
difficulties. Regional, social, and gender disparities continue to pose new
challenges. This reality increases the challenge of implementing the Right
of Children to Free and Compulsory Education Act and, in particular, the
role and place of the school teacher.

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. The Act mandates that the teacher should refrain from
inflicting corporal punishment, complete the entire curriculum within the
 3

given time, assess students, hold parent’s meetings and apprise them and as
part of the school management committee, organise the overall running of
the school3.

The Act, vide section 29 (2), emphasises the following areas while laying
down the curriculum and evaluation procedures:

z Conformity with the values enshrined in the Constitution.

z All round development of the child.
z Building up child’s knowledge, potentiality and talent.
z Development of physical and mental abilities to the fullest extent.
z Learning through activities, discovery and exploration in a child-
friendly and child-centred manner.
z Medium of instruction shall, as far as practicable, be in child’s
mother tongue.
z Making the child free of fear, trauma and anxiety and helping the
child to express views freely.
z Comprehensive and continuous evaluation of child’s understanding
of knowledge and his or her ability to apply the same.

These areas are particularly significant to the professional development

of teachers at all stages, both in their initial and in-service training.
In addition, the NCF requires a teacher to be a facilitator of children’s
learning in a manner that helps children to construct knowledge and meaning.
The teacher in this process is a co-constructor of knowledge. It also opens
out possibilities for the teacher to participate in the construction of syllabi,
textbooks and teaching-learning materials. Such roles demand that teachers
be equipped with an adequate understanding of curriculum, subject-content
and pedagogy, on the one hand, and the community and school structures
and management, on the other.
The launch of the massive Sarva Shiksha Abhiyan (SSA) in 2002 and
the financial commitment and education cess to augment the UEE mission
have underscored the need to prepare the teachers adequately to address the
growing demand for quality education. A similar demand may arise in the
context of the impending universalization of secondary education in the
coming years.
The continued decline in quality of the state school system and the
proliferation of sub-standard unregulated private schools pose several
challenges to the national declaration of catering to the basic learning needs
4

of all children in the 6-14 age group through the elementary education system.
Increasing privatisation and differentiation of the school system have vitiated
drastically the right to quality education for all children. In addition, the
pressures of globalisation leading to commercialisation in all sectors including
education and increasing competition are forcing children into unprecedented
situations that they have to cope with. It is expected that the Right of Children
to Free and Compulsory Education Act will play a major role in arresting
some of these trends dictated by the market forces.

There is now a public acknowledgement that the current system of

schooling imposes tremendous burden on our children. This burden arises
from an incoherent curriculum structure that is often dissociated from the
personal and social milieu of children as also from the inadequate preparation
of teachers who are unable to make connections with children and respond
to their needs in imaginative ways. Teachers need to be creators of knowledge
and thinking professionals. They need to be empowered to recognize and
value what children learn from their home, social and cultural environment
and to create opportunities for children to discover, learn and develop. The
recommendations of the NCF on school curriculum are built on this plank.
Educationists are also of the view that the burden arises from treating
knowledge as a ‘given’, as an external reality existing outside the learner and
embedded in textbooks.

This view of education points to the need to take a fresh look at teacher
preparation. Education is not a mechanical activity of information
transmission and teachers are not information dispensers. Teachers need to
be looked at as crucial mediating agents through whom curriculum is
transacted and knowledge is co-constructed along with learners. Textbooks
by themselves do not help in developing knowledge and understanding.
Learning is not confined to the four walls of the classroom. For this to happen,
there is a need to connect knowledge to life outside the school and enrich the
curriculum by making it less textbook-centered.

1.3 Present Teacher Education Scenario

The unprecedented expansion of teacher education institutions and
programmes during the past few years characterizes the teacher education
scenario of today. With increasing school enrolments and the launch of pan-
Indian primary education development programmes such as the SSA (2002)
to achieve UEE, the Operation Blackboard (OB) 1986, and the District
 5

Primary Education Programme (DPEP) 1995, there was an increase in the

demand for teachers. Added to this, the backlog of untrained teachers in the
system and the essential requirement of pre-service teacher certification for
appointment as a teacher led to mounting pressure on existing institutional
capacity. With the demand far exceeding supply, market forces have taken
over causing unprecedented rise in the number of teacher education
institutions in most parts of the country. The escalating demand for trained
teachers and the belief that a training certificate acts as collateral against
future unemployment has made teacher education a lucrative business
proposition. It has also led to a large scale mushrooming of teacher education
institutions.

The number of courses offered at different stages – pre-primary,

elementary and secondary – face-to-face and distance modes of teacher
education; programmes of M.Ed, face-to-face and distance modes, C.P.Ed.,
B.P.Ed. and M.P. Ed. have increased from 3,489 courses in 3,199 institutions
in March, 2004 to a whopping 14,428 courses in 11,861 institutions in March
2009. The student intake has likewise increased from 2,74,072 to 10,96,673
during this period. This expansion has taken a heavy toll on quality parameters
of infrastructural provision, faculty qualification, learning resources and
student profile.

Till December 2009, as many as 31 Institutes of Advanced Studies in

Education (IASEs) and 104 Colleges of Teacher Education (CTEs) were
sanctioned and all of these were functional. Of the 599 districts in the country,
District Institutes of Education and Training (DIETs) were set up in 571
districts, of which only 529 are functional. Thus, 42 DIETs are yet to become
functional.4 The main problem facing DIETs is non-availability of qualified
faculty. Presently, the faculty appointed does not possess qualifications or
experience in elementary teacher education. A good number of CTEs face
faculty shortage, poor library facilities, spend more time on initial teacher
education while research, development and innovative activities are yet to
take concrete shape. The same is the case with IASEs. The capacity of both
CTEs and IASEs in performing their mandated roles has more recently come
under serious scrutiny.

The larger reality of school teaching not being a preferred option among
students and the dilution of emphasis on public investment in initial teacher
education since the 1990s has led to a large scale recruitment of unqualified
and under-qualified persons in the formal school system. Para teachers pose
a far more serious challenge to the provision of free and compulsory education
6

of quality to all children. An attitude of resignation towards initial teacher

education and piecemeal in-service training courses have become an integral
part of state provisioning for elementary education. This has led to further
degradation of the status of school teachers and diluted the identity of teacher
as a professional. Major initiatives during the mid-1990s including the DPEP
were focussed only on in-service training of teachers. This has accentuated
the divide between pre-service and in-service teacher education. School
teachers continue to be isolated from centres of higher learning and their
professional development needs remain unaddressed5.

On the positive side, with a view to achieving coordinated development

of teacher education, the National Council for Teacher Education (NCTE)
took up a number of initiatives during the last decade. It joined hands with
the National Assessment and Accreditation Council (NAAC) to foster quality
assurance and sustenance and with Distance Education Council (DEC) to
ensure integrated development of in-service teacher education under the
Open and Distance Learning (ODL) mode. It also entered into collaboration
with the Rehabilitation Council of India in 2002 and in 2005 to develop
curriculum on inclusive education and make it a part of the general teacher
education programmes.

The National Knowledge Commission (NKC) has observed that

teachers are the single most important element of the school system and the
country is already facing a severe shortage of qualified and motivated school
teachers at different levels. It is urgent to restore the dignity of school teaching
as a profession and provide more incentives for qualified and committed
teachers. Non-teaching official duties such as election-related responsibilities
should not be allowed to interfere with the teaching process. Forums that
allow and encourage teachers to exchange ideas, information and experiences
including a web-based portal should be developed. At the same time, there
should be transparent systems for ensuring accountability of school teachers.
As far as possible, teachers should be recruited to particular schools6.

The training of teachers is a major area of concern at present as both

pre-service and in-service training of school teachers are extremely inadequate
and poorly managed in most states. 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. There exists a wide variation in the status of teachers and
the need for teachers at different levels of school education across the country.
It is important to develop a broad framework that can address some of the
 7

crucial issues common to teacher education across different levels with a

view to enable states to respond to needs specific to their contexts. Moreover,
the diversity in the institutional arrangements for school education in terms
of alternative schools, government and private schools places its own demands
and will also need to be addressed. Diversity also exists in terms of the set of
agencies that conduct teacher education programmes. These include state
institutions, university-based institutions and private institutions that have
grown enormously in number in the recent past, contributing to the
commercialization of the process of teacher education.

1.4 Teacher Education Reform Perspectives: Past and Present

At the heart of teacher education is the question ‘What value does
teacher education add to the prospective teacher’s ability to face challenges
of facilitating the development of critical and creative students and
subsequently adults?’ Reform of teacher education has been one of the
abiding concerns in the reports of major Education Commissions and
Committees on education. The Education Commission (1964-66) discussed
at length various issues related to teacher education. It recommended
professionalization of teacher education, development of integrated
programmes, comprehensive colleges of education and internship. The
National Commission on Teachers (1983-85) recommended five-year
integrated courses and internship. The National Policy on Education (NPE)
(1986) recommended the overhaul of teacher education to impart it a
professional orientation and referred to the same concerns voiced by the
earlier Committees. Its recommendations led to the launch of the Centrally
Sponsored Scheme of Teacher Education incorporating the establishment
of DIETs, CTEs and IASEs. The NPE Review Committee (1990) and the
National Advisory Committee on Learning without Burden (1993) have also
drawn attention to the need for qualitative reform of teacher education and
suggested various measures. The Review Committee recommended adoption
of the internship model for teacher education involving a brief theoretical
orientation followed by a 3 to 5 year period of supervised teaching in a school
under mentor teachers. The Advisory Committee in its report Learning without
Burden drew attention to the need for the involvement of teachers in curriculum
and textbook preparation and training teachers in fostering learning through
activity, discovery, observation and understanding. These policy
recommendations have been taken cognisanze of while preparing the present
draft of the National Curriculum Framework for Teacher Education.
8

1.5 Urgency of Reforming Teacher Education

Teacher education as a whole needs urgent and comprehensive reform.
There is need to bring greater convergence between professional preparation
and continuing professional development of teachers at all stages of schooling
in terms of level, duration and structure. Considering the complexity and
significance of teaching as a professional practice, it is imperative that the
entire enterprise of teacher education should be raised to university level
and that the duration and rigour of programmes should be appropriately
enhanced.

Both at the elementary and the secondary levels, the initial teacher
preparation is fraught with a number of problems, some of them are common
while others are specific to a stage of education.

Elementary Teacher Education

Initial training of elementary teachers continues to suffer from isolation, low profile
and poor visibility in view of it being a non-degree programme. In professional discussions
teacher education is viewed as a unitary undifferentiated category with B.
Ed. and D. Ed. providing the frame of reference. The special significance of
initial primary teacher education (elementary education being a fundamental
human right and its crucial significance to individual and national
development) is overlooked and its concerns are subsumed under more general
problems. The Curriculum Frameworks thus far developed provide guidelines
that are too general and do not address the stage-specific training needs of
elementary teachers. The Curriculum Framework for Quality Teacher
Education (1998) was perhaps the first to have provided stage-specific
guidelines. The post-NPE 1986 establishment of DIETs has been the most
important development in bringing the issue of elementary teacher education
to the national stage.
There is a grave need to upgrade initial teacher education by enhancing the entry
qualification and duration of training making it equivalent to a degree programme and
locating the management and control of elementary teacher education within Universities.
This is necessary as the plus two entry level does not equip prospective teachers
with basic knowledge of the subjects to teach at the elementary level,
particularly classes 3 to 8. Neither does the short duration of the course
equip them with the necessary pedagogic knowledge and professional
repertoire for understanding children’s psycho-social needs and facilitating
their learning. There are available a number of degree programmes for the
 9

preparation of elementary teachers, both within and outside the country,

that can provide a way forward. The Bachelor of Elementary Education (B.
El. Ed.) Programme of the University of Delhi is a case in point.

Upgrading elementary teacher education calls for participatory curriculum planning

involving all stakeholders, modular organization of curriculum in terms of critically engaging
with theory and bringing practice within its perspective and a professional approach to
teacher education processes. For accomplishing all this, there is a need for a longer
duration programme, either a four-year integrated model at the Bachelor’s
degree level or a two-year second Bachelor’s degree model. A transition to
the new models will need to be done within a definite time frame – say, five
years – keeping in mind the time required for preparation of teacher educators
as well. However, the current two-year D.Ed. model after twelve years of
schooling may continue in the interim, attempting to modify and intensify
the programme with the vision and elements presented elaborately in chapter
2 of this document.

Another instance of neglect of elementary teacher education is the non-recognition of

the need for specially qualified teacher educators in elementary education. It has been
taken for granted that the existing arrangements for teacher preparation at
different stages would do as well for teacher educators: B.Ed for elementary
teacher educators and M.Ed for secondary teacher educators. The logic that
seems to operate here is that one’s higher position in the educational hierarchy
would entitle one to train others working at the lower levels, irrespective of
whether one is equipped with relevant repertoires. Other than the activity of
teaching children in elementary school, all other functions related to this
sector of education are attended to by people who have been trained for and
taught only at the secondary level due to lack of appropriately trained
personnel in elementary education. The difficulty is exacerbated by the absence of
degree and post-degree programmes in primary/elementary teacher education. At present,
elementary teacher educators in their bid to upgrade their professional
qualifications pursue M.Ed. The IASE brief includes the training of
elementary teacher educators which they do by running M.Ed programmes.
However, it is evident that the M.Ed. programme in its current form cannot
meet the requirements of elementary teacher education as it is designed
primarily on the requirements of secondary education. The preparation of
teacher educators for the elementary stage needs the inclusion of a variety
of scholarship from the sciences, social sciences, mathematics and the
languages.
10

Education as an area of interdisciplinary knowledge is not merely an application of

a few core disciplines, but a praxis and a context where theories and practical wisdom are
generated continuously. It is important to facilitate development of a discourse in
education through more purposive and deliberate focus in creating
explanatory terms and vocabulary. And this process has to inform and be
informed by teacher education. Since traditionally, it was secondary teacher
education institutions that developed into university departments of
education, elementary education and early childhood education have been neglected as
distinct areas of knowledge with their own distinct concerns, concepts and methodological
perspectives. It is important to strengthen all areas within education as distinct
but integrated discourses through research as well as through documenting
praxis in school settings as well as field-level educational initiatives. This
scattered corpus of experience and knowledge needs to be brought together
to evolve a coherent vocabulary, researched and documented knowledge-
base and informed perspectives for all areas of education as well as education
in its entirety.

Secondary Teacher Education

There is also a dire need to critically review the secondary teacher
education system. The one-year second Bachelor’s degree (B.Ed.) model seems
to have outlived its relevance. With the proliferation of B.Ed. colleges,
particularly with privatization and commercialization, B.Ed. programmes
have become weak both in theory and practice. Even the few institutions,
which keep struggling to make this programme meaningful, find it difficult
to overcome the structural constraints that the short duration of the
programme poses. While the second Bachelor’s degree model may still be
relevant, it is imperative that this needs strengthening in terms of intensity,
rigour and duration.

Secondary teacher education institutes continue to exist as insular

organisations even within the university system where many are located. This
precludes the larger academic debates on equity, gender and community to
enter the day-to-day discourse of teacher educators. Institutes of teacher
education have become breeding grounds of academic stagnation and
resistance to change. The training of teachers happens in insular, intellectually
impoverished environments that are severed from ground realities as well as
the aims of education they espouse. Such an intellectual isolation actively
discourages educational theorisation and the growth of disciplinary and
interdisciplinary enquiry7.
 11

It is desirable within a finite time frame that the existing one-year second
Bachelor’s (B.Ed.) degree programme is structurally transformed to a two-
year one, with deeper and more protracted engagement with school-based
experience and reflective and critical engagement with theory. In the transitory
phase, however, the existing one-year programme can work towards better
utilization of the time available, greater emphasis on school internship and
emphasis on reflective practice based on perspectives on the learner and her
context, contemporary society, basic concepts of education and curricular
and pedagogic alternatives. (Curricular areas and suggested ideas to make
this operational are provided in chapter 2 of this document).

1.6 Systemic Concerns of Teacher Education

The proliferation of sub-standard private teacher education institutions
and the current state of teacher education programmes are both serious
impediments to fulfilling the objectives of the NCF and the Right to Free
and Compulsory Education. The programmes have come under severe
criticism for not addressing the needs of contemporary Indian schools and
not preparing teachers who can impart quality education in schools. Their
design/practice is based on certain assumptions which impede the progress
of ideas and professional and personal growth of the teacher. They train
teachers to adjust to a system in which education is seen as transmission of
information. They take the school curriculum and textbooks as ‘given’ and
train teachers to adjust to the needs of the existing school system through
fastidious planning of lessons in standardized formats and fulfilling the ritual
of delivering the required number of lessons (NCERT, 2005).

The NCF has described the current concerns of teacher education as

follows:

z Experiences in the practice of teacher education indicate that

knowledge is treated as ‘given’, embedded in the curriculum and
accepted without question; there is no engagement with the curriculum.
Curriculum, syllabi and textbooks are never critically examined by the
student teacher or the regular teacher.
z Language proficiency of the teacher needs to be enhanced, but existing
programmes do not recognize the centrality of language in the
curriculum.
z Teacher education programmes provide little scope for student teachers
to reflect on their experiences.
12

z Disciplinary knowledge is viewed as independent of professional

training in pedagogy.
z Repeated ‘practice’ in the teaching of a specified number of isolated
lessons is considered a sufficient condition for professional development.
z It is assumed that links between learning theories and models and
teaching methods are automatically formed in the understanding
developed by student teachers.
z There is no opportunity for teachers to examine their own biases and
beliefs and reflect on their own experiences as part of classroom
discourse and enquiry.
z Theory courses have no clear link with practical work and ground
realities.
z The evaluation system followed in teacher education programmes is
too information-oriented, excessively quantitative and lacks
comprehensiveness.
z Apart from conceptual and pedagogical aspects, existing programmes
need to develop certain attitudes, dispositions, habits and interests in a
teacher. The present evaluation protocol has no place for evaluating
these aspects.

The above observations provide distinct pointers for addressing issues

on the different aspects of teacher education curriculum reform.

1.7 Contemporary Context and Concerns that need to inform

Teacher Education Reform
Inclusive Education
We have seen two kinds of exclusion prevalent in schools largely because
of an inadequate preparation of teachers to address diversity in the classroom.
The first is the exclusion of the children with disabilities of different kinds
and learning difficulties. Neither does the teacher understand their needs
nor what s/he can do to make learning possible for them. The Persons with
Disabilities (PWD) (Equal Opportunities, Protection and Full Participation)
Act, 1996 provides for free and compulsory education up to the age of 18
years for all children with disabilities. To enable the implementation of this
Act, teacher education institutions will need to reframe their programme
courses to include the perspective, concept and strategies of inclusive
education.
 13

The second and more insidious pattern of exclusion is the social

exclusion of children who come from socially and economically deprived
backgrounds Scheduled Castes (SCs), Scheduled Tribes (STs), minority and
other communities, girls and children with diverse learning needs. There is a
dire need to equip teachers to overcome their biases in this regard and to
develop professional capacities to address these challenges. The education
of socially and economically disadvantaged groups, especially the SCs/STs
and minorities has remained a primary national concern of education for
several years. Though the literacy percentage among the SCs and STs has
increased manifold, it is still much lower than the general category students.
Teachers will have to be equipped if social deprivation has to be overcome
through education and Constitutional goals of social justice are to be achieved.

Inclusive education refers to a philosophical position as well as an

arrangement of institutional facilities and processes. This is to ensure access
to and conditions of success in education for everybody, including those in
the margins, either with learning difficulties because of physical or mental
disabilities or because of their social position. The aim is to create an
integrated school setting, providing equal opportunities to children with special
abilities, varied social backgrounds and diverse learning needs.

Teachers need to be quipped to sensitively bring and include girls in

the classroom transaction. It is necessary that teachers who teach and manage
the classroom are sensitized and made aware of the philosophy of inclusive
education and oriented to the different kinds of adjustments that schools
have to make in terms of infrastructure, curriculum, teaching methods and
other school practices to relate teaching to the needs of all learners.

Perspectives for Equitable and Sustainable Development

In order to develop future citizens who promote equitable and
sustainable development for all sections of society and respect for all, it is
necessary that they be educated through perspectives of gender equity, the
perspectives that develop values for peace, respect the rights of all, and respect
and value work. In the present ecological crisis, promoted by extremely
commercialised and competitive lifestyles, teachers and children need to be
educated to change their consumption patterns and the way they look at
natural resources.
There is also an increasing violence and polarisation, both within
children and between them, being caused primarily by increasing stress in
14

society. Education has a crucial role to play in promoting values of peace

based on equal respect of self and others. The NCF and subsequent
development of syllabi and materials provide a direction in this regard. For
this, teachers need to be equipped to understand these issues and incorporate
them in their teaching. The new teacher education curriculum framework
will need to integrate these perspectives in its formulation.

Role of Community Knowledge in Education

It is important for the development of concepts in children as well as
the application of school knowledge in real life that formal school knowledge
is linked with community knowledge8. This increases the relevance of
education as well as the quality of learning. In addition, the perspective that
informs the NCF promotes the inclusion of locally relevant content in the
curriculum as well as pedagogy. This puts an added responsibility on the
teacher for which s/he needs to be equipped to select and organise subject-
content and learning experiences from the community for the classroom.
We need to develop the capacity of teachers in identifying entry points
in the curriculum and textual materials which call for contextualization and
development of appropriate teaching-learning sequences and episodes based
on the identified local specifics. These specifics may include community
knowledge about technology, local occupations both farm and non-farm,
local folk culture including songs, festivals, fairs and games. As teachers
develop curriculum materials and learning experiences, informed by the
perspectives enunciated above (gender, peace, sustainable development), they
will also learn, through actual participation, the skills to identify and process
the specifics for the purposes of meaningful curriculum transaction.

ICT in Schools and e-learning

With the onset and proliferation of Information and Communication
Technology (ICT), there is a growing demand that it be included in school
education. It has become more of a fashion statement to have computers or
multimedia in schools, the result being that in spite of its potential to make
learning liberating, its implementation is often not more than cosmetic. It is
also often touted as a panacea for shortage of teachers. These are detrimental
to the learning of the child. Teacher education needs to orient and sensitize
the teacher to distinguish between critically useful, developmentally
appropriate and the detrimental use of ICT. In a way, ICT can be
imaginatively drawn upon for professional development and academic support
of the pre-service and in-service teachers.
 15

1.8 Professionalization of Teacher Education

Teaching is a profession and teacher education is a process of
professional preparation of teachers. Preparing one for a profession is an
arduous task and it involves action from multiple fronts and perspectives. A
profession is characterized by a sufficiently long period of academic training,
an organized body of knowledge on which the undertaking is based, an
appropriate duration of formal and rigorous professional training in tandem
with practical experience in the field and a code of professional ethics that
binds its members into a fraternity.
These dimensions acquire critical importance in view of several factors.
There is, first of all, the traditional idealism, the esteem and importance
attached to the role of the school teachers and very high societal expectations
from them. Teachers are concerned, in an important way, with the total
development of human beings – physical, intellectual, emotional, social, moral
and spiritual. While the dimensions of teaching other than the informational
and cognitive may have suffered neglect in modern times due to a variety of
factors, one cannot deny that they constitute an integral part of the teachers’
role and functions. The implication of this is to give due emphasis to
developing reflective teachers with positive attitudes, values and perspective,
along with skills for the craft of teaching.

1.9 Preparing Teacher Educators

Teacher education, it may be seen, is a reflective undertaking that also
issues forth in pedagogical prescriptions for carrying out teaching at the ground
level. Being a meta-activity, it deals in showing how things are done at school
and classroom levels, explaining the ‘reason why’ of things and the basic
theory and principles behind classroom practices. These call for capacities
and understanding of a different kind, in addition to the skills required for
actual school teaching. The NCF 2005 position paper on teacher education
elaborated this point and referred to the need to focus on pedagogies
appropriate for adult learners for the preparation of teachers. (The weakest
aspect, perhaps, of teacher education is the absence of professional
preparation of teacher educators, the details of which are discussed in Chapter
5).

1.10 Research and Innovation

There is a need to increase research documents on educational practices
reflectively and analytically – whether it is of programmes or of individual
16

classrooms – so that these can be included in the body of knowledge available

for study to student teachers. University departments and research institutions
need to undertake such research.
In addition, there is a need to innovate with different models of teacher
education. Institutional capacity and capability to innovate and create are
pre-requisites for the pursuit of excellence. These are facilitated when the
inputs to the institution are of high quality. In teacher education, the reality
on the ground rarely reflects this. Curriculum innovation at the institutional
level gets restricted to its transaction within the institution. At the state level,
there is a trend of applying standard solutions and common strategies to
many a problem of teacher education. The central admission procedure,
common curriculum, centralized examination and evaluation system have
stifled institutional initiatives in admission, curriculum design and evaluation
and very little space is left for institutional self-expression. There is a need to
facilitate a space for such innovations to take place so that the policy can
draw from them.
In spite of these constraining conditions, there are and have been a
number of initiatives that could be drawn from. A case in point is the four-
year integrated Bachelor of Elementary Education (B.El. Ed.) programme
for the preparation of elementary school teachers offered by select affiliated
colleges of the University of Delhi. NCERT’s experiments with the four-
year integrated programme leading to the degree of B. Sc. Ed., two-year B.
Ed. programme and integrated M.Sc. Ed. are other examples. Similar
innovations are also being tried out in other institutions across the country.
Several initiatives for providing academic support to in-service teachers include
the setting up of resource centres. Programmes and activities of such centres
include organization of workshops, provision of research fellowships and
study sessions.

1.11 Open and Distance Learning (ODL) in Teacher Education

Open Education as a concept, coupled with modalities associated with
Distance Education, does not stand as an exclusive transactional modality.
There are several aspects of ODL which will get meaningfully translated
only if the boundaries between direct human engagement and ODL tend to
get diffused to the extent possible and perhaps, desirable. A modular approach
to the development of teacher education curriculum along with a focus on
independent study and on-line offering involving interactive modes of
learning and the consequent modification in the approaches to assessment
 17

and evaluation has indeed a potential to make education reach the unreached.
It is recognized that ODL can be strategically employed in continuing
professional development of teachers, particularly with a view to overcoming
the barriers of physical distance, especially making use of independent study
material, on-line support and two-way audio-video communication. Of
particular relevance are those elements of ODL which involve independent
study. However, the primacy of direct human engagement and actual social
interaction among student teachers as the core process of initial teacher
preparation needs to be emphasized. ODL, as a strategy, can be a powerful
instrument for providing continued professional support to the teacher
practitioner.

1.12 Education of Teachers in Health and Physical Education

Health, physical education and yoga constitute an important part of
the core curriculum at the primary, secondary and senior secondary school
levels. The area needs to be considered in the framework of the overall
development of the child and the adolescent – physical, social, emotional
and mental. The aim of health and physical education is not just to attain
physical health but also sound psycho-social development. The subject covers
personal health, physical and psycho-social development, movement concepts
and motor skills, relationships with significant others and healthy communities
and environments. The interdisciplinary nature of the area requires
integration and cross-curriculum planning with other subjects and curricular
areas. The major components of the school health programme – medical
care, hygienic school environment, school lunch, health and physical education
and emotional health – must be an integral part of health and physical
education.
In view of the crucial significance of this curricular area in the overall
development of the child, it is very essential that teachers are adequately
prepared. The preparation of teachers in this area has to be considered
keeping in view the holistic definition of health and overall development of
the individual. Currently, teacher education programmes in this area are
offered at different levels – diploma courses (D.P.Ed.), degree (B.P.Ed.) and
post degree (M.P.Ed.) programmes offered in colleges and institutes of physical
education and universities. There is a need to review the curriculum, syllabus
and pedagogy of these programmes within the conceptual framework and
objectives of health and physical education outlined above. Also, all teacher
education courses must provide health, physical education and yoga as
18

compulsory inputs. Issues involved in designing teacher education

programmes in the said area merit separate consideration.

1.13 Education of Teachers for Vocational Stream

Vocationalization of education has remained an important concern
for our educational system, the success of which is determined by the quality
of teachers and the modality of their professional training. A significant
attempt in this direction was made for the first time in the recommendations
of the Secondary Education Commission (1952-53) which emphasized
diversification of education after Class VIII as a part of implementing the
11-year higher secondary multipurpose scheme recommended by the
Commission. Four Regional Colleges of Education (RCEs), now known as
the Regional Institutes of Education (RIEs) of the NCERT were established
at Ajmer, Bhopal, Bhubaneshwar and Mysore. These institutions offered a
variety of programmes leading to teacher preparation in major areas of
vocational education covered under technology, agriculture, commerce, home
science, fine arts, etc. in the best established infrastructure created in the
RCEs for the success of such programmes. The four-year B.Tech. Ed. and
B.Com. Ed. courses, and one-year B.Ed. (Agriculture), B.Ed. (Home Science)
and B.Ed. (Fine Arts) courses were designed and offered in different RCEs
with varying degrees of success under the constraints connected with
implementation of recommendations of the Commission.

The multipurpose system could not be continued and the courses

offered in the RCEs suffered discontinuance. This was further accentuated
by the recommendation of the 10+2 pattern by the Education Commission
(1964-66) which recommended diversification into academic and vocational
streams at the end of Class X. Unfortunately, no teacher development
programmes were developed in the RCEs in support of this. Because of this
lackadaisical approach to a priority area of educational concern, it gave a
set-back to the whole movement of teacher preparation for various vocational
sectors as referred to above. No system can function in the absence of the availability
of the right quality of teachers and it is natural that vocational teacher preparation
programmes suffered a set-back in the past and, therefore, necessary course corrections in
this regard must be worked out for its success in the future.

The implementation of vocational teacher preparation would require

serious thinking on the part of the institutions which may have to be identified
to provide the needed quality instructional inputs in different vocational areas.
 19

The traditional colleges of education are perhaps not equipped both in terms
of infrastructure and physical and human resources to offer programmes in
vocational teacher preparation. A design will have to be worked out in
consultation with professional institutions dealing with engineering and
technology, agriculture, health and paramedical, and Technical Teacher
Training Institututes (TTTIs) to undertake the responsibility not only of
designing but also offering such courses, based on the pedagogy of vocational
education. This would entail a separate exercise outside this Framework.

1.14 Vision of Teacher and Teacher Education

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. While the search for a philosophy of teacher
education that satisfies the needs of our times continues, we seem to be
converging on certain broad principles that should inform the enterprise.
First, our thinking on teacher education is integrative and eclectic. It is free from
the hold of ‘schools’ of philosophy and psychology. We also do not think of
teacher education as a prescriptive endeavour; we want it to be open and
flexible. Our emphasis is on changing contexts and our aim is to empower the
teacher to relate himself/herself to them. Second, modern teacher education
functions under a global canvas created by the concepts of ‘learning society’,
‘learning to learn’ and ‘inclusive education’. The concern is to make teacher
education liberal, humanistic and responsive to the demands of inclusive education.
The emphasis in teaching is not on didactic communication but on non-didactic
and dialogical explorations. Third, modern pedagogy derives its inspiration more
from sociological and anthropological insights on education. There is increasing
recognition of the worth and potential of social context as a source for
rejuvenating teaching and learning. Multi-cultural education and teaching for diversity
are the needs of contemporary times. Fourth, we acknowledge the existence
of a diversity of learning spaces and curriculum sites (farm, workplace, home,
community and media), apart from the classroom. We also appreciate the
diversity of learning styles that children exhibit and learning contexts in which
teachers have to function – oversized classrooms, language, ethnic and social
diversities, children suffering disadvantages of different kinds. Lastly, we have
realized the tentative and fluid nature of the so-called knowledge-base of
teacher education. This makes reflective practice the central aim of teacher
education. Pedagogical knowledge has to constantly undergo adaptation to
meet the needs of diverse contexts through critical reflection by the teacher
20

on his/her practices. Teacher education needs to build capacities in the teacher

to construct knowledge, to deal with different contexts and to develop the
abilities to discern and judge in moments of uncertainty and fluidity,
characteristic of teaching-learning environments.

Against this backdrop and keeping in view the vision of teacher education as
articulated above, the following set of concluding statements relating to a
teacher’s role, and the philosophy, purpose and practice of teacher education
can be made :

z Teachers need to be prepared to care for children, enjoy to be with

them, seek knowledge, own responsibility towards society and work
to build a better world, develop sensitivity to the problems of the
learners, commitment to justice and zeal for social reconstruction.
z Teachers need to view learners as active participants in their own
learning and not as mere recipients of knowledge; need to encourage
their capacity to construct knowledge; ensure that learning shifts away
from rote methods. Learning is to be viewed as a search for meaning
out of personal experiences and knowledge generation as a
continuously evolving process of reflective learning.
z Teacher education must engage with theory along with field
experiences to help trainees to view knowledge not as external to the
learner but as something that is actively constructed during learning.
Teacher education should integrate academic knowledge and
professional learning into a meaningful whole.
z Teachers need to be trained in organizing learner-centred, activity-
based, participatory learning experiences – play, projects, discussion,
dialogue, observation, visits, integrating academic learning with
productive work.
z Teacher education should engage teachers with the curriculum, syllabi
and textbooks to critically examine them rather than taking them as
‘given’ and accepted without question.
z Teacher education should provide opportunity to student-teachers
for reflection and independent study without packing the training
schedule with teacher-directed activities alone.
z The programme should engage teachers with children in real contexts
rather than teach them about children through theories alone. It
should help them understand the psycho-social attributes and needs
of learners, their special abilities and characteristics, their preferred
 21

mode of cognition, motivation and learning resulting from home

and community socialization.
z The programme should help teachers or potential teachers to develop
social sensitivity and consciousness and finer human sensibilities.
z Teacher education programmes need to broaden the curriculum (both
school and teacher education) to include different traditions of
knowledge; educate teachers to connect school knowledge with
community knowledge and life outside the school.
z 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.
z 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.
z 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.
22
 23

Chapter 2
Curricular Areas of
Initial Teacher Preperation

2.1 Introduction
The kind of teacher and teacher education we have envisioned calls
upon us to look at teacher education as a holistic enterprise involving actions
of different kinds and from multiple fronts aimed at the development of the
total teacher – knowledge and understanding, repertoire of skills, positive
attitudes, habits, values and the capacity to reflect. To recall, we need teachers
who:

z 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.
z Perceive children not as passive receivers of knowledge, augment their
natural propensity to construct meaning, discourage rote learning, make
learning a joyful, participatory and meaningful activity.
z Critically examine curriculum and textbooks, contextualize curriculum
to suit local needs.
z Do not treat knowledge as a ‘given’, embedded in the curriculum and
accepted without question.
z Organize learner-centred, activity-based, participatory learning
experiences – play, projects, discussion, dialogue, observation, visits and
learn to reflect on their own practice.
z Integrate academic learning with social and personal realities of
learners, responding to diversities in the classroom.
z Promote values of peace, democratic way of life, equality, justice, liberty,
fraternity, secularism and zeal for social reconstruction.
This can only be achieved if teacher education curriculum provides
appropriate and critical opportunities for student teachers to:
z Observe and engage with children, communicate with and relate to
children.
24

z Understand the self and others, one’s beliefs, assumptions, emotions

and aspirations; develop the capacity for self-analysis, self-evaluation,
adaptability, flexibility, creativity and innovation.
z Develop habits and the capacity for self-directed learning, have time
to think, reflect, assimilate and articulate new ideas; be self-critical
and to work collaboratively in groups.
z Engage with subject content, examine disciplinary knowledge and social
realities, relate subject matter with the social milieu of learners and
develop critical thinking.
z Develop professional skills in pedagogy, observation, documentation,
analysis and interpretation, drama, craft, story-telling and reflective
inquiry.

Each of the above stated opportunities can be provided through a

carefully crafted curriculum design that draws upon theoretical and empirical
knowledge as well as student teachers’ experiential knowledge. This chapter
gives concrete suggestions on how the education of teachers can be redesigned
to focus on the learner, to provide a greater ‘space’ for the personal, social
and professional development of the teacher and to equip him/her to evolve
pedagogic approaches and create a learning environment that addresses the
needs of learners. Through the process of weaving theoretical knowledge
across multiple disciplines with the student teachers’ own experiential realities
and learners’ social milieu, teachers can be prompted to reflect, develop habits
of self-learning and independent thinking. A sustained engagement with
educational practice and theory will enable student teachers to generate
knowledge and continually seek clarity of ideas.

The layout of a curriculum for teacher education can be conceived as

comprising three broad curricular areas: (A) Foundations of Education which
include courses under three broad rubrics, namely, Learner Studies,
Contemporary Studies and Educational Studies; (B) Curriculum and Pedagogy
which include courses under two broad rubrics, namely, Curriculum Studies
and Pedagogic Studies; and (C) School Internship leading to the development
of a broad repertoire of perspective, professional capacities, teacher
sensibilities and skills.

Together, these areas constitute the common core curriculum for teacher
education programmes across stages – pre-school, elementary, secondary and
senior secondary. The nature and form which these core components may
take and the quantum, intensity, their relative importance, quality of learning
 25

experiences to be provided under them and their relative importance may,

however, vary with reference to the stage of teacher preparation, the school
and learner context and other factors. It is important that they should not be
looked upon as independent and separate curricular areas but as
interconnected, feeding each other towards total development of the teacher.

For instance, a focus on the young child: psychological development,

processes of thinking and learning, socialization processes and the construct
of childhood need to be the thrust of pre-primary, primary and upper primary
stage of teacher education, along with engagement with subject-content and
questions of epistemology. To prepare teachers for the upper primary,
secondary and senior secondary stages, it would be appropriate to bring focus
to issues related to adolescence along with an understanding of children’s
development in a continuum. Questions of epistemology, deeper engagement
with school knowledge need to acquire a major thrust as we move towards
the secondary (including upper primary) and senior secondary stages of
education. Teachers need to be prepared to view subject content critically,
within the frame of disciplines as well as within inter-disciplinary frames.

Issues related to the social context of learning, aims of education, vision

of education in India, identity, diversity and equity, ideas of educational
thinkers, peace education, school and physical health, child rights, developing
the self and aspirations as a teacher would form the common core of teacher
education for all stages of school education.

The attempt is to organize the entire teacher education curriculum as

an organic, integrated whole. The contours of each of these curricular areas
indicate the kind of learning experiences they offer and the opportunities
they provide for the beginning teacher to develop professional knowledge,
capacities, sensibilities and skills. These are described in generic terms; they
are not to be treated as prescriptive syllabi or course titles. They constitute
the basic ideas/themes on which the curricula and courses are to be built to
suit particular contexts. Questions of offering one or more teaching subjects
and organising them within two-year or four-year models will need to be
addressed, given the state needs and demands.

However, the framework takes a clear approach in suggesting the design

of pedagogy courses within the frame of languages, mathematics, sciences
and social sciences rather than in terms of school subjects. School Internship
design should include the choice of selecting school subjects to be taught by
26

an intern. One would expect a variety of context-specific curriculum and

course designs to emerge from the framework that resonate the basic principles
contained in the vision of teacher and teacher education. Professional
development programmes for in-service teachers can also be designed along
the suggested direction indicated in the proposed curricular areas.

The proposed process will demand a training schedule that enables

student teachers to participate as regular teachers for a sustained length of
time, with the advantage of the institutes’ support to analyse their experiences
as a teacher. A sustained involvement in the life of the school during the
programme and long stretches of time with learners would help student
teachers to address the ‘unplanned’ and ‘uncertain’ aspects of classroom
teaching which often originate in interaction and not from generalized models
of learners’ development.

The Flow Chart I presents the main curricular areas along with
potential courses.

This is followed by brief statements on the rationale and curriculum

provision for each of the outlined areas.
 Flow Chart I

Teacher Education Programmes: Curricular Areas

Area B Area A Area C

Curriculum and Foundations of School Internship
Pedagogy Education

Learner Educational Four days a week for a

Studies Contemporary Studies minimum period of
Curriculum Pedagogic Assessment
Studies 12-20 weeks including
Studies Studies and
Evaluation one week of classroom
Studies observation of a regular
Aims of teacher.
Sciences Teacher and Education,
Knowledge Learner in Knowledge
and Society and Values
Curriculum Visit to Innovative
Social Childhood, Centres of Pedagogy
Sciences Child and Developing and Learning
Language Adolescent Gender, the Self and
Proficiency Mathematics Development School and Aspirations
Classroom-based
and and Learning Society as a Teacher
Research Projects
Communi-
cation Languages
27
28

2.2 Curricular Area-A: Foundations of Education

2.2.1 Learner Studies

Childhood, Child and Adolescent Development and Learning

Rationale

The courses on Learner Studies are visualized as the first systematic

introduction to the study of childhood, child development and adolescence.
Beginning teachers need to engage with and understand children of different
ages by interacting with them and observing them in diverse social, economic
and cultural contexts rather than through an exclusive focus on psychological
theories of child development. This would include a close study of adolescence
in contemporary India as it poses several new challenges that emerge from
the personal as well as social turmoil characteristics of societies in transition.
It is equally important for teachers to engage with the social construct of childhood
and adolescence, the various socio-cultural and political dimensions associated
with its positioning and development in society.

Foundational learning in this area involves establishing links between

developmental constructs and principles in psychological theory and the larger
socio-political realities in which children grow and develop. 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. Pre-service teacher education programmes at all levels
(including senior secondary) should be designed to include the observation
and study of young children in order to appreciate the developmental process
as a continuum.

An adequate opportunity for this can be provided through courses

designed around key concepts and research from the disciplines of Psychology,
Philosophy as well as Sociology.

Understanding children’s (of diverse age groups) questions, their

observations of natural and social phenomena; enquiring into children’s thinking
and learning and learning to listen to children with attention and empathy are
necessary pre-requisites to develop teachers who are learner sensitive. Such
engagement will help teachers to understand that learning is not a linear
process; that it is a divergent process, essentially spiral in nature, and takes
 29

place in a variety of situations, including everyday contexts. Exclusive

engagement with theories of learning fails to provide this perspective.
Every child needs to be made aware of the importance of healthy
living and preventing disease. There is an urgent need, therefore, to generate
health awareness and cultivate habits conducive to healthy living. It is
suggested that comprehensive, systematic and scientific approaches to health
education and health awareness be included in teacher education curricula.
The contents proposed include: nutrition, personal and environmental
hygiene, family and school health, disease prevention and control including
HIV/AIDS, mental health, prevention of accidents, health information, use
of health services, physical health and sports.

Curricular Provision: Theory and Practicum

Theory Course Work : 2 to 3 theory courses designed around key concepts
and research from psychology, philosophy and sociology to engage student
teachers with theoretical concepts and frameworks. These would include a
critical reading of theories of child and adolescent development; context
and processes of socialization; social and emotional development; self and
identity; cognition and learning; language acquisition and communication;
constructs of childhood and child-rearing practices; school and physical health
and inclusive education. Each of the theory courses should have in-built field-
based units of study leading to projects and assignments focusing on observations
and interaction with children and adolescents, their conceptions and learning
of natural and social phenomena and examining issues of school health and
related social constructions.
Practicum Course Work : The aim is to provide hands-on experience with
children of diverse ages and contexts as children and as learners; and to
enable a back-and-forth movement between theory and the field. Student
teachers need to be given opportunities to be with children of diverse contexts
such as first generation learners and street children, interact with them,
organize creative activities for them with the aim to learn to communicate
and relate with them. While engaging with developmental theories and
constructs, many of the experiences they have had with children during this
practicum are consciously brought into the classroom discourse to draw
interconnections, verify and evolve theory and help them articulate new ideas.
Using the mode of group and individual field-based assignments
followed by workshops and seminar presentations, specific practicum courses
should be designed for student teachers to:
30

• Observe, interact with and study children and adolescents of different

ages in natural settings in and outside the school, in diverse socio-
economic, cultural, linguistic and regional contexts.
• Observe and analyse learning and thinking processes of children of
different age groups, including adolescents.
• Examine their thoughts, questions and observations of natural and
social phenomena in order to appreciate the developmental process as
a continuum.

2.2.2 Contemporary Studies

(a) Teacher and Learner in Society

Rationale

There is a need to shift the focus from an overwhelming emphasis on

psychological characteristics of the individual learner to his/her social,
cultural, economic and political contexts. Therefore, a rigorous engagement
with issues of contemporary Indian society must necessarily be examined through
an engagement with concepts drawn from a diverse set of disciplines including
sociology, history, philosophy, political science and economics. Courses under
this rubric are likely to provide space for engagement with issues and concerns
of India’s pluralistic nature; issues of identity, gender, equity, poverty and
diversity. This would enable teachers to contextualize education and evolve a
deeper understanding of its purpose and its relationship with society and
humanity. It is also important to understand the classroom as a social context, as
it provides a setting for interaction, generation of dialogue and the opportunity
to appreciate diverse perspectives on a given issue.

Critical awareness of human and child rights equips the teacher with a
proactive perspective and a sense of agency. Respect for human rights cannot
be seen in isolation from an analytical awareness of the contexts in which
human rights are to be observed, starting from Constitutional provisions (e.g.,
reservation and the right to education), the institutional context, extending
to the social, national and global contexts. Teachers also need to be aware of
children’s rights, the role of the NCPCR in protecting these rights, rights for
gender equality and their implications for social change. The critical
perspective of environmental education also falls within the rights’ perspective
that asserts the role of education in sustaining a democratic social order.
 31

Curricular Provision: Theory

Theory Course Work : one or two courses to engage learners with social science
concepts and specific issues critical in contemporary Indian society. Concepts
from across a range of social science disciplines such as civilisation and
democracy, nation-state, Constitutional values and provisions, culture and
societal stratification are likely to equip the teacher with tools of analysis and
a perspective on social reality. An engagement with issues and concerns of
contemporary Indian society: pluralistic culture, identity, gender, equity, poverty
and diversity would provide a social, cultural and political context to locate
education and its practice. This is likely to help student teachers understand
the classroom as a social context where learning is greatly influenced by the social
context from which learners and teachers come. It provides a setting for
interaction, generation of dialogue and the opportunity to appreciate diverse
perspectives on given issues.
Each course would have an in-built field-based unit of study. Student
teachers study the major characteristics of India’s pluralistic make-up with
the help of field interviews while studying the issue of reservation as an
egalitarian policy, collate people’s experiences of such a provision and examine
policy and theory. Through such a pedagogic process, the onus of drawing
connections between experience and theory is not left to the student teacher
alone. Learning spaces are structurally provided in the design of teacher
education programmes for drawing such connections.
Student teachers can undertake projects such as tracing the process by
which a consumer product is made available from its raw form to a finished
product and studying the various factors of geography, economics, politics,
history and sociology that may have influenced it in one way or another.
Projects can be complemented with workshops, seminars, assignments and
group discussions around issues and concepts studied in theory.

(b) Gender, School and Society

Rationale
Developing a gender perspective through teacher education necessarily
requires a pedagogic approach that allows not just systematic study of gender
theory but also an engagement within their own position in society vis-a-vis
gender roles. Student teachers also need to do a critical reading of the existing
literature that draws linkages between democracy and education from the
perspective of gender. Space needs to be provided within such courses to
32

build teachers’ abilities to make linkages between theory and real life situations.
This implies rigorous systematic theoretical study as well as intensive
observation and analysis of field realities. This approach is likely to strengthen
teachers’ ability to conceptualise from a given experience.

Curricular Provision: Theory

Theory Course Work : A single course that deals with theoretical
perspectives in gender studies, questions of identity and self; examining their
positions in society; curriculum and text analysis from the gender lens, critically
analysing disciplinary studies, analysing school cultures, engaging in debates
associated with professional education and the feminisation of the teaching
profession and strategies of creating change. Hands-on experience with
examining textbooks, curriculum framework and syllabi from a gender lens
would provide immense opportunities to develop critical perspectives. These
can be in-built field-based units of study in the course on gender.
Although this course will provide necessary focus on the theory and
construct of gender, all other courses would require an engagement with
gender perspectives whether in understanding the development of children
and adolescents or in understanding issues of society, culture, equity and
diversity.

2.2.3 Educational Studies

(a) Aims of Education, Knowledge and Values
Rationale
Basics of education like the meaning of education, curriculum,
teaching, learning and school need to be discussed with a view to providing a
sound foundation for advanced discussions on issues relating to the theory
and practice of education. Among the many questions that contemporary
educational discourse excludes are substantive philosophical questions about the
fundamental aims and values that should provide the intellectual basis of
contemporary education policy and practice. Student teachers need to engage
with issues in a manner that makes them sensitive to the fact that educational
debate is never neutral; it always tends to promote certain educational values
while marginalizing others.
True education is a process of developing the human personality in all
its dimensions – intellectual, physical, emotional, social, moral and spiritual.
 33

Peace provides an integrating principle for the value-orientation of education.

Education for peace is education for life, not merely training for a livelihood.
Equipping individuals with the values, skills and attitudes, they need to be
wholesome persons who live in harmony with themselves and others and are
responsible citizens is the goal of education for peace9. Ideas of educational
thinkers such as Gandhi, Tagore, Dewey, Krishnamurti, Montessori and others
examined in their socio-historical contexts would provide the philosophical
basis to engage with these questions.

Curricular Provision: Theory

Theory Course Work : One or more courses focussed on philosophical thinkers
in education, theoretical constructs that help to question and debate issues
around aims of education and questions of epistemology. Philosophical and
sociological probing into the idea of knowledge, morality and values; status,
problems and concerns of school education in India; frames and persuasions
of peace education within the national and international contexts would be
some of the critical units of study; engagement with school culture and school
as a learning organization. Apart from lectures and discussions, a close reading
of original writings, seminar/term paper presentations and self-study of select
units of study must be encouraged.

(b) Developing the Self and Aspirations as a Teacher

Rationale
Teacher trainees need to study issues related to self and identity, human
relationships, adult-child gaps, assumptions, beliefs and attitudes. They could
explore the meaning of ethics and values, observe and understand feelings
of fear and trust and their influences in personal and social attitude, attitudes
towards competition and co-operation, analyse and observe the impact of
competition in personal and social life, observe the role of listening, attention
and empathy and the role of a teacher in establishing relationship with
children and as a communicator. A greater insight into one’s aims of life,
one’s strengths and weaknesses and the dynamics of identity formation
provides the base for developing a professionally competent teacher who is
sensitive to issues of equity, democracy and social justice.

Curricular Provision: Theory and Practicum

Theory Course Work : One course with focussed workshops through link
with theory that would require specific inputs from professionals engaged
34

with self-development, theatre and creative drama. These often provide non-
threatening and non-judgmental learning environments that enable the
participants to reflect on their own positions in society with ease. Theoretical
study on issues of identity, interpersonal relations, adult-child gaps, personal
and social constructs, schools as sites for struggle and social change;
complementary workshops with focus on identity development; recognising
one’s own strengths and limitations and developing social sensitivity; and the
capacity to listen and empathise.
Practicum Course Work : Student teachers need to engage with their
childhood experiences, personal aspirations and aspirations to become
teachers, their views on issues of gender and identity, personal, familial and
social conflict. This can be best done through workshops in drama, art, music and
craft. They need to be encouraged to record and analyse observations to
interpret reality within varying theoretical and experiential frameworks.

2.3 Curricular Area-B: Curriculum and Pedagogy

2.3.1 Curriculum Studies
(a) Knowledge and Curriculum
Rationale
It is important to engage prospective teachers with the conceptual
knowledge they have gained through general education. Most teacher
education courses focus exclusively on the methodology of teaching individual
school subjects. It is assumed that the teacher trainees have the subject-content
knowledge which they would draw upon when required. Hence, teacher
education curricula do not engage teacher trainees with subject-content.
However, if we want to prepare teachers to present subject-content in
developmentally appropriate ways and with critical perspectives it is essential
that several theoretical concepts learnt during general education in school
and college be revisited and reconstructed. This course also aims to engage
student teachers with epistemological and ideological assumptions about
knowledge, learner and learning; their implications for curriculum, pedagogy
and assessment in school education.

Although much learning and teaching takes place at home, within the
neighbourhood and communities of rural and tribal India, the school
introduces the child to an environment of teaching and learning that, quite
 35

by design, marks itself off from the rest of the child’s environment. Schools
need to facilitate the creation of vital links between children’s experiences at
home and in the community and what the school offers them.

Curricular Provision: Theory

Theory Course Work : Four to six courses with units of study that are designed
along the syllabi of plus two and graduation level as the case may be in each
of the major disciplines of language, mathematics, social sciences and natural
sciences. The concepts studied by student teachers in their general education
are revisited and reconstructed using several hands-on activities. This will
enable a deep engagement with concepts and sub-concepts, thus enabling
many misconceptions to come to the fore for interrogation, and thus enabling
clarity.

Understanding school curriculum: Philosophical and ideological basis of

curriculum design, selection of knowledge; critical examination of
curriculum, design and analysis of textbooks, negotiating curriculum; linking
school knowledge with community life: examining textbooks to contextualize school
knowledge, learning to draw upon resourses other than textbooks, including
local oral histories.

In-built field-based units of study can provide sustained engagement with

content through the close examination of select concepts. Science, for
example, can involve laboratory work, library and reference, field surveys,
group discussions, seeking expert opinion to investigate into questions that
children often ask such as, Why is the sky blue? Why do stars twinkle? Similarly,
mathematical concepts and operations can be reconstructed, through activities
and problems using concrete materials from everyday experiences as well as
from mathematical kits, to arrive at solutions or conduct investigations. These
need to be followed by reflective discussion on the concepts, solutions, results
and the methods used, both ‘right’ and ‘wrong’. A variety of investigative
projects can be designed for this purpose. Reconstructing concepts helps
student teachers and teacher practitioners to appreciate the nature of subject
knowledge and to link it with appropriate pedagogic processes that
communicate meaningfully with children. Student teachers can undertake
projects in oral history; alternative medicine; appropriate technologies;
pedagogies of informal learning situations in order to grasp the diverse nature
of knowledge.
36

(b) Language Proficiency and Communication

Rationale
Language cuts across the entire school curriculum and hence, the role
of language as a medium and tool of communication assumes great
importance. A teacher talks, explains, narrates, asks questions, illustrates,
translates, guides, instructs, cautions, motivates, encourages and plays various
other roles. All of these imply an appropriate and context-specific use of
language. Concepts, constructs, examples are the building blocks of
knowledge and all these are language-based. This makes the teacher’s
language proficiency and communication skills critical factors in school
education, apart from a sound knowledge-base, pedagogical and other
professional capacities.

Curricular Provision
Course Work : One course that focuses on developing the proficiency levels
of student teachers in the appropriate language. This should be the language
in which the teacher would teach. Irrespective of stage specificity and subject
specialisation, all teacher education programmes must focus on and accord
high priority to the development of student teacher’s language competence and communication
skills. This course should be designed to include hands-on experience in using
the language in different contexts, meta-linguistic awareness with a focus on
listening, speaking, reading, comprehension and writing for varying contexts.

2.3.2 Pedagogic Studies

School Knowledge, Learner and Pedagogy
Rationale
The purpose of pedagogic study is to understand school subjects and
their pedagogic approaches in the concrete context of the school and the
learner by forging linkages among learner, context, subject discipline and
the pedagogical approach. The key departure of pedagogical courses from
conventional teacher education would involve shifting the focus from pure
disciplinary knowledge and methodology to the learner and his/her context
as well. For instance, a course on language pedagogy would promote an
understanding of the language characteristics of learners, language usage,
socio-cultural aspects of language learning, language as a process and the
functional use of language across the curriculum. This would mean moving
 37

away from the conventional focus on language as a subject, which emphasizes

its grammatical structure rather than usage.

Pedagogic study of school subjects such sciences, social sciences,

languages and mathematics needs to be organized as such rather than for
individual school subjects of history, geography or chemistry. This would
facilitate a teacher to draw upon epistemological insights while teaching any
of the key disciplines that fall under one rubric – sciences or social sciences.
This approach also has the advantage of preparing teachers for teaching
integrated courses in sciences and social sciences.

Curricular Provision : Theory and Practicum

Theory Course Work : Two to four courses on Pedagogy: Knowledge as

construction through experiences, nature of disciplines, critical understanding
of school curriculum; and pedagogy as the integration of knowledge about
the learner, the discipline and the societal context. This would include separate
courses on languages, mathematics, social sciences, sciences and
environmental sciences at the primary, upper primary, secondary and senior
secondary stages of education.

For instance, a pedagogy course on EVS should include the following:

philosophical and epistemological basis of EVS as a composite area of study
that draws upon the sciences, social sciences and environmental education;
acquainting student teachers with children’s ideas of their physical and social
world so that these can later be interpreted for classroom instruction; helping
student teachers develop the ability to plan comprehensive units that do not
compartmentalize knowledge but view it holistically.

Engagement with research relating to different aspects of young children’s

learning in languages, mathematics, environmental education, history,
geography, followed by reflective discussion, records of observation, analysis
can form an important part of developing sound pedagogic understanding
of the elementary school teacher. A critical examination of and engagement with
teaching methods such as concept formation, enquiry-based teaching, problem-
solving, discovery and activity-based learning and related terms can go a
long way in making him/her a reflective teacher.

The secondary and senior secondary school teachers will need to engage
with deeper epistemological questions of the disciplines they specialize in.
38

Specific tasks related to, how learners engage with school subject-content
mis-conceptions need to be addressed through a rigorous study of disciplinary
knowledge, besides a specific focus on content area literacy and tasks of writing
observations and analysis for enhancing conceptual understanding.

Pedagogy courses will need to be designed to address different stages

of education: preschool, elementary (primary and upper primary), secondary
as well as senior secondary.

Practicum Course Work : Practicum courses can be designed on themes of

classroom management, material development and block teaching in schools.
Student teachers learn to integrate ideas, experiences and professional skills through
hands-on experience of developing curriculum and learning materials,
designing appropriate activities for children of different age groups and
formulating questions to facilitate learning. Teachers also need to learn to
prompt children to ask questions and to learn to collate these to further
processes of learning. For instance, for a language pedagogy course, student
teachers would need to engage with projects involving listening to children’s
reading, observing and analysing reading difficulties, observing and identifying
mismatches between school language and home language, analysing textbooks
and other materials used in different subjects in terms of presentation, style
and language used.

Practicum activities for social sciences could be based on organizing

and planning for excursions, drawing upon local sources of evidence in history,
projects on oral history, collection and presentation of specimens of rocks,
leaves, stamps, flags, using reports, newspapers, documents, local maps, atlas,
map drawing and reading in the classroom. These could be followed by
reflective discussion, learning how to make observations, record them and
analyse them. Such an approach would help forge linkages between the
learner and his/her context, disciplinary content and the pedagogical
approach.

Placing student teachers with learners of secondary and senior

secondary classes will help them design developmentally appropriate projects.
This would necessarily require deeper and wider engagement with disciplinary
knowledge. Practicum of this nature can help teachers develop a repertoire
of skills for reflective practice, such as critical reading of school textbooks,
making pedagogical sense of learner errors and learning styles.
 39

2.3.3 Assessment and Evaluation Studies

Perspective and Practice of Learner Assessment
Rationale
An important role that every teacher has to play is that of assessing
children’s progress, both in terms of their psychological development and
the criteria provided by the curriculum. The scope of learner assessment
and evaluation needs to be broadened to go beyond the limited context of
syllabus-based achievement testing; achievement scores in a subject need to
be linked with the child’s overall development; testing should cover higher
level of learning objectives, not just information. The NCF proposes school-
based evaluation as a long-term goal of examination reform. For this goal to
be attained, teacher education programmes will need to build capacity to
introduce student teachers to the history of evaluation and current practices,
including contemporary debates on perspective and the practice of testing.
There is a need to emphasise on the need to view assessment as an aspect of
learning. Teachers must recognise the role evaluation plays in motivating
children to learn. This is particularly crucial to achieve the goals of the right
to education and to bring every child into the fold of quality education. The
current system of evaluation as a means to select by failing is not consistent
with the goal of universalizing education. A rigorous informed understanding
of assessment has become even more important in the current global context
of laying undue stress on student performance.

Curricular Provision: Theory and Practicum

Theory Course Work : Theoretical engagement with learner assessment
needs to be integrated with courses in pedagogic studies and curriculum
studies. This engagement should include a rigorous critical reading of perspectives
that regard learner assessment as the panacea of school and teacher reform;
examining the history of evaluation and current practices; place of evaluation in learning
and development of the learner, and broadening the scope of assessment beyond
achievement testing to cover child’s overall development.

Practicum Course Work : Student teachers need to get hands-on experience

of designing assessment methods that are qualitative in nature and assess
children’s developing capacities to think and solve problems rather than to
recall. Tasks of formulating different types of questions, studying their impact
in terms of learner performance and learning grasp in the classrooms could
40

be undertaken consistently. Systematic recording of learners’ errors,

examining them in the light of empirical research and attempts at leading
learners towards newer ways of thinking need to be closely recorded and
discussed with faculty.

2.4 Curricular Area-C: School Internship

Rationale
It is common knowledge that practice teaching which constitutes the
most functional part of the teacher preparation has suffered severe neglect
and dilution in quality. The common complaint is that theory dominates the
curriculum and practice teaching continues to suffer from inadequacies of
different kinds such as: it follows a mechanical routine (observation, micro
teaching, teaching practice and examination), operates with rigid lesson plan
formats, inadequate mentoring and supervision; exhibits no original thinking,
lacks variety and context specificity in teaching. There is no attempt made
towards comprehensive, qualitative evaluation covering professional attitudes
and values and provision of sustained engagement with schools. The major
drawbacks of the current model of practice teaching are :

z Current practices in teacher education take the school curriculum and

textbooks as ‘given’ and train teachers to adjust to the needs of the
existing school system through fastidious planning of lessons in
standardized formats, fulfilling the ritual of delivering the required
number of lessons.
z Repeated ‘practice’ in the teaching of a specified number of isolated
lessons is considered a sufficient condition for professional development.
z There is no opportunity for teachers to examine their own biases and
beliefs and reflect on their own experiences as part of classroom
discourse and enquiry.
z Theory courses have no clear articulation with practical work and
ground realities.
z The evaluation protocol is too theoretical, excessively quantitative and
lacks comprehensiveness.

Situating the practice of teaching in the broader context of the vision of the role of the
teacher

It is obvious that in imparting professional rigour to the preparation of

 41

a teacher, the practice of teaching and associated rigorous theoretical study

play a crucial part. It is the effectiveness with which the multiple components
of field learning–getting to know the school, observing children, observing
teaching and learning in real classroom contexts, practising teaching,
developing capacities to think with educational theories and applying concepts
in concrete teaching-learning situations, managing classroom learning,
evaluating learners and providing feedback, learning to work with colleagues,
reflecting on one’s own professional practice–are drawn upon to provide
appropriate learning experiences for the student teacher that is critical to the
education of teachers.
At the outset, it can be seen that any attempt towards reform of current
practices and design of innovative approaches in practice teaching should
begin with an understanding of the place of teaching practice in the overall
scheme of things. The first thing to be noted is that the practice of teaching
constitutes the hub of the multiple and varied activities comprising the total
programme of teacher education. It is interconnected with theoretical study,
field work and practicum and a wide range of institutional experiences
involving school students, teachers, student teachers, mentor teacher
educators. In a way, it acts both as the evaluation tool for effective teacher
education as well as its critical quality indicator.

Curricular Provision: Sustained engagement with learners and the school

The School Internship programme needs to have the following critical
components:

z Visits to Innovative Centres of Pedagogy and Learning, wherever

feasible;
z Classroom-based Research Project;
z Internship in schools for a continuous period of 4 days a week and a
minimum duration of 6-10 weeks for a two-year programme and 15-
20 weeks for a four-year programme, including an initial phase of one
week for observing a regular classroom with a regular teacher;
z Developing Unit Plans and maintaining Reflective Journals; and
z Creating and maintaining resources for teaching-learning in the
Internship schools.

While functioning as a regular teacher for a sustained period of a

minimum of 12-20 weeks, the intern would get an opportunity to learn to set
realistic goals in terms of learning, curricular content and pedagogic practice.
42

A sustained contact through internship would help teachers to choose, design,

organize and conduct meaningful classroom activities, critically reflect upon
their own practices through observations, record keeping and analysis and develop
strategies for evaluating students’ learning for feedback into curriculum and
pedagogic practice.

The school would benefit from such an alliance in terms of witnessing

possibilities of unconventional pedagogies. In this process of internship, teacher
trainees develop new materials for teaching-learning which can become
valuable resource for the regular teachers of the school.

The internship needs to be worked as a partnership model with the school

rather than a continuation of the current model of practice teaching during
which the trainees merely ‘use’ the school for their own ‘formal degree
requirements’.

The feature distinguishing the proposed process-based teacher education from

conventional teacher education is that of bringing the learners’ own
experiences centre-stage. Engagement with theoretical concepts and
frameworks takes place within the learner’s experiential and larger social
realities. The structural provision for such opportunity is to be made in the
design of the teacher education programme structure and within each area
of study. By structural provision we mean the positioning of areas of study/
inquiry in a manner that allows an easy flow of movement from experience
to theory and theory to field experiences.

A back-and-forth movement between theory and the field could be

provided through inbuilt field-based units of study, in each theory course as
well as specially designed practicum as has been indicated in each of the
curricular areas presented in Table 1.

The school internship programme provides the platform for the interns
to give expression to their learning while planning and reflecting on their
own practice.
 43

Table 1: Teacher Education Curricular Areas –A Schema

Curricular Major Curricular Curricular

Areas Components Aspects Provision

Area-A: Learner Studies Drawing upon psychology,

sociology, linguistics and
Foundations education.
of Education
Childhood, Child and Constructs of childhood, 2-3 theory courses with
Adolescent adolescence; socialization; in-built field-based units
Development language; cognition, thinking of study; Practicum
and learning; school and courses, workshops,
physical health; self, identity; seminars, group and
inclusive education individual assignments

Contemporary Drawing upon sociology,

Studies history, philosophy,
psychology, political science
and economics.

Teacher and Learner Issues and concerns of 1-2 theory courses with
in Society contemporary Indian society; in-built field-based units
human and child rights; of study, projects,
classroom as social context seminars, group and
individual assignments

Gender, School and Identity development; 1 theory course with in-

Society understanding curriculum and built field-based units of
texts from a gender lens; study; group and
debates about professionalism individual assignments,
and feminization of the seminar presentation
teaching profession

Educational Studies Drawing upon educational

theory, philosophy, history
and sociology.

Aims of Education, Basics of teaching-learning; 1-2 theory courses with

Knowledge and theoretical constructs, in-built field-based units
Values educational thinkers; vision of of study; assignments,
education in India, issues and group presentations, term
concerns; school culture and papers
school as a learning
organization; peace education 1 course workshop-based
Developing the Self with a brief on theory;
and Aspirations as a Self and identity; interpersonal workshops on issues of
Teacher relations, adult-child gaps; gender; identity; social
personal and social constructs; and personal conflict;
schools as sites of contestation childhood; relationships
and social change.
44

Area-B:

Curriculum and
Pedagogy Curriculum Studies Focus on key concepts of the
basic disciplines of language,
mathematics, social sciences
and sciences; sociology of
knowledge and curriculum

Knowledge and Engagement with subject 4-6 theory courses with

Curriculum content and school curriculum, inbuilt field-based units
textbooks; philosophical and of study; investigative
ideological basis of curriculum; projects; recording and
design and selection of analysis of observations.
knowledge; Knowledge as
construction; disciplinary
knowledge.

Language Language proficiency and 1 course designed as

Proficiency and communication skills; meta- workshops with hands-on
Communication linguistic awareness; skills of activity in the use of
speaking, listening, reading and language for
writing in varying contexts; communication
content area literacy

Pedagogic Studies Drawing upon pedagogical

theory, constructivist and
socio-constructivist
perspectives
4-6 optional theory
Language Nature of discipline and courses offering areas of
Mathematics knowledge; understanding specialization; practicum
Social Sciences school curriculum; critical courses comprising of
Sciences engagement with principles of curriculum and text
teaching; epistemological issues analysis and creation of
alternative learning
materials.

Assessment and Draw upon critical reading of

Evaluation Studies psychometric approaches;
sociological frames of analysis
and constructive approaches

Perspective and Critical reading of evaluation 1 theory course with

Practice of Learner perspective and practice; place complementary
Assessment of assessment for learning; practicum; analysis of
qualitative and quantitative question types and
measures; hands-on experience assessment formats;
clinical interviews, observation group and individual
formats and interpretation of assignments.
qualitative data.
 45

Area-C: School Internship Sustained engagement with 4 days of teaching for a

schools; internship as a period of 12-20 weeks,
School partnership model; teaching and including an initial one
Internship participating in school week of classroom
activities; recording observation observations; case
of learners, analysis and studies, classroom
reflection on teaching; research, development of
developing and maintaining learning resources
teaching-learning resources;
developing unit plans and
maintaining reflective journals

2.5 Time as a Critical Factor in Teacher Preparation

The issue of quality teacher education is closely tied up with the concern
for the duration of initial teacher preparation (pre-service) programmes. Any
form of initial teacher preparation needs to be of reasonable duration that
provides enough time and opportunity for self-study, reflection and involved
engagement with learners, the school, the classroom and pedagogic activities,
along with rigorous theoretical study.

An analysis of teacher education practice today would reveal that the

practice of teaching is usually of a short duration, not more than five to six
weeks and that too, piece-meal in approach. Foundational knowledge,
pedagogic understanding and perspective and skill inputs are expected to be
integrated and applied during this period. It is commonly held that there is
not sufficient time for learning either the conceptual or the skill components
of teaching for them to manifest in the individual and his/her performance.
Due to paucity of time, ‘lessons’ are planned with virtually no reflection on
the content of subject-matter and its organization. As a result, most products
of teacher education programmes are neither proficient in general pedagogic
skills nor are they adept at reflecting on the subject content of school texts.

It is perhaps high time that we pay heed to the specific suggestion of

increasing the duration of initial teacher education, recommended by the
two most significant policy Commissions of post-independence India, namely
the Kothari Commission (1964-66) and the Chattopadhaya Commission
(1983-85). It would be logical to first work towards a redesign of initial teacher
education and then consider an appropriate time frame for fulfilling its major
objectives, keeping in mind the suitability of pedagogic approach and
strategies of implementation. It would no doubt be a wasted effort to provide
‘more’ of the ‘same content and approach’ that is already being critiqued
heavily and has proved dysfunctional in creating opportunities or spaces for
change.
46

2.6 Redesigning Current Teacher Education Programmes

As already stated, the broad spectrum of expected learnings in a would-
be teacher demands that initial teacher education be of 4-year duration after
Senior Secondary; or of 2 years duration after a Bachelor’s degree
programme. This would provide enough time and opportunity for self study,
reflection and involvement, engagement with teachers, school, classroom and
pedagogic activity and rigorous theoretical study. Any compromise on the
duration of the initial education of teachers, for whatever reason, adversely
affects the quality of teacher and teaching in schools.

It is, therefore, recommended that current models of teacher education

at all levels of school education be gradually replaced by models of teacher
education that integrate general education with professional development along with an
intensive internship with schools. These integrated models should be designed
using the specific features outlined in the curricular areas and transaction
process. The time-frame recommended to ensure the institutionalization of
these models would be between 4-6 years from the bringing out of this
document. As an interim measure, current models of teacher education such
as the B.Ed. and D.Ed. are required to redesign their courses as well as the
Programme Structure to include the specific features and structural
mechanisms proposed in the new Framework in terms of curricular areas
and transaction processes. Transaction of teacher education programmes
should follow the broad strategies presented in the following chapter.

SUGGESTED REDESIGN of: (a) D.Ed.: Two-Year Diploma after

+2
(b) B.Ed.: One-Year Degree after
graduation

Area-A: Foundations of Education

z Learner Studies

Theory : Childhood, Child and Adolescent Development and

Learning

Practicum : School Initiation Programme; Observing Learners; Story

Telling and Children’s Literature
 47

z Contemporary Studies
Theory : Teacher and Learner in Society; Gender, School and Society

z Educational Studies
Theory : Aims of Education, Knowledge and Values; Developing the
Self and Aspirations as a Teacher
Practicum : Self-Development Workshops; Creative Drama, Craft and
Music

Area-B: Curriculum and Pedagogy

z Curriculum Studies

Theory : Knowledge and Curriculum; Language Proficiency and

Communication

z Pedagogic Studies
Theory : Language Education; Mathematics Education; Science
Education; Social Science Education
Practicum : Material Development and Evaluation; Classroom
Management and Block Teaching
z Assessment and Evaluation Studies
Theory : Perspective and Practice of Learner Assessment
Practicum : Designing Assessment Frameworks; Formulating Questions;
Recording and Analysing Qualitative Aspects

Each of the theory courses to have units of study from various disciplines.
For instance, Courses on Child and Adolescent Development to have
units of study on constructs of childhood drawn from sociological studies,
units on cognitive and language development from psychological and
socio-linguistic perspectives.

Each of the theory courses to include field-based units of study. For

instance, a course on Contemporary Studies can include a project on
reservation, or the understanding of a consumer product such as ‘glass
bangles’ from its raw form to its reach in the market.
48

The Curriculum Studies Courses would necessarily include units

of study that provide a critical study of school curriculum materials,
syllabi, textbooks in the light of theoretical frameworks and empirical
research.

The Pedagogic Studies Courses would necessarily include units of

study that provide for a critical study of content, an examination of
learners’ thinking and learning and pedagogic processes in the light of
theoretical frameworks and empirical research.

Each of the above theory courses to be complemented with practicum

courses. For instance, a course on Child and Adolescent Development
and Learning could have a practicum on Observing Learners, in natural
settings to study play patterns; to study diverse economic and societal-
cultural contexts; understand learners’ thinking and learning processes
and text-learner dynamics.

Each of these practicum should be positioned strategically to enable

a back-and-forth movement between theory and the field.

Area-C: School Internship

z Visits to Innovative Centres of Pedagogy and Learning, wherever
feasible.
z Classroom-based Research Project.
z School Internship of 4 days a week for a minimum period of 6-10
weeks, including an initial phase of observing a regular classroom.
z Developing and maintaining resources in the Internship schools.
z Developing Unit Plans and maintaining Reflective Journals.

The practice of teaching during school internship would include

not more than 4 Unit Plans per subject. Planning of the Units would
include a critical engagement with content from multiple sources
including the school textbook, organization and presentation of subject-
matter, formulating questions, specifically to: (a) assess knowledge base
and understanding of students; (b) further the process of knowledge
construction and meaning-making in the classroom; and (c) assess
students’ learning to improve pedagogic practice and further enhance
learning.
 49

2.7 Exemplar of a Four-year Integrated Programme

Outlined below is a short synopsis of the vision and features of a four-
year integrated programme of Elementary Teacher Education designed to
integrate general education with professional training. These features are
drawn from the Bachelor of Elementary Education Programme approved
by the NCTE.
z Foundations of Education located in the sociological, historical,
economic, ecological, philosophical, cultural and political context and
thought in education.
z Core courses to engage with subject-content with the aim to revisit
and reconstruct concepts and perspectives.
z Engagement with theory of pedagogy and hands-on experience in
understanding the learner, his/her context and processing of thinking
and learning as a base to evolve relevant and appropriate pedagogic
strategies.
z Pedagogic courses designed in the frame of broad disciplinary areas
such as, Sciences, Social Sciences, Languages and Mathematics rather
than individual school subjects.
z Theory courses designed to enable inter-disciplinary engagement as
well as to engage with theory in the light of personal experiences and
social realities.
z Theory courses to include in-built field-based units of study to enable
porous boundaries between theory and practice.
z Rigorous study of a chosen liberal course out of a pool of courses in
languages, mathematics, sciences and social sciences.
z Opportunities for developing the self through drama, craft, music, self-
development workshops along with a critical engagement with
theoretical constructs of identity development and the individual-social
interface.
z Extensive and intensive practicum courses to equip teachers with a
grip over existing systemic issues in education, a developing capacity
to rise to the un-certainties of a learning environment and changing
learner needs and a capacity to feel empowered to make a difference.
z Practicum courses to develop other professional capacities and
sensibilities: the ability to understand learners in context, evolve
developmentally and contextually relevant pedagogies, re-arrange
subject-matter to communicate effectively with learners, design and
choose appropriate learning experiences activities, learn to observe and
document, analyse, synthesize, interpret and reflect.
50

z Sustained engagement with schools to appreciate the given constraints

of a system and to learn to strategise to think out of the box. Understand
and learn to negotiate formal learning spaces as sites of struggle,
contestation and social transformation.
 51

Chapter 3
Transacting the Curriculum and
Evaluating the Developing Teacher

3.1 Introduction

The most critical aspect of the proposed teacher education curriculum

is its transaction. Teaching is a profession and teacher education a process of
professional preparation of teachers. A profession, as we all know, is
characterized by an organized body of knowledge on which the undertaking
is based (the knowledge base of teacher education), a reasonable duration of
formal and rigorous professional training in tandem with practical experience
in the field and a code of professional ethics that binds its members into a
fraternity. Preparing one for a profession thus is an arduous task and involves
action from multiple fronts and perspectives. It also calls for systematic
evaluation of all facets of the professional training – knowledge and
understanding of educational theory, practical field skills and competencies
related to learning and teaching and professional attitudes and values. These
two aspects of professional training, namely, curriculum transaction and
evaluation of learning are discussed here:

3.2 Transacting the Teacher Education Curriculum

Table 2 presents a set of processes that unfold in teacher education

programmes firmly rooted in the perspective briefly outlined above. These
have been juxtaposed against ‘activities’ that dominate most current teacher
education programmes. The comparison serves to illustrate processes that
are likely to empower teachers rather than create ‘implementers’ of a given
curriculum. This is followed by a brief presentation of some of the key aspects
of transacting a process-based curriculum to develop reflective teachers.
52

Table 2: Comparison between the Dominant Current Practice and

Proposed Process-Based Teacher Education Curriculum Framework
p
Dominant Practice of Teacher Education Proposed Process-Based Teacher
Education
Focus on psychological aspects of learners Understanding the social, cultural and
without adequate engagement with political contexts in which learners grow
contexts. Engagement with generalised and develop. Engagement with learners
theories of children and learning. in real life situations along with
theoretical enquiry.
Theory as a “given” to be applied in the Conceptual knowledge generated, based
classroom. 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.
Teacher educators instruct and give Teacher educators evoke responses from
structured assignments to be submitted by students to engage them with deeper
individual students. Training schedule discussions and reflection. Students
packed by teacher-directed activities. encouraged to identify and articulate
Little opportunity for reflection and issues for self-study and critical enquiry.
self-study. Students maintain reflective journals on
their observations, reflections, including
conflicts.
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 assignments, Students encouraged to work in teams
in-house tests, field work and practice undertaking classroom and learners’
teaching. observations, interaction and projects
across diverse courses. Group
presentations encouraged.
No “space” to address students’ Learning “spaces” provided to examine
assumptions about social realities, the students’ own position in society and
learner and the process of learning. 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 within
planned in standardised formats with little flexible formats, larger frames of units of
or no reflection on the practice of teaching. study, concept web-charts and maintain a
reflective journal.
 53

Teaching the Adult Learner

Teacher education programmes are concerned with adult learners.
They need to be based on an adequate understanding of how adults learn.
Adult learners are autonomous and self-directed, have a vast amount of life
experiences and knowledge, are pragmatic and goal-directed and respond
better to problem solving and task-oriented learning. The emphasis, therefore,
has to be on developing professional knowledge and capacities through a
variety of self-directed tasks including case studies, projects, seminars and
research activity.

Bringing the Learners’ Own Experiences Center-stage

An important feature distinguishing the proposed process-based teacher
education from the conventional teacher education is that an engagement
with theoretical concepts and frameworks takes place within the learner’s
experiential and larger social realities. The structural provision for such
opportunity is to be made in the design of the teacher education programme
structure and within each area of study in a manner that allows an easy flow
of movement from experience to theory and theory to field experiences.

Engagement with Theoretical Concepts and Frameworks

It is important to note that an engagement with theoretical concepts
and frameworks is necessary, or else, there is the real danger of reducing all
classroom discussions, including project work, to revolve merely around
personal experiences. In such an event, there is little hope to lift the discourse
from mere description of experiences to reflective analysis. This must be
cautioned against, if we want to develop the student teachers’ capacity to
think, analyse, interpret and reflect.
As regards teaching of theory, we may note that the knowledge
component in teacher education is derived from the broader area of the
discipline of education as well as foundation disciplines of philosophy,
sociology, history, political science and psychology. It needs to be represented
so. It is thus multi-disciplinary in nature within the context of education. In
other words, conceptual inputs in teacher education need to be articulated
in such a manner that they describe and explain educational phenomena –
actions, tasks, efforts, processes, concepts, events and so on. In doing so,
concepts from various disciplines need to be integrated for arriving at a
composite understanding of educational components and realities. The point
of significance here is that while formulating knowledge components for teacher
54

education, conscious efforts need to be made to represent explanations from the perspective of
education as well as other social science disciplines. Attempts must be made to shift
from the usual ‘theory to practice’ model to understanding theory in order to
develop tools and frameworks of thinking and to theorize about field realities.

Training to be Reflective Practitioners

Teacher education programmes at all stages should provide
opportunities to the would-be teachers for understanding the self and others,
develop sensibilities, the ability for self-analysis and the capacity to reflect.
They should also provide ample opportunities to observe and engage with
learners and learn to work collaboratively in groups. There needs to be
adequate curricular space for critical content engagement and the
development of professional capacities in pedagogy, observation, drama, craft,
story-telling and reflective enquiry.
Professional opportunities need to include reflection on their own
experiences and assumptions as part of the course and classroom enquiry;
critical observation and reflective analysis of the practice of teaching.
Availability, quality, appropriateness and sufficiency of feedback are necessary
for learning to be reflective practitioners.

Theory-practice Dialectic
Theory courses must be designed and transacted such that they provide
greater space to generate a deep understanding of linkages between
knowledge, learner, learning and methods of teaching. The most effective
way of ensuring such learning is to include opportunities to engage with
theory as well as the field. Practicum courses that enable student teachers to
engage with children and their contexts; schools and their contexts and
themselves as persons aspiring to be teachers need to complement theoretical
study.

Meaningful Internship and School Experience

Pre-service teacher education programmes should provide sustained
engagement with learners in school situations, experiences of teaching
learners and observing them and regular teachers in classrooms. While
functioning as a regular teacher, the intern would get the opportunity to
learn to set realistic goals in terms of learners’ learning, curricula content
and pedagogic practice. A sustained contact through internship would help
teachers to choose, design, organize and conduct meaningful classroom
 55

activities, critically reflect upon their own practices through observations,

record keeping and analysis and develop strategies for evaluating students’
learning for feedback into curriculum and pedagogic practice. The school
would benefit from such an alliance in terms of witnessing possibilities of
unconventional pedagogies. In this process of internship, teacher trainees
develop new materials for teaching-learning which can become valuable
resource for the regular teachers of the school.
Internship experiences need to be organized in a way that is useful in
evaluating teacher’s ability, supports socialization within the profession,
stimulates development of teaching-learning concepts, provides a protected
field of experimentation, allows insight into new perspectives and enhances
motivation to continue learning and reflecting.

3.3 Need for Complementary Structures and Mechanisms

It must be noted that in order to translate this vision of transacting the
teacher education programme, it is essential that complementary structures
and mechanisms are in place to allow such a transaction. All theory courses
will need to be inter-disciplinary in structure and have field-based units of study.
For instance, only if a theory course on ‘Contemporary Indian Studies’ draws
on a variety of critical social science disciplines such as sociology, history,
political science, economics and geography, will it create a substantive
understanding of the social, cultural, political and economic context of
education? This will be further strengthened only if theory courses have
field-based units of study.
Likewise, establishing resource centres that enable hands-on
engagement with concepts and ‘tools’ of education such as textbooks and
other resources is critical to transacting a process-based teacher education
programme. These resource centres are viewed as mechanisms for grounding
the education of pre-service students as well as in-service teachers within
immediate classroom contexts, the wider societal context and learner diversity.
The conceptual framework within which these centres can operate is given
below:

Establishing Teacher Learning Centres (TLCs)

TLC: A Structural Space for Hands-on Experience
A TLC would be a structural space located within a teacher education
institution for providing student teachers with hands-on experience with
56

learning materials, engagement with learners and opportunities for self-

reflection. The perspective and design of the TLC would enable processes
that engage teacher trainees with the world of the learner and his/her context;
subject-content, learning materials and the process of learning; and the trainee
himself/herself as an aspiring professional.

TLC: A Resource for Teacher Trainees, Teacher Practitioners and Teacher Educators
A TLC would house diverse sets of resources that would be required
for teacher trainees to engage with a diverse set of processes during their
training. These would range from learning materials developed by the trainees
themselves and those collated from various organizations that specialize in
creating teaching-learning materials, activity manuals, children’s literature,
a variety of school textbooks and other alternative materials available.
Opportunities to work with a variety of learning materials would help break
the ‘habit’ of relying on the school textbook as the only source of knowledge
and teaching in the classroom.

TLC: A Forum for Interaction and Sharing

A TLC would serve as a forum for interaction among teacher trainees

and teacher practitioners on issues of developing materials and planning for
teaching. Frequent interaction and sharing would help trainees to articulate
concerns with clarity and learn from each other’s experiences. Interaction
among trainees could be organized within yearly, monthly and weekly
schedules. The nature of these meetings could range from planning the
curriculum for the year to planning units and web-charts for a unit.

TLC: A Platform for Classroom-Based Research

A TLC would serve as a platform for undertaking short research projects

that aim to broaden teachers’ understanding of learners and prompt them
to enhance their knowledge of subject-content. For instance, an investigative
project on numeracy of how children learn mathematics by focusing on the
strategies they use to solve arithmetic tasks. By increasing teachers’
understanding of how children develop increasingly sophisticated ways of
solving arithmetic tasks, the research based learning framework (used in such
projects) provides direction for teaching and learning. This in turn would
improve students’ learning through teacher’s professional development.
 57

TLC: A Structural Space for Self-directed Activities

A TLC would serve as a structural space whose resources would be

available for teacher trainees to undertake self-directed activities such as
analysis of school textbooks and literacy primers. Learning teachers would
undertake analysis of textbooks to assess their suitability for children of
different levels. Analysis of textbooks, using dimensions of subject-content,
presentation style, language used, treatment of concepts and issues of gender
and pedagogic approach would also facilitate trainees to think critically. The
study of alternative text material would expose them to the different ways in
which texts can be written.

Trainee teachers could be engaged with collating learners’ questions

about natural and social phenomena such as the following: Why do we speak
different languages? Why does the lizard not fall from the ceiling? An analysis
of these would prompt them to engage with subject-content and to appreciate
the nature of learners’ reasoning at different ages. TLCs could provide
opportunities for teacher trainees to understand learners’ thinking through
personal interviews and probing with individual learners. Trainees could
develop profiles of learners from diverse contexts to help them appreciate
their unique social, cultural and political environments.

TLC: A Platform for Developing a Repertoire of Skills

A TLC could provide a platform for organizing workshops to develop
a repertoire of professional skills such as story-telling, craft, music and drama.
Trainees would learn to use stories as a medium to facilitate expression,
imagination and the creative use of language in learners; create bulletin
boards, story-poem folders and organize reading corners in classrooms. They
would learn to use drama and art as learning tools and as strategies for
classroom management. Through short research projects, teacher trainees
and teacher practitioners will develop skills of observation, documentation,
analysis and interpretation.

TLC: A Structural Space for the Personal and Psychological Development of Teachers
A TLC would focus on activities directly related to the personal and
psychological development of the teacher. Trainees would be encouraged to
engage with their own childhood experiences, aspirations to become a teacher
and their views on issues of gender and identity, personal, familial and social
58

conflict. Through focussed workshops, they would examine adult-child gaps

in communication, explore their own attitude towards competition and co-
operation, analyse and observe the impact of competition in personal and
social life. Dimensions of self can be explored through activities of drama,
art, music and craft which often provide non-judgemental and non-
threatening learning environments. Some of the self-directed learning
strategies would include finding answers to deep reflective questions; reflective
reading; reflection on observations in the classroom followed by group
discussion; identification of issues for further self-study; keeping reflective
diaries/journals.

TLC: A Structural Space for Forging Links between Pre-service and In-service Teacher
Education
A TLC in a teacher education institution will provide the necessary
space which could be commonly used both for pre-service and in-service
teachers. Teacher education institutions that organize both programmes would
need to co-ordinate with the aim to impact select schools in a concerted
manner. For instance, regular teachers of the internship/practice teaching
schools (where pre-service students are placed) could participate in the in-
service programmes, re-oriented to address the immediate classroom context
and learner diversity. A cluster of schools selected by DIETs/IASEs/
Departments of Education each year to place pre-service students can also
be the selected schools for in-service programmes. All teachers of these schools
can be involved in a concerted way through in-service programmes that are
redesigned to provide individual support and mentoring. A DIET-TLC, for
example, may provide the necessary structural space to: (a) design the in-
service package of 20 days and provide hands-on training, which addresses
classroom concerns and teachers’ needs; and (b) provide school-based resource
support to individual teachers through the school-based Learning Centre
established by interns. Concerted individual support to teachers on classroom-
based concerns and issues for duration of about three years is likely to enable
a process of change and deep impact. A formal partnership with a university
department, IASE, or an NGO, where possible, can support the effort of the
DIET-TLC in this direction, in particular, in the redesigning of the in-service
programmes and in providing the bridge between the teacher education
institution and schools.
 59

3.4 Evaluating the Developing Teacher

A glaring weakness of existing teacher education practices is the

restricted scope of evaluation of student teachers and its excessively
quantitative nature. It is confined to measurement of mainly cognitive learning
through annual/terminal tests; skill measurement is limited to a specified
number of lessons. The qualitative dimensions of teacher education, other
professional capacities, attitudes and values remain outside the purview of
evaluation. Further, evaluation is not continuous as it should be; the teacher
education process is characterized by a wide range and variety of curricular
inputs spread over the entire duration of training according to a thought out
sequence. These need to be evaluated at appropriate stages and feedback
given to the trainees.

(a) The Comprehensive Nature of Evaluation

Evaluation in teacher education needs to be objective while giving value

to subjective understanding of the developing teacher. It also needs to be
comprehensive so as to cover the entire gamut of conceptual, pedagogical
dimensions as well as attitudes, dispositions, habits and capacities in a teacher
incorporating both the quantitative and qualitative dimensions of growth.
These include: engagement with learners in their contexts; school curriculum
and textbooks; process of learning and knowledge; psychological and
professional development; understanding of institutional arrangements, policy
perspective, pedagogy and curriculum.

Assessment should cover an understanding of the process of child and

adolescent development; societal context of education; nature of children’s
thinking – mathematics, language, natural and social phenomena;
philosophical and sociological frameworks; the school as a system and the
ways in which developing teachers demonstrate their changing dispositions,
professional skills in organizing group learning and team work.

(b) The Evaluation Protocol

Qualitative indicators specific to each area of assessment need to be

drawn up and initial allotment of marks should lead eventually to grades.
The bases and criteria for evaluation may include:
60

Observing earners for a specified duration in specific situations: Number of hours

of observation, method used, detailed notes, recording formats, data coding,
reports, analysis and interpretation.
Observational records maintained by the student teacher on a set of criteria relevant
to the task and report writing: Field notes, classification schemes used to make
sense of qualitative data.
School contact practicum to relate and communicate with learner: Preparation,
choice of activities, materials, developments that take place in the classroom,
interaction with children, reflection on issues regarding students’ learning,
expressions, creativity, discipline, influence of varying contexts.
Planning for the school contact: Choice of theme, activities, materials, time,
organization of material, communication skills, ability to engage learners,
interaction, time management.
Post-contact discussions, report writing and group presentations: Quality of
discussions, insights, analysis, reflections.
Psychological and professional development of the teacher: Courses, theory and
practicum on the development of the self; personal growth can be assessed
using the criteria of the capacity of participants to question and be critical
of their own assumptions, thoughts, opinions and ideas, developing insight
into one’s own self: articulating one’s own limitations and strengths, capacity
to integrate thought and action, feeling and intellect, developing self-
confidence and questioning over-confidence, open-mindedness, ability to listen
with empathy and attention, social sensitivity, ability to take initiative,
developing positive attitudes and reflecting on negative attitudes. Self-evaluation
of students would use the same criteria of personal growth.
Assessing a repertoire of skills: Regularity and nature of participation in
workshops; skills of creating bulletin boards using relevant themes and stories,
story-folders that make a collection of stories in terms of variety, context,
social and cultural diversity and sensitivity, adequate reference to sources
and acknowledgements, classification and retrieval system for the use of stories
in classrooms and outside, capacity for evaluating ‘sound’ children’s literature
with substantive reflection on the why of such a criteria, skills of telling stories
to children. In addition, skills of handling laboratory and audio-visual
equipments, designing teaching-learning materials, use of library, organizing
field visits, seminars and group discussions and exhibitions.
Understanding the learner, curricular and pedagogic issues: Practicum courses
 61

complementing theory learning with curriculum studies: observation of

classroom teaching practices; visits to centres of innovation; curricular
materials, document and text analysis; observation records; individual and
group reports; reflections; material development etc.

Teacher as researcher: Teacher trainees are also given the opportunity to

learn to keep observational records, to analyse their observations and interpret
reality within varying theoretical and experiential frameworks. Such
engagement through structured classroom-based research projects develops
in them several skills to function as a researcher, thus equipping them to use
mechanisms that enable reflective practice. Over the year, trainees undertake
several such tasks, including analysis of school textbooks and alternative
materials, analysis of learners’ errors and observation of their learning styles
and strategies.

Internship activities on which students may be assessed: Observing and reflecting

on classroom practices, regular teaching, teaching-learning resources
developed, records of planned units of study and regular daily diary/journal
of reflections, evaluation of learners: design of assessment of learning, type
of questions in domain areas, viewing assessment as an aid to learning and
not merely as an indicator of learning.

Reflective journal: Each intern would be expected to keep a reflective

journal that would help him/her revisit his/her experiences in the classroom
over the period of internship. The journal would include short descriptions
of how the class was conducted, how learners responded, followed by
analytical and reflective statements about his/her preparedness for the class,
responses to learners’ questions, capacity to include learners’ sharing of their
experiences, response towards their errors, difficulties in comprehending new
ideas and concepts and issues of discipline, organization and management
of the group, individual and whole class activities. Evaluation of the journal
would mean looking at how the intern has been able to gradually move
towards writing reflections rather than merely describing classroom events
and processes.

(c) Designing Instruments of Evaluation and Assessment

In order to evaluate the parameters listed above, suitable instruments

that address both the quantitative and qualitative nature of the learnings are
to be employed. These include: observational schedules and records, checklists,
62

portfolio assessment, case study, project reports, participation in workshops,

seminars, discussions, open-ended questionnaire and interviews, oral and
written tests, cumulative records, profiles as well as formats for self-appraisal.

(d) Preparation of a Scheme for Continuous and Comprehensive Evaluation

The evaluation of the student teacher should be spread over the entire
duration of the teacher education programme covering all the parameters
described above. Performance of students may be indicated in Grades.
 63

Chapter 4
Continuing Professional Development
and Support for In-Service Teachers

4.1 Introduction
All initiatives in curriculum, whether of the whole curriculum, special
inputs in specific subject 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. These concerns have, in general,
provided the overarching aims for the design of in-service teacher education
and activities contributing to their professional development.

The system has responded by creating structures and institutions for

this purpose and providing financial support for these activities. Following
the Kothari Commission Report, school clusters were created in several
states to forge inter-linkages between primary, middle and high schools. They
provided a forum and structure for interactions between teachers and receiving
professional inputs. The NPE 1986 maintained that pre-service and in-service
teacher education are inseparable for the development of teachers. In-service
teacher education received support through central government funding for
the establishment of Institutes of Advanced Studies in Education (IASEs) in
chosen institutions and University Departments of Education and District
Institutes of Education and Training (DIETs) in each district. These
institutions, together with SCERTs in states, provided space for conducting
in-service courses for teachers. The DIETs in addition had the mandate to
work towards universalizing elementary education through supporting
innovations and strengthening field activity. The District Primary Education
Programme (DPEP, 1995-2003) set up Block and Cluster Resource Centres
across the country, with the explicit mandate to provide in-service training to
primary school teachers in learner-centred pedagogic methods and school
based support to teachers. The attempt has been to shift away from the idea
of subject inspectors and inspectors of schools towards the idea of a resource
person attached to an academic resource and support centre. The Sarva
Siksha Abhiyan (SSA, 2001) has also placed emphasis on continuous in-service
64

teacher education requiring each teacher to receive 20 days of training every

year.

There has also been a growth in other kinds of professional activities

for teachers. All teachers are members of associations which have from time
to time taken up academic activities and organized conventions and meetings
to discuss professionally important developments. Teachers’ involvement in
textbook preparation and indeed even in the preparation of training modules
has grown over the years. Teachers themselves have opportunities to work in
the Block and Cluster Resource Centres as well as to contribute to training
as resource persons. They are also members of committees formulating
educational policies. NGO initiatives in several parts of the country have
developed and implemented models of teacher professional development
and support in ways that directly impact the classroom practices. There is
thus a plethora of opportunities and avenues for the continued professional
development of teachers. These have varying degrees of success in terms of
motivating teachers to alter and develop their classroom practice in ways
that improve students’ learning and provide educationally rich experiences
to them. Micro-stories of success often seem to ‘fail’ when up-scaled. There
is very little research into the effectiveness of training, or the status of school
support activities on the ground, or detailed understanding of even reported
successes and failures. Evidence of ‘effectiveness’ of training programmes
and support activities, especially within the government system, continues
to be only anecdotal and impressionistic, and even contrary, depending on
who is asking the questions or doing the observation. The whole approach to
teachers’ professional needs continues to be determined, planned,
implemented and monitored extrinsically, compromising on the concept of
the teacher as a professional and with little or no basis for the design of the
interventions.

4.2 Aims of Continuing Professional Development Programmes

for Teachers
The broad aims of continuing professional development programmes
for teachers are to :
z Explore, reflect on and develop one’s own practice.
z Deepen one’s knowledge of and update oneself about one’s academic
discipline or other areas of school curriculum.
z Research and reflect on learners and their education.
 65

z Understand and update oneself on educational and social issues.

z Prepare for other roles professionally linked to education/teaching, such
as teacher education, curriculum development or counselling.
z Break out of intellectual isolation and share experiences and insights
with others in the field, both teachers and academics working in the
area of specific disciplines as well as intellectuals in the immediate and
wider society.

Educational and curriculum planners also seek to provide avenues for

the professional development of teachers as a part of implementing curricular
reforms to :

z Enable teachers to work towards prioritized goals in education such as

universalization and inclusion.
z Influence social attitudes and generate greater commitment to
constitutional values and overcoming discrimination in the classroom.
z Transform existing practices towards more learner-friendly methods
and methods suited to strengthening conceptual learning and
understanding rather than rote learning.
z Enable teachers to implement and achieve specific targeted aspects in
the curriculum, such as the use of a type of technology, or the addition
of topics such as AIDS and adolescent education.
z Prepare teachers to play enhanced roles in the education system as
resource persons, or head teachers, etc.

In the context where many pre-service training programmes are of

poor quality and often fail to provide teachers with sufficient understanding
that could lead to reflective practice and where state governments have
recruited untrained para-teachers in various kinds of formal schools and
non-formal centres, it becomes necessary to include the unaddressed needs
of teachers through continued professional development and support.

4.3 Designing In-service Programmes: Some Principles

The design of in-service programmes would depend on the specific

aims of each programme, given a vast variation in the context. However,
some general principles with regard to the content and pedagogic approach
would need to be kept in mind during the designing and implementation
across various programmes.
66

Content and Pedagogic Approach

z Programmes must build on the principle of creating ‘spaces’ for sharing

of experiences of communities of teachers among themselves, to build
stronger shared professional basis of individual experiences and ideas.
Giving teachers a space to develop and hear their own voices is of
utmost importance.
z Programmes must be designed with a clear sense of their aims and
how the strategies of the programme are going to achieve these aims.
This alone can ensure that programmes remain on track and ‘alive’
rather than routine when they are implemented. This may also require
then, that every group of trainers either directly participate in the design
of the programme, keeping in mind a specific group of teachers, or
adapts a given programme to a specific group of teachers. Programmes
also need to include a plan for post-programme support and include
training/orientation of support faculty in the same.
z All programmes must find acceptance of their aims with the teachers’
group concerned, regarding whether they need such a programme and
why they are to attend it. The principle of choice of programmes to
attend, based on teacher’s own assessment of what he/she needs or is
advised based on some valid assessment of professional requirement,
would provide a sound basis for in-service programmes, especially those
that are of a long duration and which seek to impact practice. One size
cannot fit all.
z Interactivity must not be compromised on any account. Large numbers
and the use of electronic media in the place of human interaction
compromise on the non-negotiable.
z The content of programmes must be such that teachers can relate to it
from their own experience and also find opportunities to reflect on
these experiences.
z The approach of motivating for change must not put the burden on
individual development alone, but must also recognise and respond to
the structural issues that affect teacher’s day-to-day practice. Equally,
structures and people in supervisory positions must be educated to
support and provide space to encourage teachers to plan and practice
autonomously.
z Programmes that seek to develop or alter basic practice need to be
planned towards extensive interactions over time with the same resource
group.
 67

Addressing Teachers as Learners

z Teachers, as adults, have already formed a working professional identity
and have experiences of teaching and associated beliefs about learners,
themselves as teachers and of the teaching-learning process. Any in-
service programme, whether it attempts to seed new ideas, challenge
existing notions and assumptions or simply provide content knowledge,
needs to acknowledge and respect this professional identity and
knowledge of the teacher and work with and from it.
z Any effort to strengthen teachers’ professional practice must equally
respect them as professionals. This includes matters of training in
content and approach, how trainings are announced and how they are
implemented. Programmes must build on and strengthen the teacher’s
own identity as a professional teacher and in many cases also establish
and nurture the linkage with the academic disciplines of their interest.
Programmes that compromise on the professional identity of the teacher
and his/her autonomy will be unsustainable in the long run, providing
very little psychological motivation for teacher to internalize what they
have been ‘told’ in their practice.
z As adults and professionals, teachers are critical observers of the
contents of in-service activities. The extent to which they learn from
the training is a function of their assessment of its quality and the
extent to which it relates to their needs.
z The practice of a teacher cannot be developed through quick-fix
strategies and activities, without the development of an accompanying
framework/theory on the process of learning and the aims of education.
z Over-training, routinised and superficial training leads to cynicism and
training fatigue.

4.4 Routes Towards Teachers’ Continuing Professional

Development
Keeping in mind the aims of in-service programmes for professional
development, there is a need to recognize the variety of types of in-service
programmes and experiences that can contribute towards and sustain
professional development. This is especially so in the context in which 20-
days of ‘training’ for all elementary teachers is being mandated by the
government. If it is for the development and strengthening of overall practice
of the teacher, then there is a need to recognize a variety of activities and
interactions that could also contribute towards this objective.
68

Short and Long Term Courses

Courses of short and long duration designed to develop either specific

skills or areas of interest could be developed and offered to teachers to attend
over the year. For example, a DIET could design and offer courses in specific
topics such as ‘teaching fractions’, ‘developing secular attitudes among
children’ or ‘AIDS education’. Some of these could be of a short duration,
say 4 to 5 days, while others may even be for a longer period of time, from 1
to 3 months, to enable teachers to develop a specific core area in which they
need to strengthen their knowledge-base and professional skills, e.g., using
theatre in the classroom, organizing and managing group activities. If
schedules for such courses along with their content areas are announced well
in advance, teachers could sign up and take these courses as and when they
wish to. Some of these courses may be designed as continuous periods while
others may be designed with gaps in between, during which teachers could
practice and come back to share experiences. Such courses could award
certificates. Enrichment of content and acquaintance with newer pedagogical
approaches will add to improving the performance level of teachers.

Use of Distance Media

ICT including TV, radio, telephony and internet are useful as resources
and providing access to ideas or for the wider dissemination of information.
Distance media can be effectively used to keep teachers in touch with other
professionals in the field and to give access to professionals in education as
well as in pure academic disciplines (within universities). This would go a
long way in breaking the isolation of teachers while promoting a ‘culture’ of
seeking academic support and collaboration.

Sabbatical for Study and Research

Teachers could be provided with the option of taking a year off (paid
or unpaid) to pursue a course or spend time at another school, university or
NGO in order to learn and study. Such sabbaticals could be tied to a report
or even a publication for wider dissemination that is produced at the end.
Such sabbaticals could also be linked up with an appropriate mentor on the
site to guide the teacher during this period. Small research projects and case
studies through which teachers can reflect on, share and develop their practice
must be encouraged. At the same time, the insistence that teachers must
carry out action research is not productive, particularly in a context where
 69

there is little understanding of action research, and virtually, no forum to

share such research.

Professional Conferences and Meetings

Attending meetings and conferences connected to the profession, e.g.,
on one’s subject areas, could also be counted towards professional
development and teachers could be permitted to avail of duty leave, 3 to 4
days a year, to attend such meetings. Some funding support to travel to and
attend such meetings could also be provided.

Professional Fora, Resource Rooms and Materials

Providing professional fora such as meetings in the school and in the
cluster to discuss and review one’s practice, to plan for annual work calendars,
and on a weekly and monthly basis to plan for one’s teaching as well as to
discuss with colleagues, the school academic head and resource persons at
the cluster or block level, is an essential aspect of the teaching profession.
The school time-table needs to include the provision of time for enabling
teachers to discuss classroom concerns and plan for teaching. At the cluster
level, the availability of resources in the form of reference materials, access
to internet resources and to resource persons is essential.
Equally important and significant is the participation of teachers in
teacher networks, school-based networks, school twinning partnerships and
union networks. Participation in such activities should be encouraged as a
valid form of in-service development of teachers.
Teachers could be encouraged to form subject groups at the block level,
which could be provided with support to plan for development of teaching
of the subject in the block through a variety of ways – seminars for teachers,
trainings, ‘melas’ and children’s clubs. These could be given an official status
and space at the concerned block resource centre and have linkages with the
DIETs, CTEs and IASEs. Such subject groups could be linked with the faculty
of local colleges or universities in order to strengthen interactions between
groups and provide for synergy between them. Each DIET, CTE and IASE
could support a few university faculty fellowships to enable interested people
from the university to come and spend up to 4 to 5 months, undertaking
activities with teachers and children.
70

Faculty Exchange Visits and Fellowships

A few exchange teacher fellowships could be provided for each district
to enable selected teachers to go for a period of three months to one academic
year to a school in another state within the country or even outside the country,
to teach and learn there. Similarly, schools could play host to such visiting
teachers and plan how best to utilize their services during the period of their
stay.
Teachers could also be provided short-term fellowships and funding
support (based on proposals) to either come to the DIET, CTE, IASE and
University Department or carry out specific activities for the school children
and teachers in their own district. There could, for example, be a good
story-teller, who either plans and conducts workshops for teachers on the art
of story-telling, or to visit schools to conduct story-telling workshops. In the
long term, in every DIET, CTE, IASE and University Department offering
teacher education, some of the faculty positions may be converted into such
fellowships for teachers from the district.
Teacher fellowships could also be provided to enable them to spend
one or two years in colleges of teacher education, as faculty of these colleges,
involved in the preparation of teachers.

4.5 Organization of Continuing Professional Development

Programmes

Organisation and Coordination

The DPEP and SSA have put in place a system of sites which are to
provide professional development to all government school teachers through
block and cluster resource centres. In addition, there are DIETs, IASEs and
various departments and colleges of teacher education and several networks
of teachers and teacher associations. Several NGOs and other agencies are
also involved in providing training for teachers, often connected with their
own curriculum interventions. These must be recognised as sites and agencies
for the professional development of teachers.
Currently, all these trainings target only government and aided schools,
leaving all teachers of private schools out of the ambit. Secondly, they are all
based on directions which are issued to teachers to attend these trainings,
without giving teachers any choice in the matter. Finally, there is no co-
 71

ordination between these agencies, nor does the education department have
any mechanism for co-ordinating the total training being undergone by
teachers, with the result there is a lot of over-training, repetition and overlap.
In this situation, it is necessary to conceive ways in which teachers can opt
for different kinds of trainings, based on their interest and requirement, and
along with the recommendation of school supervisors. For this, it would be
necessary for training schedules to be announced well in advance (at the end
of each academic year, for the next year) and for processes to be in place to
enable teachers to register for the trainings they wish to undergo. Processes
for field support for training would need to be worked out by these agencies
providing training, and this need not fall as a mass responsibility of the
concerned CRP, or co-ordinator in-service programmes as is currently
happening. Allocation of funds, training dates, duration and other logistics
would need to be made more decentralized and based on individual teacher’s
preferences, thus, doing away with the current model of mass trainings, based
on the one-size-fits-all design. Further training dates allocation could also
include time spent in other professional activities such as seminars, conferences
and other activities suggested in this chapter. Systems that would enable
teachers to avail of long-term courses, sabbaticals and fellowships would
also need to be evolved. A follow-up mechanism for keeping track of trainings
and professional activities of teachers would need to be evolved and put in
place.

Sites and Agencies

By opening up the method of organising and providing trainings on
the lines suggested above, many agencies that are connected with schools
and teachers could become involved in meaningful ways in supporting
teachers, which would have a much better impact and mutual benefit,
breaking the isolation not only of teachers but also of other institutions. The
following could be additionally considered:

i. University and college faculties of sciences, humanities and social

sciences could include extension services for school teachers, opening
up their labs and libraries to teachers and sharing with them advances
and new ideas.
ii. Colleges of pre-service teacher education could include extension
activities which would also enable their own students and faculty to
keep in touch with active teachers. Teacher Learning Centres (TLCs)
in teacher education institutes can act as the hub of both pre-service
72

education as well as continued professional development for teachers

in service. They could also provide special services to their alumni,
continuing to mentor and keep track of their developments.
iii. Schools, under the leadership of interested principals and able to
support additional adjunct faculty, could themselves develop into
resource centres for neighbouring schools. These could also include
schools run by NGOs and other private agencies interested in
contributing to the development of all schools in the neighbourhood,
both government and private, and affiliated to any board.
iv. IASEs, CTEs, DIETs, BRCs and CRCs could also research and
develop training aimed at overall school improvement or to target
the needs of special schools or groups of children in the district.
They could also focus on providing school based support to teachers,
by working closely with the school heads.

4.6 Impact
The expectation that ideas that are engaged with during workshops
will be directly taken into the classroom for practice is misplaced. Often direct
support on site is required in order to translate ideas into practice. The results
of training in the practice of teachers can often be seen unfolding and
developing through a series of interactions. Frequently. there are also many
structural issues for why training is not carried into the classroom. These also
need to be addressed. Pre-test, post-test ways of assessing training impact are
invalid and often counter-productive. Nevertheless, training and workshops
need to be conceived in ‘goal-directed’ ways and in order to have an impact,
they need to be supported on the ground as well as monitored. Clear indicators
for short-term and long-term impact need to be conceptualized along with
the design, and subsequently monitored as well. Change is a slow process
and it requires patience to see change on the ground. It is easy to blame
teachers and find fault with their moral commitments, yet it is also the least
reflective and responsible response. Sustaining change equally requires
continuous involvement and support of resource agencies and school
administration to sustain impact on the ground. Programmes and agencies
such as SCERTs, DIETs, CTEs and IASEs, including University Departments
of Education need to be alert to this requirement and willing to invest in the
long-term in such involvement.
 73

4.7 Structural and Operational Issues of Continuing Professional

Development

In-service Programmes and Continued Teacher Support at the Elementary Stage

z The ‘redesigned in-service programmes’ offered by DIETs could be
linked to the ‘redesigned pre-service programmes’ of DIETs. For
instance, the regular teachers of the schools where diploma students
undergo their internship should participate in ‘in-service training’ as a
matter of priority. All teachers of the specific chosen schools should
undergo ‘in-service training collectively’ to make a deeper impact.
z All training content and approaches should be based on the classroom
needs of the teachers, may it be content enrichment, need for skills
and strategies in classroom organization and management,
understanding student’s learning strategies, error analysis and learners’
assessment.
z Short-term courses could be designed for the professional development
of teachers in service along the line of courses designed by IGNOU in
Primary Mathematics Teaching.
z The language proficiency of primary teachers should be enhanced
through specifically designed training modules and programmes offered
on the job.
z The SSA funds can be drawn upon for the training of teacher educators
by the IASEs and for redesigning the in-service training of teachers to
make it more classroom and learner need-based.
z Resource centres set up by pre-service student teachers during school
internship programmes should become the hub of professional
development of regular teachers.
z Following the establishment of appropriate IASE-based programmes
in elementary education, academic support should be provided to
teacher educators in the SCERT-DIET system for re-conceptualising
in-service training of teachers. The objective should be to develop
professional development programmes that are rooted in classroom
realities and directly address teachers’ needs.
z Established mechanisms for teacher support such as BRCs and CRCs
could be strengthened in skills of pedagogy and teacher support by
SCERT-DIETs using the proposed new process framework. Co-
ordinators of BRCs and CRCs be trained by SCERT-DIET to assess
teachers’ needs for support to function as reflective practitioners.
74

In-service Programmes and Continued Professional Development at the Secondary Stage

z In-service programmes should be redesigned to provide classroom
support to teachers and to orient interactive sessions based on teachers’
needs and concerns.
z A focus should be established within in-service programmes on the
methods of enquiry specific to the sciences and social sciences, along
with an emphasis on disciplinary content.
z The content and method of in-service training should be based on an
assessment of teachers’ needs initiated jointly by SCERT-IASEs.
z IASEs chiefly responsible for the in-service training of secondary
teachers should be strengthened with capacity to undertake professional
development of secondary teachers and elementary and secondary
teacher educators as well.
 75

Chapter 5
Preparing Teacher Educators

5.1 Introduction
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
who are competent and professionally equipped for the job. The quality of
pedagogical inputs in teacher education programmes and the manner in
which they are transacted to realize their intended objectives depend largely
on the professional competence of teacher educators.

The need and importance of professionally trained teacher educators

has been underscored in statements on educational policy, time and again,
but the situation on the ground remains a matter of concern; there is a
considerable shortage of properly qualified and professionally trained teacher
educators at all stages of education and especially at the elementary stage.
The shortage refers both to the inadequacy of required numbers as well as
to mismatch in the qualifications of teacher educators and their job
requirements. There are many reasons for this. Primary among these are
structural gaps, such as the complete lack of provision for the professional
development of pre-school and elementary level teacher educators and the
inadequate design of post-graduate programmes in education.

5.2 Education of Teacher Educators – Basic Issues

Teacher Educators and School Education

The profile and role of teacher educators are to be conceived primarily

with reference to the philosophy and principles that govern the various aspects
of school education – aims of education, curriculum, methods and materials
and the socio-cultural context in which the school functions – and the role of
the teacher in translating educational intents into practical action. Accordingly,
a teacher as teacher is expected to be a particular kind of person, for example,
76

as mentioned in the NCF and cited as follows:

One who:
z Cares for children and loves to be with them, understands them within
social, cultural and political contexts, treats all children equally;
z Does not treat knowledge as a ‘given’, embedded in the curriculum
and accepted without question, perceives children not as passive
receivers of knowledge, encourages their capacity to construct
knowledge;
z Discourages rote learning, makes learning a joyful and participatory
activity, organizes learner-centred, activity-based, participatory learning
experiences – play, projects, discussion, dialogue, observation, visits,
integrate academic learning with productive work;
z Critically examines curriculum and textbooks, contextualizes
curriculum to suit local needs; and
z Promotes peace values - democratic way of life, equality, justice, liberty,
fraternity, secularism and zeal for social reconstruction, reflects on her
teaching experience;

then, it follows that the teacher educator (whose job is to contribute towards
the preparation of such a teacher) should share the underlying educational
philosophy and possess the needed understanding and professional
competencies to develop such teachers. This would imply a corresponding
change in the professional development of teacher educators who can:

z Engage would-be teachers with the larger socio-political context in

which education and learners are situated, engage them with children
in real contexts than teach them about children through theories, focus
on the developmental aspects of children with constant reference to
their socio-economic and cultural contexts.
z Bring into the teacher education curriculum and discourse trainees’
own assumptions about children and beliefs about knowledge and
processes of learning, help teachers to reflect upon their own positions
in society – gender, caste, class, poverty, linguistic and regional variation,
community, equity and justice.
z Engage with theory along with field experiences to help trainees to
view knowledge not as external to the learner but as something that is
actively constructed during learning, integrate academic knowledge
and professional learning into a meaningful whole.
z Provide opportunity for trainees for reflection and independent study
 77

without packing the training schedule with teacher directed activities,

provide opportunities to the student teacher to critically examine
curriculum, syllabi and textbooks.
z View knowledge not as an external reality embedded in textbooks but
as constructed in the shared context of teaching-learning and personal
experience, change perception of child as a receiver of knowledge and
encourage its capacity to construct knowledge, view learning as a search
for meaning out of personal experiences and knowledge generation as
a continuously evolving process of reflective learning.
In other words, the locus of the functions of teacher educators lies in
the role perceptions of teachers with regard to educational objectives, practices
and processes of the school.

Stage Specificity in the Preparation of Teacher Educators

It is generally the case that those who function as teacher educators do
not possess appropriate stage-specific professional training or experience. The
paradox is that although teachers are trained/appointed for specific levels of
schooling (even this is not strictly adhered to nowadays with B.Eds. being
allowed to teach in primary schools), teacher trainers are not. For a long time
it has been taken for granted that the existing arrangements for teacher
preparation at different stages would do as well for teacher educators too:
B.Ed. for elementary teacher educators and M.Ed. for secondary teacher
educators. B.Ed., it may be noted, is basically a course for preparing secondary
school teachers. The logic that seems to operate is that one’s higher position
in the educational hierarchy would entitle one to train others working at the
lower levels, irrespective of whether one possesses the relevant capacities,
knowledge and skills or not. The difficulty is exacerbated by the absence of
established mechanisms to create a professional cadre of teacher educators,
especially at the pre-primary and elementary stage. At present elementary
teacher educators in their bid to upgrade their professional qualifications
pursue M.Ed. The IASE brief includes the training of elementary teacher
educators which they do by running the M.Ed. programme of the concerned
university. But the M.Ed. degree cannot meet the requirements of primary
teacher training unless it is redesigned to impart the needed focus.

The worst sufferer of this situation is elementary education. First, the

large scale expansion of the elementary education sector and the plethora
of new support structures that have come up at the district and sub-district
levels have created the need for suitably trained human resources to carry
78

out such field functions as training of teachers, field supervision of educational

activities, research and development of curriculum and teaching-learning
materials, advocacy and developmental work with teachers and communities.
Other than the activity of teaching children in elementary school, all other
functions related to this sector of education are attended to by people who
have been trained for and taught only at secondary level due to lack of
appropriately trained personnel in elementary education. There exist no large
scale, focussed degree/post-degree programmes in these areas.
Second, despite its critical importance to the individual and the nation,
elementary education remains sadly neglected as a knowledge field. As a
knowledge field, elementary education has its distinct concerns, a domain of
interdisciplinary knowledge, concepts and methodological perspectives. A
wide range of experiences, insights and knowledge of different kinds related
to elementary education exists in the country in the form of NGO’s work,
academic and field research and other quarters. This scattered experience
and knowledge needs to be brought together to evolve a coherent vocabulary,
researched and documented knowledge base and informed perspectives for
elementary education.
Thirdly, the M.Ed. programme in most universities neither widens nor
deepens the discourse of education at the secondary stage that students bring
with them after their B.Ed. degree.
The issue of stage-specificity should not be misunderstood as an argument for extending
existing hierarchical arrangement of school teachers to teacher educators as well, but to
forcefully acknowledge the special nature of school education at different stages and to make
a case for appropriately trained professionals to work in the system. The issue needs to be
addressed in the wider context of irrational disparities in the career path, remuneration
packages, service conditions and conditions at the workplace that characterize school education
and teacher education, in particular, at the elementary stage.

5.3 M.Ed. as a Programme for the Preparation of Teacher

Educators
M.Ed. is the dominant post-graduate programme in education offered
by Indian universities. The entrants to this programme are already initiated
into rudiments of educational theories, institutions, processes and practices.
The course draws a large variety of clientele: fresh graduates from different
disciplines with B.Ed., experienced teachers and education functionaries in
different government departments. Due to the heterogeneous clientele and
 79

shifting demands of jobs related to education, the course has to cater to a

wide range of academic and professional needs. The products are employed
by the Boards of School Education, Directorates and Inspectorates of
Education, schools, SCERTs, teacher training colleges and institutes as
teachers, teacher educators, curriculum experts, evaluation experts and
population education experts. The assumption seems to be that the omnibus
M.Ed. can create a professional capable of contributing meaningfully to the
varied role expectations which is not a well-founded assumption.

Even as a general programme of post-graduate studies in education,

M.Ed. has not responded to the many shifting and newer concerns in
education. It is also indistinguishable from the 2-year M.A. in Education
(considered a programme of liberal, academic study of education) because
in actual course design and content, the two do not differ on any sound
academic rationale. The existence of two parallel post-graduate programmes
in education has created an anomalous and confusing situation and has raised
questions of equivalence.

Although M.Ed. is generally accepted as the requirement for one to

become a teacher educator, the programme as offered in most universities is
simply an extension of the B. Ed., seriously lacking in inputs focussed on the
preparation of teacher educators, secondary or elementary. The NCF Position
Paper on Teacher Education observes: Existing programmes of teacher education
such as the M.Ed. have become, in many universities, programmes of liberal
studies in education and are woefully inadequate in facilitating a deeper
discourse in education and an opportunity for inter-disciplinary enquiry. These
offer little scope for professional development and research in key areas of
school education such as curriculum enquiry and design, pedagogic studies,
epistemological concerns and issues related to school and society. As a
consequence, the dominant ethos of teacher education remains confined to
a positivist approach drawn from classical schools of thought in educational
psychology and having little contact with a large number of innovative
experiments that have been carried out across India since the 1980s.

5.4 Imparting Professionalism to a Post-graduate Programme in

Education

Several proposals have been made to improve the design and impart
greater rigour and professionalism to the M.Ed. Programme. Efforts have
80

tried to align M.Ed. to teacher education, elementary or secondary. The

need is now being effectively articulated for identifying the objectives for the
education of teacher educators and the designing of programmes that offer
specializations for meeting the needs of different levels of schooling. The
NPE Review made a specific recommendation to organize a specially designed
training programme to fit all the desired attributes of a teacher educator.
Suggestions have been made for post-graduate courses in teacher education
of two years with provisions for specialized areas in the development of
scholarship in education and applied fields, such as teacher education,
curriculum planning, evaluation, counseling, sociology and philosophy of
education.
It is becoming clear that apart from addressing the immediate needs
of preparing teachers, post-graduate courses of education need to contribute
towards building the discipline and the knowledge-base of education
especially within the Indian context. A multi-purpose model of M.Ed., as it
exists today and even in its improved form, offers little scope to either widen
or deepen the discourse on education. Areas of specializations required to
be carved through post-graduate study and research in education include:
foundations of education: philosophical, historical, political, sociological and
psychological; curriculum studies: disciplinary and interdisciplinary study;
pedagogic studies: language education, mathematics education, social science
education and science education; planning and finance of education; policy
studies; gender and equity studies. Core areas should include philosophical
and social science basis of education and a rigorous engagement with methods
and approaches to educational research.
This necessarily means that in addition to revamping the existing
M.Ed. programme, a fresh discourse has to be initiated in teacher education
to arrive at tangible understandings of the implications of aspects such as:
creating multilateral entry points for the study of educational studies as a
pursuit in higher education; broadbasing the profile of teacher educators by
infusion of persons who have knowledge of disciplines generic to teacher
education so that the discipline of education grows into specialization
requiring persons to be well-versed in cognate disciplines outside education;
working out possibilities to pursue educational study at the post-graduate
level through the route to teacher education involving bridge courses, wherever
required and considered necessary. These may look like impediments in the
current reality but can be addressed through appropriate discourse in future
in order to improve the overall health of education as a higher education
pursuit of knowledge and practice.
 81

5.5 Needed Thrusts for Developing Teacher Educators

Early Childhood Education

Early Childhood Education (ECE) aims at total child development in

a learning environment that is joyful, child-centred, play and activity-based.
Teacher education programmes in ECE should develop in the trainee
concepts, competencies, attitudes and skills related to implementation of
developmentally appropriate curriculum based on child-centred and play
and activity based approach: cognitive and language development, health
and nutrition, social, emotional development, physical and psychomotor
development, aesthetic development, creativity and play, programme planning
and school organization, community mobilization and participation. These
requirements call for a teacher educator who has a sound educational
philosophy of ECE, besides specialized content and methodology skills
pertaining to the above areas.

The diversity that characterizes the ECE situation calls for development
of multiple models of training of workforce with reference to age groups,
nature of programme, level of staff and mode and location of training.
Available institutional arrangements for pre-school teacher education are
grossly inadequate considering the expected expansion of pre-school
education sector in the coming years. Also there is need to evolve specially
designed programmes at the degree and post-degree levels for the training
of teacher educators. One possibility is to develop the M.Ed. as a teacher
educator training programme with specialization in pre-school/elementary/
secondary teacher education.

Primary/Elementary Education
With the establishment of DIETs, two categories of teacher educators
at the elementary level have emerged – those who teach in DIETs and others
who teach in other training institutes, government or private. In most states,
DIETs are the main supply institutions for elementary teachers (however, in
response to massive demand for elementary teachers and limited initiative
taken by the State to meet this demand this situation has drastically changed
with the large scale proliferation of private ETE institutions whose number
has soared to 5533 courses/institutions over the past five years). There are
571 DIETs sanctioned, of which 529 are functional10.
82

The multi-functions expected from each DIET, namely, pre-service and

in-service teacher training, non-formal and adult education workers,
curriculum and materials development, educational research, extension,
planning and management call for high level of competencies, knowledge
and skills. Currently, DIETs find themselves under-equipped in required
faculty capabilities; the faculty appointed do not possess the required academic
qualifications or professional experience. Many of them do not possess basic
experience in primary school teaching, insights into primary education
problems and professional skills in teacher training and research. Teacher
educators in non-DIET institutions share the same shortcomings.

The basic orientation of the initial training of elementary teachers

should be transformed towards front-line national concerns like access, drop
out, participation, achievement, gender, teaching in difficult contexts. This
calls for participatory curriculum planning involving all stakeholders, modular
organization of curriculum in terms of tasks integrating relevant theory,
greater curriculum time for skill learning and practice, a professional approach
to training strategies and development of materials and application of relevant
educational technology in training processes. The system as of now severely
lacks teacher educators trained in carrying out such tasks. Apart from isolated
efforts of some universities and instutions such as RIEs of the NCERT and
Faculty of Education, Jamia Millia Islamia which offer M.Ed. (Elementary)
programmes, there exist no programmes for the professional preparation of
elementary teacher educators. Neither B.Ed. nor M.Ed. programmes in their
present form equip prospective teacher educators with the required capacities,
sensibilities and skills.

Secondary Education
The B.Ed. programme is offered in Colleges of Education and
University departments of education. The programme is also offered through
centres of distance education/open universities. There has been a proliferation
of private colleges offering the B.Ed. over the past number of years. Triggered
by market factors, their total number, as on March 2009, is 14,428 in 11,861
institutions with an approved intake of 10, 96,673 candidates11.

Secondary teacher education got a major boost with the elevation of

selected institutions as Colleges of Teacher Education and Institutes of
Advanced Studies in Education under the centrally sponsored scheme of
strengthening teacher education. The CTE/IASE guidelines particularly
 83

focussed on the need for recruiting persons with high academic and
professional qualifications on par with those obtaining at the general arts
and science colleges and universities as per university norms. It also indicated
the creation of a separate cadre of teacher educators, parity in pay scales
with the general colleges, financial incentives for outstanding performance
and promotional avenues.

In practice, the typical secondary teacher educator is a graduate with

a post-graduate degree in education. The NCTE norms prescribe a Master’s
degree with M.Ed. having 55% marks with Ph.D./M.Phil. carrying special
weightage. Although M.Ed. is generally accepted as the requirement for one
to become a teacher educator, the programme as offered in most universities
is simply an extension of the B.Ed. (as stated earlier) and seriously lacking in
inputs focussed on the preparation of teacher educators, secondary or
elementary.

By way of summing up, we may note that at all stages, teacher education
institutions are managed by faculty with little or inadequate professional
training to handle the tasks of a teacher educator. The absence in the system
of institutions and programmes focussed on the professional preparation of
trainers/teacher educators for different stages of education accounts for the
situation. With the mushrooming of teacher education institutions over the
years, the situation has become critical as the supply of teacher educators
has not kept up with the increasing demand for faculty and institutions have
compromised faculty requirements with reference both to qualifications and
number.

5.6 Encouraging Innovation for Preparation of Teacher

Educators
Any system in order to be forward looking must be bold in encouraging
experimentation and innovations and also be involved with constant review
of the outcomes of such efforts. The field of teacher education should be no
exception. Such experimentation would, however, not mean replacement
of the existing models but should be seen as an attempt to try new structures
towards viable alternative models which would bring a culture of freshness
to make teacher education vibrant.

An innovative experiment in point is a collaborative post-graduate

programme of M.A. Education (Elementary) launched by the Tata Institute
84

of Social Sciences, Mumbai, recently. It is the first of its kind, pan-Indian

programme intervention in elementary education at the post-graduate stage.
Its interdisciplinary and collaborative design and dual mode operation (on-
line learning and student contact) makes it a bold and novel venture.

Since the programme is of a recent origin, the extent to which it has

served the objectives stated in its design should become a subject of special
discourse in teacher education. The progrmme could be examined for its
replication for preparing teacher educators who could be imbued with the
expertise for the multi-dimensional aspects of the elementary stage of
education.

5.7 Enhancing the Status of Educational Studies and the

Professional Development of 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. Several suggestions have been made to deal with this
issue. One proposal is to diversify specializations into areas of curriculum
and pedagogic studies in mathematics, languages, social sciences and sciences
and encourage students to pursue post-graduate studies in a chosen discipline
along with the option of specializing in a select curriculum and pedagogic
study course. It is also suggested that undergraduate students be provided
with a variety of routes to pursue studies in education like four-year integrated
courses in elementary and secondary education, electives in educational
studies in undergraduate programmes of general education, followed by a
range of post-graduate studies in education, social sciences, sciences,
humanities, mathematics, language studies and the liberal arts. Such diverse
routes are likely to tap talented and motivated young people to enter into
education and pursue options such as teacher education, research, curriculum,
pedagogy12.

What is needed is a comprehensive and enduring arrangement for the

professional development of teacher educators and enhancement of the status
of education as a discipline. It is heartening that the Working Group for
Teacher Education of the XI Plan has addressed the issue in all its aspects
and has come out with a range of recommendations covering institutions,
structures, programmes, activities and incentives. The recommendations
include the following:
 85

z Setting up of Schools of Education in selected (30) university departments

including the RIEs for breaking the isolation of elementary and
secondary teacher education from the mainstream and integrating it
with higher education The Schools will have Centres for pre-service
teacher education, curriculum research policy and educational
development, learning and pedagogic studies, assessment and
evaluation, professional development of teacher educators and teacher
education curricula and teacher resource and academic support.
z Setting up one Inter-University Centre at the national level functioning
under the UGC to co-ordinate the Schools in terms of academic
content: redesigning teacher education curricula, developing curriculum
materials, commissioning of materials in regional languages, setting
up of web portals on curriculum and pedagogic materials for teacher
education. The mandate for Centre would be to provide an integrated
focus on elementary and secondary levels of school education.
z Instituting Specialized Centres of Education in lead national level institutions
like IISc, Homi Bhabha Centre, TIFR to offer sandwiched post-
graduate courses of 3 years’ duration (B.Ed. for 2 years or M.Ed. for 3
years towards developing a specialized cadre of Senior Secondary
school teachers and teacher educators.
z Establishing four Regional Centres of Educational Management in the IIMs
and NUEPA to provide a post-graduate degree in educational
management for Heads of DIETs, SCERTs.
z The Centre for Professional Development of Teacher Educators will offer Master’s
programme in elementary education/secondary education with
specialization in curriculum and pedagogic studies in mathematics/
science/social science education and assessment.
z Reorientation of select secondary school teachers for elementary school
teaching through Advance Diploma in elementary education; focussed
programmes of professional development for DIET/SCERT faculty
including curriculum and pedagogic studies and disciplinary knowledge
base.
z Special emphasis for professional renewal of existing teacher educators
through Refresher Courses for all teacher educators including
elementary school teachers in the proposed University Schools of
Education and special subject refresher courses by university
departments.
z Institute teacher educator fellowships to undertake research with
provision for mentoring. About 200 or more Fellowships for teacher
educators working in government and aided institutions of teacher
86

education. The Fellowships will offer opportunities for attachment to

institutions of higher learning to pursue teaching and research for a
period of 2 years.
z Periodic academic enrichment activities – public lectures, film and book
discussion sessions, need-based issues, short-term orientation courses
on teaching-learning skills, meta-learning strategies related to different
curricular areas and child development, pedagogical aspects related to
reading, writing, thinking and instructional design theories for
curriculum developers.
z The Centre for Teacher Resource and Academic Support: provision of teacher
resources, children’s literature, variety of school curricula, textbooks,
multimedia materials, internet access; platform for teacher interaction,
faculty exchange, seminars, study sessions, academic support, face-to-
face as well as through ICT; development of learning and teaching
materials for use in schools and sharing across schools.

Recommendations of the nature mentioned above hold the promise

of enhancing the status of educational studies in general, forging critical
links between the higher education sector and school education and enable
the development of a professional cadre of teacher educators in the country.

5.8 Preparation of Teacher Educators – Future Directions and

Possibilities
Presently, the education of teacher educators takes place mainly through
the well-entrenched one-year M.Ed. Further advancement is available
through M.Phil. and Ph.D. routes. As already pointed out, none of these are
designed specifically to prepare a teacher educator, although they all provide
knowledge related to some aspects of teacher education.
It is a promising development that the education of teacher educators
has been acknowledged as a major issue in teacher education and academic
bodies have addressed themselves to the task of curriculum renewal. This is
evident in the different models of M.Ed. that have been proposed by individual
universities and innovative programmes of teacher preparation launched by
some institutions. The concern to make the M.Ed. a focussed learning
encounter rather than a general study of education is clearly visible. The
need for professional rigour, relevance of content, emphasis on research
related skills are also appreciated. These concerns demand that we think out
of the box in addressing the issue of new programme designs for the education
 87

and training of teacher educators. The following recommendations deserve

serious consideration in addressing these concerns:
z Mechanisms need to be evolved to promote the entry of talent in teacher
education programmes.
z Vertical linkages for post-graduate studies in education, including
research programmes for students from a variety of science and social
science disciplines need to be provided.
z Integrated models of teacher education of four or five years’ duration
could comprise of core components that would be common to all
teacher education programmes (pre-primary, elementary, secondary
and senior secondary) followed by specialization of professional
development, specific to the stage of education.
z Specialization at the post-graduation level in science education,
language education, social sciences education and mathematics
education need to be developed.
z The distinction between education as a liberal study and education as
a professional preparation needs to be appreciated and post-graduate
programme design should take this into consideration.

Proposals for the comprehensive reform of teacher education include

integrated programmes of teacher education as the way forward; forging
critical links between school education and universities; providing for
diversification of specializations at the post-graduate level and providing for
diverse routes for undergraduate students to pursue higher studies in
education.

Reform of teacher education to move forward on a sound footing

demands dedicated research in the area of foundations of education in the
Indian context by universities, preferably in independently established
departments. The research in such departments would help develop the
teacher education programmes on a more sound theoretical basis. The existing
departments of education have hardly been able to engage themselves in
this long-pending need for their pre-occupation in conducting routine teacher
training and research programmes.
88
 89

Chapter 6
Implementation Strategies

6.1 Introduction
The foregoing pages of the National Curriculum Framework for
Teacher Education bear testimony to a major exercise undertaken by the
NCTE towards improving the quality of teacher education. The exercise
initiated some two years ago has culminated in the development of this
Framework. Documents of this type contain seeds of ideas which have the
potential of germinating during the journey that may be undertaken towards
reforming teacher education which is so vital for nurturing and sustaining
the quality of school education. In order that this effort results in achieving
the intended objectives, it is imperative that the concerns deliberated in the
Framework are now put on the anvil of implementation on a scale which
could bring some discernible change in the content and process of teacher
education. Some strategies in this regard are listed below;

6.2 Advocacy
z The document is being uploaded on the website of the NCTE
(www.ncte-india.org) for the benefit of the system at large.
z The initial step towards implementation involves wider dissemination
of the document among institutions which have a stake in the future
of teacher education. This is being immediately done to generate a
climate of awareness and initiation of relevant discourse.
z The Framework will be circulated to the Deans of the Faculties of
Education of all the Universities in the country as well as to the Directors
of the State Councils of Educational Research and Training (SCERTs)
and other similar bodies, connected with teacher education seeking
their active support in working out modalities towards the
implementation of this Framework. At least five Consultation Meetings,
one in each region, will be organized to share with the institutions
referred to above the underpinnings of this document; and to exhort
them to revisit their existing teacher education programmes in the light
of the Framework.
90

z The NCTE will facilitate the university system, academically to initiate

the work of revision of the existing teacher education programmes
offered by them, through workshops that may be organized for the
purpose. A similar facilitation mechanism will be made available to
the SCERTs and similar institutions dealing specifically with teacher
education in the States.
z A national dialogue will be initiated with the university system to
consider bringing all teacher education programmes under the aegis
of Universities, a vision advocated by the Education Commission (1964-
66) but which has remained unrealized till today. A positive action in
this regard can go a long way in rejuvenating teacher education.
z Regional workshops involving faculties of teacher education institutions
will be organized to apprise them about the expectations of the
Framework from them and to involve them in the process of change.
This will be undertaken as an academic movement.
z A serious national discourse on the structural aspects of teacher
education programmes will be immediately initiated to bring out the
strengths and understand the related implications of implementing
models of teacher education of varying durations and to encourage
institutions to experiment with the new innovative models with the
academic support of NCTE.
z A four-year integrated programme of elementary teacher education
in select state universities and all Central Universities, in particular, via
IASEs and select DIETs could be undertaken in the initial phase.
z Teacher education programmes should ideally be of four-five years’
duration after the completion of 10+2 level of school education. To
begin with, four year integrated programmes could be instituted. Along
with a four-year model, other models should be encouraged, for
instance, two-year models after graduation with a 6 months to a year
of school internship.
z Appropriate structural mechanisms need to be evolved in universities
and other institutions offering teacher education in order to promote
the entry of talent in teacher education programmes.

6.3 Curriculum Development

z The NCTE will constitute a working group of scholars in the field of
teacher education and related disciplines generic to teacher education
to develop syllabi and course outlines, based on the NCFTE, spelling
out objectives, distribution of courses, weightages and other such
 91

aspects, to facilitate the implementation process of the provisions

contained in the Framework.
z The NCTE will play a catalytic role in the development of textual and
related materials by commissioning eminent scholars in the disciplines
of knowledge, generic to the field of teacher education. The quality of
materials so developed would set some benchmarks for learning
materials for different levels of teacher education. The current literature
on teacher education in India will be enriched by the new wave of
teaching and learning materials, expounded on the ideas reflected in
the Framework.
z Individual states will be facilitated to bring out regional language
versions of the NCTE commissioned materials by adoption or
adaptation to suit the specific needs of the State programmes of teacher
education.
z As an interim measure, current models of teacher education offered
by the DIETs such as the D. Ed. and B. Ed. offered under the university
system are required to redesign their courses as well as the programme
structure to include the specific features and structural mechanisms
proposed in the NCFTE in terms of curricular areas and transaction
processes. This task could be completed in the next 1-2 years.
z Existing B. Ed. programmes should be reviewed to facilitate the choice
between a 4-year integrated model after +2 or a 2-year model after
graduation, based on State requirements and available institutional
capacity.

6.4 Special Teacher Education Areas

The Framework has suggested the need for a separate exercise on
working out details for the preparation of teachers for the curricular area of
Health and Physical Education. The programme goes beyond the general
pedagogic concerns as it does not fit into the conventional models of teacher
preparation for other curricular areas. The NCTE will constitute an expert
group in this area to discuss the issues related to this field and come out with
a well-deliberated teacher education programme which will effectively serve
the needs of the area.

A similar exercise for teacher education in vocational education will

also be initiated as it requires development of a pedagogy relevant to
vocational education which involves a multitude of skills spread over the
entire spectrum of vocational areas. Conventional teacher education
92

programmes and institutions are not equipped to do justice to offering teacher

preparation for vocational education.

6.5 Professional Orientation/Training Programmes

A series of professional orientation/training programmes will need to
be organized across the State of the country to expound the contours of
Learner Studies, Contemporary Studies, Educational Studies, Curriculum
and Pedagogic Studies which inform the structures of the Framework.

6.6 Teacher Educators

Steps will be initiated to evolve suitable mechanisms to promote the
entry of talent in teacher education progrmmes through a variety of initiatives
referred to in Section 5.4 after due deliberations amongst an expert body of
teacher educators.

6.7 Research
A study to assess the dominant entry qualification of candidates for
pre-service programmes in elementary education to design state-specific
strategies will need to be undertaken.
A nation-wide review of teacher education curriculum in the light of
the school curriculum renewal exercise would need to be undertaken.
 93

Endnotes and References

1 Selected Educational Statistics, 2004-2005, Ministry of Human Resource Development
(MHRD), Government of India, New Delhi.
2 Annual Report, 2007-08, MHRD, Government of India, New Delhi.
3 Right of Children to Free and Compulsory Education Act, 2009. The Gazette of India,
August 27, 2009, New Delhi. pp 9.
4 Working Group Report on Elementary Education and Literacy, XI Five Year Plan, Jan
2007, pp. 187-190.
5 Batra, Poonam (2005), Voice and Agency of Teachers: The Missing Link in the National
Curriculum Framework, 2005, EPW, October 1-7, pp. 4347-4356.
6 National Knowledge Commission Report, 2007, Government of India, New Delhi.
7 Batra, Poonam (2005) Voice and Agency of Teachers: The Missing Link in the National
Curriculum Framework, 2005, EPW, October 1-7, pp. 4353.
8 Community Knowledge here refers to the knowledge that people construct, develop and
amass as a result of their life and ecological experiences. For instance, a community’s
understanding of their land, soil, herbs and other ecological dimensions that influence
agricultural practices is valuable as well as legitimate knowledge. It is important to regard
such knowledge, indigenous and local in nature as legitimate so far as it is within the frame
of Constitutional values.
9 Position Paper of the National Focus Group on Peace Education, NCERT 2006, pp185.
10 Working Group Report on Elementary Education and Literacy, XI Five Year Plan, 2007-
12, Planning Commission of India, New Delhi.
11 Annual Report 2008-2009, National Council for Teacher Education, (NCTE), New Delhi.
12 Curriculum Framework for Teacher Education, draft 2006, National Council for Teacher
Education (NCTE), New Delhi.