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Recommendations of NCFTE 2009 on Teacher Education
- National Curriculum Framework for Teacher Education 2009 is a draft prepared by the Government of India for recommending revisions and updates to the National Council for Teacher Education. Its primary characteristics are as follows:
- Teachers must be prepared to care for children and enjoy being with them, to love knowledge and to be constantly learning, to accept responsibility for society and to work to build a better world, to develop sensitivity to the problems of students, to commit to justice, and to be zealous for social reconstruction.
- Teachers should adjust their perspective of the kid as a knowledge receiver and support its potential to generate knowledge; they should guarantee that learning moves away from rote approaches.
- Teacher education should include both theoretical and field experiences to help trainees see knowledge as something that is actively created during learning rather than something that is external to the learner. Academic knowledge and professional learning should be integrated into a meaningful whole in teacher education.
- Teachers must be educated in the facilitation of learner-centered, activity-based, participatory learning experiences such as play, projects, discussion, discourse, observation, and visits, as well as the integration of academic learning with productive labour.
- Teacher education should include instructors in critically examining curricula, syllabi, and textbooks rather than accepting them as ‘givens’ and accepting them without inquiry.
- Teacher education should provide trainees time for contemplation and individual study rather than filling the training timetable with mainly teacher-directed activities.
- The programme should assist teachers and future teachers in developing social awareness and consciousness, as well as better human sensitivities.
- Given the multifaceted goals of teacher education, the evaluation protocol should be comprehensive and allow for the assessment of attitudes, values, dispositions, habits, and interests (in addition to conceptual and pedagogical characteristics) using suitable quantitative and qualitative methodologies.
