SEMINAR TEC1: TRENDS AND PRACTICES IN TEACHER EDUCATION
Policy imperatives of teacher education
Kerala curriculum framework (2007)
The Government of Kerala set the direction for the educational system by declaring that the
state would provide for:
▪ Compulsory primary education for all
▪ Educational expenditure of all children
▪ Free text books and lunch for the needy
Major initiatives taken by the successive governments of Kerala:
▪ Providing text books at low prices
▪ Withdrawing tuition fee
▪ Allowing concessional rate for students’ conveyance
▪ Providing free lunch in schools
▪ Ensuring at least one high school in every Panchayat
▪ Adopting new approach for promotions to higher classes
▪ Expanding vocational and technical education
▪ Taking steps for ensuring higher secondary education for all
▪ Bringing higher secondary within the fold of school education
▪ Envisioning IT as a part of the curriculum
▪ Launching of EDUSAT and VICTERS channels
▪ Strengthening the school library system
The pillars of KCF 2007
a. critical pedagogy
b. issue based curriculum
c. social constructivism
d. problem based learning approach
A curriculum framework is an organized plan or set of standards or learning outcomes that defines
the content to be learned in terms of clear, definable standards of what the student should know and
be able to do. A Curriculum Framework is part of an outcome-based education or standards-based
education reform design. The framework is the first step, defining clear, high standards which will
be achieved by all students.
The following initiatives of central and state governments mark their commitment to
provide quality education:
▪ Launching Operation Blackboard (OB) scheme
▪ Launching Special Orientation for Primary Teachers (SOPT)
▪ Establishing State Council of Educational Research and Training (SCERT)
▪ Setting up District Institutes of Education and Training (DIET)
▪ Establishing Colleges of Teacher Education (CTE) and Institute of Advanced Studies
in Education (IASE)
The curriculum in school education was reformed in Kerala in 1996-'97, owing to the
need of the society for quality education.
▪ The evaluation process and the system of grading suggested by the new curriculum
were implemented up to class X in 2004-'05.
▪ The curriculum reform was based on the vision of education as a social process.
▪ The methodology outlined by the curriculum stresses on activity-based process-
oriented learning.
▪ It also stresses on enquiry-based learning and liberal democratic learner-friendly
approach that led to the overall development of the learner.
▪ As a result:
✓ the process of construction of knowledge took the centre-stage.
✓ teachers accepted enquiry as a method of learning.
✓ the awareness that learning should not be restricted to the classroom alone
became part of the curriculum transaction.
✓ systematic planning and collective effort of teachers were recognised as an
integral part of school culture.
✓ continuous and comprehensive evaluation process was introduced.
✓ essentiality of the collective effort of the society and its intervention in
school activities were felt.
Certain reflections of the curriculum reform experiences of Kerala were visible at the
National Level Curriculum reform (NCF - 2005), which are as follows:
▪ Need for systemic reform in tune with the curriculum reform.
▪ Implementing curriculum reform with commitment.
▪ Creating school infrastructure facility for providing learner-friendly atmosphere.
▪ Informing the society of the relevance of curriculum reform.
▪ Designing strategies for the overall development of the child.
▪ Designing curriculum objectives foreseeing the needs of future society.
▪ Recognising the need for flexible textbooks including all learning materials.
Aims of Education under Kerala Curriculum Framework 2007 are as follows:
▪ Social justice: The education system should be capable of promoting a social order
based on equality and justice.
▪ Awareness on environment: A comprehensive awareness on the need to protect
environment and maintain sustainable development.
▪ Citizenship: There is a need for empowering each child to grow up and develop as a
responsible citizen of the society.
▪ Nationalism: Creating a generation upholding nationalism rooted in a universal vision.
While recognising the plurality of Indian society the nationalistic vision should help in
capturing the meaning of unity in diversity.
▪ Awareness of one’s rights: Realising the rights accorded to every individual by our
constitution is of great significance.
▪ Education needs to actualise the rights ensured in our constitution and also the rights
enumerated in UN conventions on children's rights (CRC Convention on the Rights of
Children), women’srights (CEDAW – The Convention on the Elimination of All Forms
of Discrimination against Women) and human rights (UNCHR-United Nations
Commission on Human Rights).
▪ All children need to develop an awareness of one's own rights and the rights of others.
▪ Awareness of Science and Technology: All learners should get opportunity to acquire
current developments in the field of science and technology and apply the same in real
life situations.
▪ Scientific temper: Learners should approach a problem based on cause-and-effect
relationship. An education that develops logical reasoning in children is crucial in this
context.
▪ Cultural identity: Regional and traditional forms of knowledge (related to agriculture,
irrigation, resource management, art and handicraft) can be utilised for the development
of the society.
▪ Vocational skills: The value of labour in developing and transforming the society
needs to be realised and education should focus on the development of a positive
attitude to labour and inculcate in all children the ability to work.
▪ Democratic values: Education should help the learner in imbibing democratic values
- equality, justice, freedom, concern for others' wellbeing, secularism and respect for
human dignity and rights.
▪ Resistance: Strength to resist all sorts of invasions (cultural, economic, geographical)
and undesirable tendencies triggered by globalisation is vital for a democratic society.
▪ Construction of knowledge: Knowledge is never viewed as a finished product and is
refined in every act of sharing. The process of education must develop in learners, the
ability to construct knowledge through interaction and sharing.
▪ Critical approach: The educational system should prepare the learners to shift from
the position of passive listeners to active constructors of knowledge
National Council for Teachers Education (N.C.T.E)
The National Council for Teacher Education, in its previous status since 1973, was an advisory
body for the Central and State Governments on all matters pertaining to teacher education, with
its Secretariat in the Department of Teacher Education of the National Council of Educational
Research and Training (NCERT). Despite its commendable work in the academic fields, it
could not perform essential regulatory functions, to ensure maintenance of standards in teacher
education and preventing proliferation of substandard teacher education institutions. The
National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged
a National Council for Teacher Education with statutory status and necessary resources as a
first step for overhauling the system of teacher education. The National Council for Teacher
Education as a statutory body came into existence in pursuance of the National Council for
Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.
Objective
The main objective of the NCTE includes:
▪ to achieve planned and coordinated development of the teacher education system
throughout the country
▪ the regulation and proper maintenance of Norms and Standards in the teacher education
system and for matters connected therewith
The mandate given to the NCTE is very broad and covers the whole gamut of teacher education
programmes including research and training of persons for equipping them to teach at pre-
primary, primary, secondary and senior secondary stages in schools, and non-formal education,
part-time education, adult education and distance (correspondence) education courses.
Functions of Council
It shall be the duty of the Council to take all such steps as it may think fit for ensuring planned
and co-ordinated development of teacher education and for the determination and maintenance
of standards for teacher education and for the purposes of performing its functions under this
Act, the Council may:
(a) undertakes surveys and studies relating to various aspects of teacher education and
publish the result thereof;
(b) makes recommendations to the Central and State Government, Universities, University
Grants Commission and recognised institutions in the matter of preparation of suitable
plans and programmes in the field of teacher education;
(c) co-ordinate and monitor teacher education and its development in the country;
(d) lay down guidelines in respect of minimum qualifications for a person to be employed
as a teacher in schools or in recognised institutions;
(e) lay down norms for any specified category of courses or trainings in teacher education,
including the minimum eligibility criteria for admission thereof, and the method of
selection of candidates, duration of the course, course contents and mode of curriculum;
(f) lay down guidelines for compliance by recognised institutions, for starting new courses
or training, and for providing physical and instructional facilities, staffing pattern and
staff qualification;
(g) lay down standards in respect of examinations leading to teacher education
qualifications, criteria for admission to such examinations and schemes of courses or
training;
(h) lay down guidelines regarding tuition fees and other fees chargeable by recognised
institutions;
(i) promote and conduct innovation and research in various areas of teacher education and
disseminate the results thereof;
(j) examine and review periodically the implementation of the norms, guidelines and
standards laid down by the Council, and to suitably advise the recognised institution;
(k) evolve suitable performance appraisal system, norms and mechanism for enforcing
accountability on recognised institutions;
(l) formulate schemes for various levels of teacher education and identify recognised
institutions and set up new institutions for teacher development programmes;
(m)take all necessary steps to prevent commercialisation of teacher education; and
(n) perform such other functions as may be entrusted to it by the Central Government.
Programmes Recognised by NCTE
NCTE notified revised Regulations and Norms and Standards on November 28, 2014 for the
following Teacher Education Programmes:
(a) Diploma in early childhood education programme leading to Diploma in Preschool
Education (DPSE).
(b) Elementary teacher education programme leading to Diploma in Elementary Education
(D.El.Ed.).
(c) Bachelor of elementary teacher education programme leading to Bachelor of
Elementary Education (B.El.Ed.) degree.
(d) Bachelor of education programme leading to Bachelor of Education (B.Ed.) degree.
(e) Master of education programme leading to Master of Education (M.Ed.) degree.
(f) Diploma in physical education programme leading to Diploma in Physical Education
(D.P.Ed.).
(g) Bachelor of physical education programme leading to Bachelor of Physical Education
(B.P.Ed.) degree.
(h) Master of physical education programme leading to Master of Physical Education
(M.P.Ed.) degree.
(i) Diploma in elementary education programme through Open and Distance Learning
System leading to Diploma in Elementary Education (D.El.Ed.).
(j) Bachelor of education programme through Open and Distance Learning System leading
to Bachelor of Education (B.Ed.) degree.
(k) Diploma in arts education (Visual Arts) programme leading to Diploma in Arts
Education (Visual Arts).
(l) Diploma in arts education (Performing Arts) programme leading to Diploma in Arts
Education (Performing Arts).
(m)4-year Integrated programme leading to B.A.B.Ed./B.Sc.B.Ed. degree.
(n) Bachelor of education programme 3-year (Part Time) leading to Bachelor of Education
(B.Ed.) degree.
(o) 3-year Integrated programme leading to B.Ed., M.Ed. (Integrated) degree.
NCTE Regulations 2014: Highlights
NCTE completed and notified the revised Regulations 2014, along with Norms and Standards
for 15 programmes on November 28, 2014 under Government of India Gazette Notification
No.346 (F.No. 51-1/2014/NCTE/N&S) by following the recommendations of the Justice
Verma Commission (JVC) appointed by the Government at the instance of the Hon’ble
Supreme Court of India. The JVC had suggested wide range reforms in Teacher Education
which the new Regulations 2014 have addressed. The new Regulations are an outcome of wider
consultations with stakeholders undertaken by NCTE.
The important highlights of Regulations 2014 are as under:
(a) A wide basket with 15 programmes is on offer, recognising for the first time three new
programmes – 4-year B.A./B.Sc.B.Ed., 3-year B.Ed. (Part-time), and 3-year B.Ed.-
M.Ed. programme.
(b) The duration of three programmes – B.Ed., B.P.Ed., M.Ed. – has been increased to two
years, providing more professional rigour and at par with best international standards.
(c) Henceforth, in place of stand-alone institutions, teacher education shall be established
in composite institutions (multi-disciplinary or multi-teacher education programmes).
(d) Each programme curriculum comprises three components – theory, practicum,
internship; and at least 25% of the programme is developed to school-based activities
and internship.
(e) ICT, Yoga Education, Gender and Disability/Inclusive Education are integral part of
each programme curriculum.
(f) More integrated teacher education programmes are encouraged.
(g) The teacher educator M.Ed. Degree comes with specialization in either Elementary
Education or in Secondary/Senior Secondary Education.
(h) Open and Distance Learning (ODL) has become more rigorous with built-in quality
assurance mechanisms.
(i) In-service teachers have more option to acquire higher TE qualifications— D.El.Ed.
(ODL), B.Ed. (ODL), B.Ed. (Part-Time).
(j) NOC from affiliating university/body is mandatory while making an application.
(k) Provision of application, payment of fees, visiting team reports, etc. online. Centralized
computerized visiting team for transparent use by both HQs and Regional Committees
for inspection/monitoring. (For this, E-Governance is in the process of finalization).
(l) Each teacher education institution to have compulsory accreditation in every 5 years
from an accrediting agency recognized by NCTE. (An MoU has already been signed
with NAAC in this regard).
(m)Recognition for commencement of new teacher education programmes which shall be
offered in composite institutions.
(n) Permission for introduction of new programmes in existing teacher education
institutions duly recognised by the Council.
(o) Permission for additional intake in the existing teacher education programmes duly
recognised by the Council.
(p) Permission for closure or discontinuation of recognised teacher education programmes,
or institutions as the case may be:
(q) Provided that for teacher education programmes offered through open and distance
learning, the respective norms and standards for each such learning programme shall
be applicable.
Justice Verma Commission (JVC) Report 2012
A Commission was appointed by the Honourable Supreme Court to examine the entire
issue which have bearing on improving the quality of teacher education as well as improving
the regulatory functions of the National Council for Teacher Education (NCTE). The Chairman
of this Commission was Honourable Justice J. S. Verma, former Chief Justice of India.
Justice Verma Commission (JVC) has attempted a close scrutiny of the existing provisions and
the quality of teacher education to facilitate identification of the deficiencies therein, and then
to enable it to make recommendations which can rectify the defects and provide the level of
teacher education necessary to produce quality teachers.
The JVC Report is in three volumes:
▪ Volume I contain the main report divided into seven chapters along with the final
conclusions and recommendations.
▪ Volume II contains all the discussion and material related to the 291 recognised
institutions Western Region of Maharashtra.
▪ Volume III contains all the Annexure.
Terms of Reference of JVC Report
▪ Whether in the context of the provisions of the Right of Children to Free and
Compulsory Education Act, 2009 the Regulations on Recognition Norms and
Procedure that lay down the norms and procedure for various teacher education courses
which are adopted by NCTE are adequate or need review.
▪ Whether further reforms are necessary to improve quality of teacher training and in
service training.
▪ To review the Recognitions on Recognition Norms and Procedure currently in force as
laid down by the NCTE are being properly enforced. If not how to evolve a fair and
transparent manner in which these norms and standards may be enforced.
▪ To review the existing practice of appointment of members to the NCTE are
undertaken, so that the NCTE discharges its crucial role in providing vision and
direction in the functioning of NCTE.
▪ To evolve standard and norms for evaluating teacher performance and audit teachers.
▪ To review whether the present provisions empowering withdrawal of recognition of
institutions are adequate.
▪ To determine what the methodology should be to examine / enforce quality in teacher
education institutions.
▪ To review whether the 291 institutions in the Western Region qualify to be recognised
as Teacher Training Institutions.
Existing Scenario of Teacher Education as found by the JVC report
The Commission of the JVC report pointed out the following findings:
▪ Classroom practice is closely tied to the manner in which teachers learn to engage with
teaching as a practical and social activity.
▪ The institutions of teacher education operate as a system of well-established
conventions that structure social interaction, reproducing shared habits of thought
through the conventions and rituals of teacher preparation.
▪ The bulk of secondary teacher education institutes offering programmes leading to the
B. Ed. degree are outside university campus.
▪ Elementary teacher education institutes leading to the D. Ed. degree are not linked to
the Universities.
▪ Teacher education institutes function as closed spaces with the sole mandate of training
teachers.
▪ Most teacher education programmes (B. Ed. and D. Ed.) do not adequately engage with
subject knowledge.
Quality of Curriculum Content
The Commission examined the curriculum and found the following:
▪ Initial teacher preparation, both at the elementary and secondary levels, is facing a
number of problems. Some of them are common while others are specific to a stage of
education.
▪ The teacher education curriculum either in the D. Ed. or the B. Ed. programmes does
not effectively engages student-teachers with subject knowledge. It focuses only on
generic methods of school subjects. Any new developments in specific disciplines that
make up school subjects do not receive the due attention.
▪ Current programmes fail to integrate the knowledge about learners and the knowledge
of the subject with knowledge about the socio-cultural context and philosophical basis
of education and learning. Teaching is practiced as a mechanical delivery of a given a
number of lessons, rather than reflective practice.
Quality in Mode of Teacher Preparation
The commission of the JVC report studied the mode of teacher preparation and viewed the
following:
▪ Quality of training through distance mode was poor.
▪ Current teacher education institutes are isolated from universities and the system of
higher education.
▪ Initial training of teacher education suffers from isolation, low profile and poor
visibility in view of it being a non-degree programme.
▪ There is an urgent need to up-grade pre-service elementary teacher education by
enhancing the duration of training; making it equivalent to an integrated degree
programme and locating the management and control of elementary teacher education
with universities.
Recommendations made by the JVC Commission
▪ The Commission recommends the Government should increases its investment for
establishing teacher education institutions and increase the institutional capacity of
teacher preparation, especially in deficit states.
▪ Government may explore the possibility of instituting a transparent procedure of pre-
entry testing of candidates to the pre-service teacher education programmes, keeping in
view the variation in local conditions.
▪ Teacher education should be a part of the higher education system. The duration of
programme of teacher education needs to be enhanced, in keeping with the
recommendations of the Education Commission (1966), the implementation of which
is long overdue.
▪ It is desirable that new teacher education institutions are located in multi- and
interdisciplinary academic environment.
▪ This will have significant implications for the redesigning of norms and standards of
various teacher education courses specified by the NCTE.
▪ This will have also implications for employment and career progression of prospective
teachers.
▪ Existing teacher education institutions may be encouraged to take necessary steps
towards attaining academic parity with the new institutions.
▪ Current teacher education programme may be redesigned keeping in view the
recommendations in the National Curriculum Framework for Teacher Education
(NCFTE, 2009) and other relevant material.
▪ In keeping with the recommendations of the Education Commission (1966), every pre-
service teacher education institution may have dedicated school attached to it as a
laboratory where student teachers get opportunities to experiment with new ideas and
hone their capacities and skills to become reflective practitioners.
▪ There is a need to establish a national level academic body for continual reflections and
analysis of teacher education programmes, their norms and standards, development of
reading material and faculty development of teacher educators.
▪ As a matter of policy, the first professional degree/ diploma in teacher education should
be offered only in face-to-face mode.
▪ Distance learning programmes and the use of blended learning material may be
developed and used for continuing professional development of school teachers and
teacher educators.
▪ The institutional capacity should be increased for preparation of teacher educators.
▪ There is need to make Masters in Education programme of two years duration with the
provision to branch out for specialisation in curriculum and pedagogic studies,
foundation studies, management, policy and finance, and other areas of emerging
concerns in education.
▪ The NCTE would need to develop broad-based norms for qualification of teacher
educators to enable induction of persons with post-graduation degrees in education
science, social science, languages and mathematics, along with a professional degree
in teacher education or a research degree in education, as teacher educators.
▪ The idea of creating opportunities for teaching practitioners to teach in teacher
education institutions, as visiting faculty, may be explored. Similarly, teacher educators
could be considered as visiting faculty in schools.
▪ Faculty development programmes for teacher educators should be institutionalised.
▪ There is need for enhanced investment in promotion of research in education in general,
and in teacher education in particular in the universities; creation of an Inter University
Centre in Teacher Education could play a significant role, in this regard.
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