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National council for teacher education
The National Council for Teacher Education (NCTE) was established in 1973 and granted statutory status in 1995. It aims to regulate and properly maintain standards in teacher education. NCTE's objectives include achieving planned development of teacher education nationwide and improving teacher educators. It recognizes teacher education institutions and lays down norms and standards. NCTE provides guidance, promotes innovation and research, and advises government bodies on teacher education. It also works to prevent commercialization and ensure quality in teacher education.
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National council for teacher education
- 1. NATIONAL COUNCIL OFTEACHER EDUCATION (NCTE) By – Siddharth Sonkar
- 2. BACKGROUND OF NCTE Kotharicommission Report (1964-66) criticized Teacher Education Programme being conventional, rigid and away from reality. Therefore it expressed the need of establishing. National council of Teacher Education in order to improve the standard of Teacher Education. In September 1972, Central Advisory Board of Education accepted the said proposal which was supported by fifth National plan. Thereafter by law, Indian Education Ministry established NCTE on 21st May 1973. NCTE has got independent constitutional status since 17" august, 1995.
- 3. INTRODUCTION The National Councilfor 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 Tramming (NCERT). Despite its commendable work in the academic fields, 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.
- 4. OBJECTIVE/PURPOSE OF THENCTE In Teacher Education system: 1) To achieve planned and coordinated development throughout the country. 2) To regulate the proper maintenance of norms and standards the matters that connect therewith. 3) The mandate given to the NCTE is very broad covers the whole gamut. 4) To improve the standard and functioning of teacher-educators. 5) To work especially towards planned and coordinated development of teacher- education.
- 5. FUNCTIONS OF NCTE •Regulatory 1. Recognition 2. Rules and Regulations, Norms and standards. • Guidance • Innovation, Research and Development. • Assessment and evaluation. • Advice to State and central Government Universities, UGC and recognized institutions. • Prevent commercialization of Teacher Education. • Co-ordination and monitoring. • Other functions entrusted by Central Govt.
- 6. CONTINUE..... • To giveapproval to teacher - education institutions. • To lay down norms for maintaining standards of teachers - education. • Promoting innovations and research studies and organize them periodically or annually. • Supervising the teacher education programmes and providing financial assistance. • Enforcing accountability of teacher development programmes in the country.
- 7. Organizational Set-Up The Council TheExecutive Committee Regional Committees Appeal Committee Inspection Team Visiting Team
- 8. NCTE Regulations 2009 Eligibilityof Institution Procedure and Conditions for Grant of Recognition Norms for various courses Power to relax norms
- 9. Norms and Standards 1.Duration of course 2. Working days 3. Intake, Eligibility and Admission procedure 5. Terms and conditions of service 4. Staff and their qualifications
- 10. 8. Curriculum Transaction 9.Sharing of facilities and total intake 7. Managing committee 6. Facilities : Infrastructure, Amenities and Instructional
- 11. NCTE Role inTeacher Development In-service teacher education broadly perform the following functions: updates teachers in issues concerning content, methodology and evaluation, upgrades serving teachers in tasks with which they are currently occupied, initiates and orients teachers to new roles and technologies, provides opportunities for unqualified or under qualified on-the-job teachers to update and upgrade their knowledge.
- 12. While content,design and duration of each programme would be determined by one or more functions identified above, long range efficacy of any programme would also be judged by its impact on the following : personality of the trainees motivation and commitment in matters relating to professional and self growth awareness of social realities; and communication and valuative skills
- 13. NCTE Strategies Training strategieswould range from lecture-cum discussion to project work, library work, group interaction, field visits. There may be many models of in-service training. Face to face Institutional Model Cascade Model Media Based Distance Education Model
- 14. Besides the abovethree models, some other important considerations contribute to effectiveness of an in-service training programme. I) Target Groups ii) Transactional Strategies iii) Content iv) Evaluation and follow-up
- 15. Training faculty Thesuccess of in-service education depends on the strength of each of its four pillars: I. Content of training II. Over all ethos of the training venue III. Resource fullness ingenuity of trainers IV. Receptivity and involvement of the trainees All of which together contribute towards the effectiveness of in-service education. The training faculty shall comprise two types of faculty. 1. Core Faculty 2. Guest Faculty
- 16. Pre-service Teacher Education "Teachingis a profession and teacher education is a process of professional preparation of teachers" Pre-service Teacher Education is the education and training provided to student teachers before they have undertaken any teaching. During the pre-service education program the re-service teacher will learn how to use their edge to formulate lesson plans to teach their class.
- 17. A major focusduring such education programs are the practicum where the pre-service teacher is placed within a school setting (either elementary, or senior) and shadows an experienced teacher. The pre-service teacher will be given opportunities to develop skills through lessons, teaching lessons and classroom management. Common topics include classroom management, lesson plans, and professional development.
- 18. NCTE - Pre-serviceTeacher Education The NCTE, under Section 12, is responsible for the following activities and functions: To lay down guidelines in respect of minimum qualifications for a person to be employed as teacher. To lay down norms for any specified category of courses or training in teacher education. To coordinate and monitor teacher education and its development in the country.
- 19. To lay downguidelines for compliance by recognized institutions for starting new courses or training. To lay down standards in respect of examinations, leading to teacher education qualifications. To examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council.
- 20. IN-SERVICE TEACHER EDUCATION The programmeof Action (POA) started taking shape with effect from 1988; at present it comprises approximately a total 750 institutions including DIETs, CTEs, IASEs.
- 21. In addition asub district structure namely BRC and CRC has also been established in each block under the DPEP and SSA to provide in service education.
- 22. Teacher development isa complex process. Teachers update themselves by putting in various efforts of self- learning, peer learning and interactions with the community.
- 23. Comprehensive evaluation, scalingand grading, introduction of new areas like environmental education, population education, computer education, AIDS education, gender sensitivity, etc. demand in- service training of teachers.
- 24. Recurrent and continuingprogrammes are organized through seminars, workshops, orientation courses etc. as per the professional requirements. 1) Workshops sessions for interaction and problem solving 2) Developing learning materials 3) Designing and choosing activities 4) Hands on activities such as text book analysis
- 25.