Development of Curriculum For Pre-service Teacher Education Programme at
The Secondary Level For Jharkhand
(Report of The PAC Programme 17.16)
Dr. Gowramma I. P.
Dr. Elizabeth Gangmei
The aspiration level of the society has changed considerably under the overarching influence of technological revolution and globalization along with existing diversity in our society, it is necessary that teachers have to deal with the heterogeneous learners in the classroom. This necessitates teachers to be equipped with skills and competencies that endorse the demands of the present societal phenomenon. At the same time, that learners have to be provided with opportunities to share, discover and participate actively in the learning process. Teacher has to understand the process of learning, create conducive environment for learning and to provide varied opportunities for the students to observe, experiment, reflect, and question. The Curriculum Framework for school education published by the National Council of Educational Research and Training (NCERT) in 1975, 1988, 2000 and 2005 have played an important role in the development of school education system in the country, especially with regard to its content and transaction in classroom. The latest framework in the series, the National Curriculum Framework 2005 (NCF 2005) articulated the need for connecting knowledge to life outside the school, understanding construction of knowledge, facilitating learner in knowledge construction, creating a fear-free atmosphere, addressing diversity and inclusion, equity and quality. In order to bridge the gap between conceptual knowledge and practice, it is essential to understand child as a critical learner as emphasized in the framework. In order to respond to the demands of changing school curricula, the National Council for Teacher Education (NCTE) has brought out Teacher Education Curriculum Framework from time to time. The latest curriculum framework, NCFTE-2009 tried to address the gap that exist between theory and practice in teacher education programmes. Moreover, it has suggested for incorporating the socio-cultural contexts of education, giving more emphasis on the field experience of student teachers in all courses through practicum, visits to innovative centres of pedagogy and learning, classroom based research, and internship of longer duration. The need for developing competencies for lesson design and maintaining reflective journals is also been emphasized. The Justice Verma Commission (JVC) constituted by the Hon’ble Supreme Court of India submitted its report in 2012 recommended for revamping the system of teacher education in the country, such as introducing integrated teacher education programmes of longer duration and upgrading the status of teacher education by making the entire system as part of higher education. The commission recommended the establishment of inter-university centers of teacher education to ensure continuing professional development of teacher educators, reorientation of teacher education curriculum to enhance the quality of teacher preparation, strengthen the regulatory and monitoring mechanisms and establishment of performance appraisal system for teacher education institutions, teacher educators and school teachers. The Commission presented a holistic vision of teacher education in the country from the perspective of quality as well as regulation. To translate the vision of JVC into reality, the National Council for Teacher Education (NCTE) revised its regulations, norms and standards for various teacher education programmes and notified new Regulations in December, 2014. As per the Regulations, the duration of the B.Ed. programme has been enhanced from one year to two years. In the 2 year B.Ed. programme, the curriculum follows broad based curricular areas such as perspectives in education, curriculum and pedagogic studies, enhancing professional capacities and engagement with the field. All these areas focus towards reducing the gap between theory and practice with inbuilt practicum in all the courses along with engagement with the field is extended throughout the four semesters. In addition, each course has ample scope, which links to the experiences in school. The present curriculum is an attempt to actualize all the pertinent issues raised in the new regulations. The curriculum in totality is a blend of the four important components as given above with exposure into an area of vocational skill development and opportunity to accumulate additional credit to enhance competence for a secondary school teacher.
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Development of Curriculum For Pre-service Teacher Education Programme at The Secondary Level For Jharkhand