Teacher Education: as Envisioned in NEP-2020
DR. VIKAS KUMAR
Associate Professor, D.A.N. College of Education for
Women
The Vision of NEP-2020
an education system rooted in Indian ethos that
contributes directly to transforming India into an
equitable and vibrant knowledge society, by
providing high-quality education to all, and thereby
making India a global knowledge superpower
the curriculum and pedagogy of our institutions
must develop a deep sense of respect towards the
Fundamental Duties and Constitutional values,
bonding with one’s country, and a conscious
awareness of one’s roles and responsibilities in a
changing world.
The Vision of NEP-2020
is to instill among the learners a deep-rooted
pride in being Indian, not only in thought, but
also in spirit, intellect, and deeds, as well as
to develop knowledge, skills, values, and
dispositions that support responsible
commitment to human rights, sustainable
development and living, and global well-
being, thereby reflecting a truly global
citizen.
TEACHER
The teacher must be at the centre of the
fundamental reforms in the education system.
Re-establish teachers as the most respected and
essential members of our society.
It must do everything to empower teachers and
help them to do their job as effectively as possible.
Must help recruit the very best and brightest to
enter the teaching profession at all levels.
Ensuring livelihood, respect, dignity, and
autonomy.
Instilling in the system basic methods of quality
control and accountability.
Teacher Education: A Review
Hunter Education Commission (1884):the teacher
training programmes were made more differentiated
and for graduates the course was designed to be of
shorter duration.
During 20th Century: Greater differentiation was
sought and practiced with respect to the stages at
which teachers were expected to teach
Different training modes were introduced, such as
regular campus cum practicing school experience,
correspondence cum contact programmes and the,
more recent, distance learning programmes of teacher
education.
Teacher Education: A Review
University Education Commission(1948-49):
1 Year Teacher Education Programme
Sec. Education Commission(1952-53)- 4
Years Teacher Education Programme along
with existing 1 year B.Ed prog. Leading to
initiation of 4 yr TEP in RCEs in 1963. BA/B.Ed
and B.Sc/B.Ed
Kothari Commission (1964-66):
It accepted the limited coverage capacity of
RCEs
Teacher Education: A Review
Recommended improving quality of one year professional
course after graduation
Suggested that integrated courses should be organized in
universities and in separated institutions
The Chattopadhyaya Committee Report (1983-85) : the
minimum length of training for a secondary teacher,…
should be five years following the completion of Class XII.
To begin with we may have an integrated four year
programme. the existing colleges of Science and Arts to
introduce an Education Department along with their other
programmes allowing for a section of their students to opt
for teacher education. Each state should have one 4 year
TEP institution on RIE Model.
Teacher Education: A Review
The National Policy of Education (NPE 1986):
Teachers should have the freedom to innovate,
to devise appropriate methods of
communication and activities relevant to
concerns of the community.
teacher education is a continuous process, and
its pre-service and in-service components are
inseparable
the system of teacher education will be
overhauled.
Teacher Education: A Review
The Acharya Ramamurti Committee (1990):
observed that an internship model for teacher
training should be adopted because “…the
internship model is firmly based on the
primary value of actual field experience in a
realistic situation, on the development of
teaching skills by practice over a period of
time
Teacher Education: A Review
The Yashpal Committee Report (1993) on Learning
without Burden: The content of the programme
should be restructured to ensure its relevance to
the changing needs of school education. The
emphasis in these programmes should be on
enabling the trainees to acquire the ability for
self-learning and independent thinking.
NCFTE(2009):initial teacher education be of 4-
year duration after Senior Secondary; or of 2 years
duration after a Bachelor’s degree programme.
Various Curriculum Frameworks
Curriculum Framework (1978): Pedagogical
Theory(20%), Working with the
Community(20%), Content cum Methodology
and Practice Teaching including related
practical work(60%).
Curriculum Framework (1988): Foundation
Courses(20%), Stage Relevant Specialization
(30%),Additional Specialization (10%)&
Practical Work(40%)
Various Curriculum Frameworks
Curriculum Framework (1998):Theory
including optional courses(40%),Practice
Teaching(40%) & Practical Work(20%)
NCFTE(2009): Foundation Course (Learner
Studies, Contemporary Studies and
Educational Studies), Curriculum and
Pedagogy (Curriculum Studies, Pedagogical
Studies and Assessment and Evaluation
Studies) and School Internship( 12 weeks)
Recruitment and Deployment of
Teachers
large number of merit-based scholarships for
studying quality 4- year integrated B.Ed.
Programmes.
Incentives will be provided for teachers to
take up teaching jobs in rural areas
The harmful practice of excessive teacher
transfers will be halted
Teacher Eligibility Tests (TETs) will be
strengthened to inculcate better test material,
both in terms of content and pedagogy.
Teachers could be recruited to a school or school
complex and the sharing of teachers across schools
could be considered in accordance with the grouping-
of-schools adopted by State/UT governments
Schools/school complexes will be encouraged to hire
local eminent persons or experts as ‘master
instructors’
A technology-based comprehensive teacher-
requirement planning forecasting exercise will be
conducted by each State to assess expected subject-
wise teacher vacancies over the next two decades
Service Environment and Culture
Maximize the ability of teachers to do their jobs
effectively
Adequate and safe infrastructure will be provided to
all schools to ensure that teachers and students
receive a safe, inclusive, and effective learning
environment and are comfortable and inspired to
teach and learn in their schools.
State/UT Governments may adopt innovative
formats, such as school complex, rationalization of
schools, without in any way reducing accessibility,
for effective school governance, resource sharing,
and community building.
Service Environment and Culture
In collaboration with parents and other key
local stakeholders, teachers will also be more
involved in the governance of schools/school
complexes
teachers will not be engaged any longer in
work that is not directly related to teaching
Teachers will be given more autonomy in
choosing aspects of pedagogy, so that they
may teach in the manner they find most
effective for the students in their classrooms.
Continuous Professional
Development (CPD)
Each teacher will be expected to participate in
at least 50 hours of CPD opportunities every
year for their own professional development,
driven by their own interests.
School Principals will also be expected to
participate in 50 hours or more of CPD modules
per year, covering leadership and management,
as well as content and pedagogy with a focus
on preparing and implementing pedagogical
plans based on competency-based education.
Career Management and Progression
(CMP
A robust merit-based structure of tenure, promotion,
and salary structure will be developed, with multiple
levels within each teacher stage, that incentivizes and
recognizes outstanding teachers.
it will be ensured that career growth is available to
teachers within a single school stage and that there is no
career progression-related incentive to move from being
teachers in early stages to later stages or vice versa
outstanding teachers with demonstrated leadership and
management skills would be trained over time to take on
academic leadership positions in schools, school
complexes, BRCs, CRCs, BITEs, DIETs as well as relevant
government departments
Professional Standards for Teachers
A common guiding set of National Professional
Standards for Teachers (NPST) will be developed
by 2022, by the National Council for Teacher
Education
The standards would cover expectations of the
role of the teacher at different levels of
expertise/stage, and the competencies required
for that stage.
Promotions and salary increases will not occur
based on the length of tenure or seniority, but
only on the basis of such appraisal.
Approach to Teacher Education
Recognizing that the teachers will require
training in high-quality content as well as
pedagogy, teacher education will gradually be
moved by 2030 into multidisciplinary colleges
and universities. As colleges and universities
all move towards becoming multidisciplinary,
they will also aim to house outstanding
education departments that offer B.Ed., M.Ed.,
and Ph.D. degrees in education
By 2030, the minimum degree qualification for
teaching will be a 4-year integrated B.Ed.
The 2-year B.Ed. programmes will also be offered
and will be intended only for those who have
already obtained Bachelor ’s Degrees in other
specialized subjects.
1-year B.Ed. programmes will be offered only to
those who have completed the equivalent of 4-year
multidisciplinary Bachelor ’s Degrees or who have
obtained a Master’s degree in a specialty and wish
to become a subject teacher in that specialty.
All such B.Ed. degrees would be offered only by
accredited multidisciplinary higher education
institutions offering 4-year integrated B.Ed.
programmes.
Multidisciplinary higher education institutions
offering the 4-year in-class integrated B.Ed.
programme and having accreditation for ODL
may also offer high-quality B.Ed. programmes
in blended or ODL mode to students in remote
or difficult-to-access locations and also to in-
service teachers
In order to maintain uniform standards for
teacher education, the admission to pre-
service teacher preparation programmes shall
be through suitable subject and aptitude tests
conducted by the National Testing Agency, and
shall be standardized keeping in view the
linguistic and cultural diversity of the country.
All B.Ed. programmes will include
training in
time-tested as well as the most recent
techniques in pedagogy.
pedagogy with respect to foundational
literacy and numeracy
multi-level teaching and evaluation
teaching children with disabilities
teaching children with special interests or
talents
use of educational technology
learner-centered and collaborative learning.
Strong practicum training in the form
of in-classroom teaching
Pre- Internship Period
Internship
Post- Internship period
All B.Ed. programmes will also emphasize the
practice of the Fundamental Duties (Article
51A) of the Indian Constitution along with
other Constitutional provisions while teaching
any subject or performing any activity.
It will also appropriately integrate
environmental awareness and sensitivity
towards its conservation and sustainable
development, so that environment education
becomes an integral part of school curricula.
The faculty profile in Departments of Education
will necessarily aim to be diverse and but
teaching/field/research experience will be highly
valued.
All fresh Ph.D. entrants, irrespective of discipline,
will be required to take credit-based courses in
teaching/education/pedagogy/writing related to
their chosen Ph.D subject during their doctoral
training period. Exposure to pedagogical
practices, designing curriculum, credible
evaluation systems, communication.
Special shorter local teacher education
programmes will also be available at BITEs,
DIETs, or at school complexes themselves for
eminent local persons who can be hired to
teach at schools or school complexes as
‘master instructors’, for the purpose of
promoting local professions, knowledge, and
skills, e.g., local art, music, agriculture,
business, sports, carpentry, and other
vocational crafts.
Shorter post-B.Ed. certification courses will
also be made widely available, at
multidisciplinary colleges and universities, to
teachers who may wish to move into more
specialized areas of teaching, such as the
teaching of students with disabilities, or into
leadership and management positions in the
schooling system, or to move from one stage
to another between foundational, preparatory,
middle, and secondary stages.
It is recognized that there may be several
pedagogical approaches internationally for
teaching particular subjects; NCERT will study,
research, document, and compile the varied
international pedagogical approaches for
teaching different subjects and make
recommendations on what can be learnt and
assimilated from these approaches into the
pedagogies being practiced in India.
By 2021, a new and comprehensive National
Curriculum Framework for Teacher Education,
NCFTE 2021, will be formulated by the NCTE
in consultation with NCERT, based on the
principles of this National Education Policy
2020.
In-service continuous professional
development for college and university
teachers will continue through the existing
institutional arrangements and ongoing
initiatives. The use of technology platforms
such as SWAYAM/DIKSHA for online training of
teachers will be encouraged, so that
standardized training programmes can be
administered to large numbers of teachers
within a short span of time.
A National Mission for Mentoring shall be
established, with a large pool of outstanding
senior/retired faculty – including those with
the ability to teach in Indian languages – who
would be willing to provide short and long-
term mentoring/professional support to
university/college teachers.
Finally, in order to fully restore the integrity
of the teacher education system, stringent
action will be taken against substandard
stand-alone Teacher Education Institutions
(TEIs) running in the country, including
shutting them down, if required.
THANKS
