Impact of NCTE
regulations 2014 on Teacher education
1.
Concept of NCTE :
NCTE stands for national council of
teacher education, formed in 1973 as advisory body central and state
governments on matters of teacher education.
Department of Teacher Education of the National Council of Educational
Research and Training (NCERT) is the part of NCTE for curriculum design. 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.
2.
Definition of NCTE:
National Council for Teacher
Education (NCTE) is an Indian government body set up under the National Council
for Teacher Education Act, 1993 (#73, 1993) in 1995 is to formally oversee
standards, procedures and processes in the Indian education system.
3.
Objectives of NCTE:
v To achieve planned and coordinated
development of teacher education system throughout the country.
v To regulate and properly implement
the Norms and Standards in the teacher education system and for matters
connected therewith.
v It aims at guiding and training
individuals for equipping them to teach pre-primary, primary, secondary and
senior secondary stages in schools, non-formal and part-time education, adult
education (correspondence) and distance education courses.
4.
Concept of M.ed:
The Master of Education (M.Ed) is a
postgraduate academic degree awarded by Savitribai Phule Pune university. This
degree in education often includes the following majors:
curriculum and instruction, counselling,
school psychology, and administration. It is often conferred for educators
advancing in their field.
5. General objectives of M.ed course.
i.
Understand the socio-economic-cultural
and academic background of students of the B.Ed. program.
ii.
Master the methods and techniques for
developing competencies, commitment and performance skills essential in the
teaching profession.
iii.
Explain the nature of issues and problems
faced by the State system of education and suggest some innovative remedies to
solve them.
iv.
Appreciate the national education policies and
provisions made in the plan to spread quality secondary education in the
country, and the ways to equip would be secondary teachers for the same.
v.
Understand in the light of recent global
developments, the new thrusts in education and the ways to inculcate
intellectual, emotional and performance skills among secondary would be
secondary teachers teaching the “Global citizens of tomorrow”.
vi.
Imbibe in would be secondary teachers the
attitudes and skills required of ‘life-long learners’ on the ‘ICT influenced
world of today and tomorrow’.
vii.
Acquire the skills required of a
‘consumer’ and ‘practitioner’ of educational research and innovation.
viii.
Preamble:-
The NCTE 2014 had designed
different regulations to change the perception of teacher education. It mainly
focuses on nurturing and enhancing teaching skills and overall development of a
student teacher.
ix.
Duration
of the course
The Masters of Education (M.Ed.) course is of two years which can be
completed within a period of three years.
6.
Infrastructure
:
Infrastructure
plays very important role in teacher education system. To equip students with
all necessary teaching/learning aids will help them understands subjects in
depth and use the knowledge gained in colleges effectively in teaching process.
A)
NCTE 2014 Act has given clear guidelines
about how the land and built up area of
M.Ed program in combination of
other teacher education program should be as below.
|
Course
|
Built up area(sqm)
|
Land area (in sqm)
|
|
D.EI.Ed+B.Ed+M.Ed
|
3500sq.
mts
|
3500
|
|
D.EI.Ed+B.Ed+D.E.C.Ed+M.Ed
|
4000
sq. Mts
|
4000
|
B) The institution must have following
infrastructure:
1)
One class room for every 50 students
2) Multipurpose hall with capacity of 200 with dias with total are 2000 sq. Ft.
3) Library cum resource centre.
4) Principals office
5) Staff room
6) Store room
7) Canteen.
8) Visitors room.
9) Separate toilet
facilities for men,women and staff.
10) Parking space.
11) Health and physical
education centre.
12) Arts and Crafts
resource centre.
13) Multipurpose
playfield.
C) Instructional:
1) It
shall have library-cum-resource centre wherein teachers and students shall have
access to variety of materials to support and enhance teaching/learning
process, e.g. Children’s books, Audio/video players with educational CDs.
2) Raw
material for teaching aids and plays material for arts and crafts activities.
7.
Positive
impact of infrastructure on teachers education
a) Proper
infrastructure will enable teachers to teach the students efficiently.
b)
Equipments and materials available in
sufficient quantity and quality enables teachers to conducts various programs
practically.
c)
Musical, audio/video instruments
generate interest in students for learning the subjects.
d)
Playgrounds and physical education
centres keeps students mentally as well as physically healthy.
e) Program
centres encourages students to excel in co-curricular activities, leading to
his/her all-round development.
8.
Negative
impact of infrastructure in teacher education:
Having
good infrastructure can not have any negative impact on the teacher education.
Only things which can be considered as negative is that, it is very tough to
make available the entire infrastructure instructed by NCTE 2014 Act in
educational institutions. This may be in terms of sufficient space which is not
easily available or basic amenities as they are very costly in many regards.
9.
Conclusion.
So here we come with the conclusion that,
having infrastructure in teachers educational institutes as per the standards
of NCTE 2014 Act will certainly help in development of competent skilled
teachers. NCTE has taken care of every aspect in suggesting how infrastructure
of the teacher education institute should be. This infrastructure makes sure
that there will be healthy atmosphere in the institute for teaching/learning
process and all-round development of the students is guaranteed if these norms
are followed unaltered. Though few facilities may be impractical for some
institutions to make them available due to any reasons, but it is very
important to note that maximum of these suggested facilities should be
available in the institution.
10. References:
c)
https://en.wikipedia.org/wiki/Education_in_India
