Revamping Teacher-Education in the light of NEP-2020 (Committees of Teacher Education, Challenges of Teacher Education)

1. Dr. Jagannath K. Dange
Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2. REVAMPING: to change or arrange something
again, in order to improve it.
REVAMPING TEACHER EDUCATION FOR
MEETING THE NEEDS of ....................?
Revamping the teacher education sector, simply
means restoring the teacher education
to―internationally acceptable standards, in
today‘s globalized world in order to meet the
needs, challenges and aspirations of
learning.

3. Teacher education refers to the policies and
procedures designed to equip prospective
teachers with relevant knowledge, attitude
and skills they require to effectively carry
out their tasks in the classroom, school
and wider community.
Teacher education institutions should be
equipped to produce teachers with skills
and competencies to develop learners as
critical citizens in a digital world.

4. Teacher education institutions in India
need teacher education programmes that will
develop high quality teachers to deliver
high quality teaching and learning in a
sustainable and inspiring manner supported
by innovative research and technology.
Teacher education also includes the
preparation of administrators, supervisors,
guidance counselors and other members of
the workforce needed for nation building .

5. National
Education Policy 2020
Addresses challenges of Education;
1.Access
2.Equity
3.Quality
4.Affordability
5.Accountability

6. 1. Quality of learning –teaching- Pedagogy
2. Curriculum development and alignment
3. Quality assurance mechanism
4. Infrastructure and facilities for e-learning
5. Quality of research
6. Monitoring
7. Moral Issues
8. Private sector
9. Funding
10. Unqualified Faculty
11. Working conditions
12. Partnership and collaboration
13. Political Factor

7. •It is often quoted that no one can teach anything to anyone and
that all one can do is to create an instrumental environment to
learn.
• The teacher training programme is to be organized enough to
equip the teachers with the right inspiration, values and skills.
•The system of teacher education in India is under serious
criticism because of the increasing instances of quality crisis
throughout India.
•Teacher education programmes are said to be mechanical,
stereotyped, traditional and passive, unable to prepare effective
and competent teachers.
•Quality is checked in terms of infrastructure facilities, curriculum,
pedagogy, teaching practice, and examination, teaching standard
and professional development of the teacher.

8.  New Education Policy 2020, attempted to address the
problems of teacher education with an effort to revitalize
and renovate teacher education in India.
 The recommendations stated in New Education Policy
2020 viewed today's teachers to be grounded in Indian
values, languages, knowledge, ethos and traditions
while being updated with newer advancement in
education and technology.
 The National Education Policy 2020 also states, "Teachers
truly shape the future of our children and therefore, the
future of our nation" and admit that ,
teachers play the most important role in nation building
producing competent, creative, skilled, employable and
ethical citizen".

9. Teacher Education and Indian National Educational
Policies
The first Indian Education Commission, University
Education Commission (1948-49) recommended for
remodelled, flexible and adaptable curricula, selecting suitable
schools and duration of practice teaching and replaced the
term 'teacher training to 'teacher education' for
improvement of teacher education.
Secondary Education Commission (1952-53) suggested
for training in at least two subjects within one year of
training to the graduate teachers, along with practice
teaching, observation, demonstration and criticism of lessons,
construction and administration of scholastic test,
organization of supervised study and maintenance of
cumulative records.

10. The Kothari Commission, 1966
4.18. Integrated Courses of General and
Professional Education.
An alternative way to link the study of subjects with
professional preparation at the level of secondary
teachers is to provide integrated courses in general
and professional education, on the pattern of teacher
education in the USA.
Courses of this type have been introduced in a few
selected subjects in the Kurukshetra University in
Punjab, in the Regional Colleges of Education and
in one Rural Institute.
In the Kurukshetra experiment, the total period of
education has been reduced by one year, and the
B.Ed. degree can be obtained in four years after the
SSLC or the Matriculation examination.

11. 4.19. The utility and feasibility of these integrated
courses have been widely questioned.
It has been argued that this experiment has not, and will
not succeed in India since a young student, about 16 or
17 years old, who has just completed secondary
education does not ordinarily decide to be a school
teacher.
It is also contended that there is no evidence to show that
the products of these integrated courses are better in any
way than teachers who have first taken their degree and
then completed their professional education.
We feel that it would be wrong to place an undue emphasis
on such marginal experiments and that, from the point of
view of raising standards in teacher education, it would
be better to concentrate on improving the
professional one-year course following the first or the
second degree.

12.  4.20. If such integrated courses are to be organized at
all-and we do believe that they have a place in the
elastic and varied system we are recommending-they
should be organized in universities rather than in
separate institutions set up for the purpose as is
now being done in the Regional Colleges of
Education.
 Such colleges necessarily prove to be expensive as
regards staffing and equipment.
 While existing colleges may continue, such
institutions should not be expanded.
 The experiment should be tried, as we have
recommended, in universities having strong
departments or schools of education which should
work in collaboration with departments in other
subjects.

13. 4.23 Improving Methods of Teaching and
Evaluation.
Methods of teaching and evaluation in training
institutions are extremely important and the
attitudes of the student-teacher will be
influenced more by the methods used with
them, than by what they are formally taught
about the methods they should use in schools.

14.  The National Commission on Teachers (for
school teachers 1983-85) suggested for 4 year
training course after senior secondary or
preferably a 5 year course leading to graduation
and training. Teacher educators in colleges of
Education were suggested to be from diverse
academic disciplines.
 The National Education Policy 1986 and
'Programme of Action' 1992 recommended for
improving the quality of teacher education and
upgradation of training schools to District
Institute of Education (DIET), Colleges of Teacher
Education (CTE), and Institutes of Advanced
Studies (IASE).

15.  Yashpal Committee (1993) suggested for one year
B.ED. programme after graduation or four years after
higher secondary. The Committee also emphasized on
restructuring curricula making it relevant for enabling
trainees to acquire the ability for self-learning and
independent thinking.
 National Council for Teacher Education (NCTE)
suggested 'National Curriculum Framework (1998)'
on content designing and teaching methods.
 'National Curriculum Framework (2010) emphasised
on professional preparation of teacher educators for
strengthening teacher education of India.

21. Revamping Teacher Education Under NEP
2020
 By 2030, minimum degree qualification for
teaching will be a 4 year multidisciplinary and
integrated dual major bachelor degree in
Education as well as a specialized subject that
teaches a range of knowledge content and
pedagogy (NEP 5.22 p.51).
 Opening Departments of Education and moving
teacher education into multidisciplinary
college and Universities with improved in
curriculum and pedagogy will enhance liberal
and independent thinking among the teacher
educators enabling them to inculcate this sense
among the teacher trainees.

22.  Higher education institutions offering the 4 year
integrated B. Ed may also run a 2 year B. Ed for
students who have a bachelor degree in a specialized
subject.
 A 1 year B. Ed may also be offered for candidates who
have received a 4 year undergraduate degree in a
specialized subject (NEP 5.23).
 The provision of different level of B. Ed programme will
ensure equal accession of the opportunity, catering varied
requirements of B. Ed aspirant.
 Provision for scholarships for meritorious students for
the purpose of attracting outstanding candidates to the
4 year, 2 year and 1 year B. Ed Programme will help the
eligible aspirants to pursue the programme without
financial hardship. (NEP 5.22)

23.  Gradual movement of Teacher Education
institutions by 2030 into multidisciplinary
colleges and universities aiming to house
outstanding Education Departments for
offering B. Ed., M. Ed., and Ph.D. degrees in
education for innovation in education will help
in framing improved curriculum and innovative
methodologies in teacher education. (NEP 5.22)
 Multi-disciplinary 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 in remote areas will provide increased
access to quality teacher education. (NEP 5.23)

24.  The recommendation of including training on recent
technique in pedagogy on foundational literacy and
numeracy, multi-level teaching and evaluation, teaching
children with disabilities, use of educational technology,
learner centred and collaborative learning, practice of
Fundamental Duties (Article 51 A), integration of
environmental awareness and sustainable development
throughout the B. Ed curricula programmes will lead
to holistic development of the teacher trainees. (NEP
5.22)
 Need to start Short-term post B.Ed. certification
courses will also be made available at
multidisciplinary colleges and universities who wish
to move into more specialized areas of teaching. (NEP
5.25)

25.  National Curriculum Framework for Teacher
Education (NCTEF) is to be drafted in consultation
with NCERT for guiding pre-service and in-service
teacher education, academic, vocational, and special
education stream. The NCFTE 2021 will factor in the
requirements of a new and comprehensive curriculum in
teacher education (NEP 5.28).
 Stringent action will be taken against substandard
stand-alone Teacher Education Institution run in the
country including shutting them.
 By 2030, only educationally sound, multidisciplinary,
and integrated teacher education programmes shall
be in force, those Teacher will carry out cutting edge
research in various aspects of education to enhance the
quality of their B. Ed programme.

26.  In-service continuous professional
development for college and university
teachers will continue through the existing
institutional arrangements and on-going
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 number of teachers
within a short span of time (NEP 15.10).

27.  NEP 2020 highlighted is career management and
progression.
Teachers are not confined for classroom activities only.
Social involvement with contribution and creativity
of the teacher is encouraged.
Recommendation of a system of multiple parameters
for proper assessment of performance and
contribution may enhance motivation among the
teachers.-
(This aspect has to be included in teacher education)
 National professional Standards for teachers
(NPTS) by 2022 covering the expected role and
competencies from teachers at different levels.

28. Problems and Challenges in Implementation of NEP
2020 & Teacher Education
1. Maintaining Professionalism:
No difference-Professional non professional- Self-prepared
code of conduct- ethics required strongly (AICTE, NCTE,
BCI, MCI)
 They are not job oriented or labor oriented.
 Philosophical principle is important.
2. Apathy towards ITEP: Why not colleges are coming to
get the courses?, provision for only government & central
institutions.
 Verma commission report- make strong multi-teacher
education programme (B.Ed., M.Ed. D.Ed., Dl.Ed.) quality
oriented programme. Then why ITEP?

29. 2. Non Education Expert in NEP Committee: No
Education experiments cited and B.PEd. Completely
mission- NEP doesn’t comprise a Education
background expert.
3. Closing of all substandard teachers training
institutions and individual programme or merging
these institutions and moving teacher education into
multidisciplinary colleges or universities will be
challenging keeping in view the limited resources,
time frame and fund crunch.
4. Changing the present system of teacher education and
stringent action to close the substandard teacher
education institution as recommended will require
much planning and courage.

30. 5. Institutional collaboration leading to the award of
dual major degrees:
Under the collaborative arrangement, the single stream
institutions can integrate their programmes with those
of nearby multi-disciplinary institutions to enhance
their programmes

31. Professionalism threat; dependent on other courses.
Non professional course leader will rule.
•Can’t surrender to other courses. it should be
dependent.
•. (Private and Aided colleges- But how ideal? )

32. 6. The aim of practice teaching or apprentice in
teacher education is to make the teacher trainee
learn and practice teaching skills in real environment.
At present, in some institutions it remains just
become a formality. (Digitalisation is needed)
7. One of the crucial issues in teacher education
institution is to limited cooperation of the local
schools for practice teaching. Though NEP
recommend for strong practicum training in the form
of in classroom teaching at local schools.(Provision
for monitoring)
8. The restructured curriculum as suggested in NEP
2020 will require skills in innovative methods for
proper transaction of the curriculum.(Modify and
update the teacher education courses curriculum)

33. 9. Teachers have to be trained digitally to one
accommodate with digital learning process for
attaining the objectives of NEP 2020, which will take
time. Lack of digital infrastructure and expertise in
curriculum construction and transaction, evaluation
will be another critical factor in teacher education that
will need attention.
10. Cost and time required for implementation
remains a big challenge in implantation of NEP.
11. Sometimes, policy implementation depends on
good will of the political power. Change in
governance may influence the pace of implementation
of NEP 2020.

34. 12. Lack of collaboration and cooperation among the
various implementing agencies and stake holders
may also delay the implementation process.
(University, HEC, NCTE, NCERT, and DSERT)
13. Whenever a National Education Policy comes, it
comes with a Programme of Action. However, a
separate Programme of Action for
implementation of NEP-2020 is yet to come.
14. The document recommends for Private
Philanthropic Partnership for promoting teacher
education in the country. Research says
privatization promotes commercialization.

35. 15. NEP-2020 recommended that candidates even without
PhD but having outstanding teaching
experience/field experience; and those with training in
areas of social sciences that are directly relevant to school
education (e.g., psychology, child development, linguistics,
sociology, philosophy/political science) as well as from
science education, mathematics education, social science
education, and language education can also become
faculty in the Department of Education.
To become a Professor of Mathematics, one must have
masters/Ph.D. degree in mathematics. We cannot
compromise with the qualification in core discipline.

36. 16. We have thousands of ETEIs, DIETs and
CTEs who have been engaged in teacher
education at elementary level leading to
D.El.Ed. Degree. The document is silent
about the future of these institutions.
What about the future of faculty members
working in these institutions?
17. Monitoring mechanism: By whom?
Teaching-learning, Evaluation and other
aspects.
18.Coherence between Agencies: NCTE,
Universities, HEC, NAAC, NCERT and others

37. 19. Teacher Education courses are Professional Courses.
 Hands on experience need to be more intensive and well
defined.
 The curriculum should have theoretical inputs to support
the practicum
 Competency, attitude and values should lead in front-foot
to knowledge.
20. B.Ed. is a course for graduates and post graduates.
 They should be treated as adult learners.
 The theoretical inputs should be more in the form of
self learning. Class room time is for the sharing and
less for lecturing
 Principles of androgogy and digigogy should be
followed to transact curriculum.

38. 21. Researches and experimental studies
undertaken during the past fifty years need to be
reviewed to generate novel inputs that can
provide greater advantage to transact
curriculum.
 On an average at least three hours of hands on
experience should be provided everyday.
 There should not be more than three lecture
classes per day.
 The curriculum for the teacher education of 6 to
8th std., for 9 to 10th std, and for 11th-12th needs
to be discriminated based on the learners’
psychological needs and learning capacity.
 The structure should provide this
discriminative treatment .

39. 22. As proposed in the existing structure, when
the student-teacher is sent to the internship
for months.
 How one can ensure that he/she gets all the
type of exposures that run through the year.
 Further the quality of exposure is the
function of the quality of school where in
he/she gets the internship.
 Good schools generally do not allow for
internship programme.

40. The Way Forward
 The NEP 2020 proposes sweeping changes in
teacher education.
 The recommendation in teacher education aims to
rigorous changes in structural composition,
curriculum reconstruction measure and
classroom transaction methods.
 Required mind set for a sea change in curriculum
transaction among the teachers will be challenging.
 To re-energies such teachers freeing from archaic
thinking, proper orientation about the changing
need of the hour and significance of adoption and
development of innovative pedagogies through
consistent inter and intra school training will be
needed.

42. 1. For effective implementation of the policy,
awareness about the significance of the policy
implementation among the stakeholders
needs to be raised.
Intrinsic motivational factors need to be
initiated for the innovative teachers to pursue
their best practices.
Orientation and discussions need to digitally to
be held so as to encourage the teacher trainee and
educator understands their role in the venture.

43. 2. Existing private and government teacher
training institutions should be given the
opportunity to another critical enhance
quality for a stipulated time frame which will
need may be assessed by the concerned
accreditation bodies.
Scaffolding of teacher education institutions
in cluster instead of merging into multi-
disciplinary implementation institutions may
prove more effective.
Mechanisms for private public partnership
need to be chalked out.

44. 3. Initiatives for preparation of manuals for
introducing experiential, competency based, joyful
learning and other innovative pedagogies need to be
undertaken.
Master training to the in-service teachers and
teacher educators in a collaborative manner with the
help of scalable and sustainable model.
4. The regulatory agencies for implementation of the
recommendations of NEP on teacher education i.e.,
NCERT, NCTE and other stakeholders need to be
strengthen and revitalize for enabling to take the
herculean responsibility of renovating teacher
education in India. Regular monitoring mechanism
may enhance quality indices.

45. 5. Essential skills required to be a teacher need to be
scaled down and assessed including capability to
integrate technology in teaching along with certain
common skills.
The current pool of teacher educators have to be
oriented towards new age teaching techniques.
6. Teachers who are prepared for current and future
practices and capable of integrating science and
technology may be engaged to train the other
teachers.
A pool of trained motivators consist of teacher
educators and staff may design learning eco system
considering geographical, cultural and learning diversity
for making learning joyful and active.
7. Teacher training institutions, higher educational
institutions, regulatory bodies and government agencies
may build information repositories and share among
the stakeholders.(No Hide and seek)

46. 8.Teacher educators, teacher trainees,
management of the institutions need to be
oriented to welcome newer pedagogies i.e
practical and experiential learning, developing
creative and critical thinking skills, focusing on
understanding of the content rather than
completion of the course.
Age old chalk and talk methods need integration with
technology and mind set of the teachers need to be
shifted accordingly.
9.Timely fund allocation from the government
will remain critical factor in speedy and smooth
implementations of the recommendations.

47. 10. Accreditation: As per the data provided by the NAAC, as on mere
40% of the total higher education institutions in the country were
accredited.

48.  The role and structure of teacher education is
easy to visualize, but difficult to accomplish.
 A positive attitude and active participation will
surely redefine teacher education as envisioned by
NEP 2020.
 To prepare for such teacher, every stakeholder
must come forward and extend cooperation in
rigorous curriculum framework and pedagogical
innovation.
 For this, changing mind set of all the stakeholders
for adapting with the change will remain
critical in effective implementation of the policy.

49. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com