2. OBJECTIVE/PURPOSE OF THE NCTE
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
3.The mandate given to the NCTE is very broad
and covers the whole gamut.
3. History of Creation of NCTE
• Set up as an advisory board in 1973
• created nationwide awareness on issues relating to
• Developed “ National Framework for Teacher
Education Curriculum” in the year 1978.
• The National Council for Teacher Education as a
statutory body to regulate and guide institutions of
teacher education came into existence in pursuance
of the National Council for Teacher Education Act,
1993 (No. 73 of 1993) on the 17th August,1995.
( It extend to the whole of India except Jammu and
2. Rules and Regulations, Norms and
• Innovation, Research and Development
• Assessment and evaluation
• Advice to State and central Government
Universities, UGC and recognized institutions.
6. Organizational Set-Up
• The Council
• The Executive Committee
• Regional Committees
• Appeal Committee
• Inspection Team
• Visiting Team
7. NCTE Regulations 2009
• Eligibility of Institution
• Procedure and Conditions for Grant of
• Norms for various courses
• Power to relax norms
8. Norms and Standards
• Duration of course
• Working days
• Intake, Eligibility and Admission procedure
• Staff and their qualifications
• Terms and conditions of service
• Facilities :Infrastructure, Amenities and
10. Pre-service Teacher Education
“Teaching is 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
• During the pre-service education program the
pre-service teacher will learn how to use their
knowledge to formulate lesson plans to teach
11. • Common topics include classroom
management, lesson plans, and professional
• A major focus during such education programs
are the practicum where the pre-service
teacher is placed within a school setting
(either elementary, or senior) and shadows an
• The pre-service teacher will be given
opportunities to develop skills through lesson
plans, teaching lessons and classroom
12. NCTE - Pre-service Teacher
The NCTE, under Section 12, is responsible for
the following activities and functions:
• To coordinate and monitor teacher education
and its development in the country.
• To lay down guidelines in respect of minimum
qualifications for a person to be employed as
• To lay down norms for any specified category
of courses or training in teacher education.
13. • To lay down guidelines for compliance by
recognised institutions for starting new
courses or training.
• To lay down standards in respect of
examinations, leading to teacher education
• To examine and review periodically the
implementation of the norms, guidelines and
standards laid down by the Council.
14. National curriculum frame work
for Teacher education
• NCTE forms an extremely critical structure of
the Indian government's National curriculum
frame work 2009.
The NCF has described the current concerns of
teacher Education as follows:
• Curriculum, syllabi and textbooks are never
critically examined by the student teacher or
the regular teacher.
• Language proficiency of the teacher needs to
15. • Little scope for student teachers to reflect on
• Disciplinary knowledge is viewed as
independent of professional training in
• Repeated ‘practice’ in the teaching of a
specified number of isolated lessons is
considered a sufficient condition for
• It is assumed that links between learning
theories and models and teaching methods
are automatically formed in the
understanding developed by student teachers.
16. • There is no opportunity for teachers to
examine their own biases and beliefs and
reflect on their own experiences as part of
classroom discourse and enquiry.
• Theory courses have no clear link with
practical work and ground realities.
17. Intel Teach program
• The objectives of this project are to impart
sustained professional development to all
teacher educators from all recognized
institutions of teacher education across the
18. IN-SERVICE TEACHER EDUCATION
The programme of Action (POA) started taking shape
with effect from 1988; at present it comprises
approximately a total 750 institutions including
DIETs, CTEs, IASEs.
In addition a sub district structure namely BRC and
CRC has also been established in each block under
the DPEP and SSA to provide in service education.
Teacher development is a complex process. Teachers
update themselves by putting in various efforts of
self-learning, peer learning and interactions with the
19. comprehensive evaluation, scaling and grading,
introduction of new areas like environmental
education, population education, computer
education, AIDS education, gender sensitivity, etc.
demand in-service training of teachers.
Recurrent and continuing programmes are organized
through seminars, workshops, orientation courses
etc. as per the professional requirements.
1. Workshops sessions for interaction and problem
2. Developing learning materials
3. Designing and choosing activities
4. Hands on activities such as text book analysis
20. Current In-Service training
The key Ingredients:
Assessment of training needs
Development of appropriate modules
Preparation of training materials
Delivery of training by well qualified and motivated trainers
who can effectively engage with teachers
Assessment of the impact and out come of the training.
21. NCTE Role in Teacher
In-service teacher education broadly perform the following
o updates teachers in issues concerning content, methodology
o upgrades serving teachers in tasks with which they are
o initiates and orients teachers to new roles and technologies,
o provides opportunities for unqualified or under qualified on-
the-job teachers to update and upgrade their knowledge.
22. 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 :
1) personality of the trainees
2) motivation and commitment in matters relating to
professional and self growth
3) awareness of social realities; and communication and
23. Training faculty
• The success of in-service education depends on the strength
of each of its four pillars:
1) Content of training
2) Over all ethos of the training venue
3) Resource fullness ingenuity of trainers
4) 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
24. NCTE Strategies
• Training strategies would 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
25. • Besides the above three 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
The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
i. To coordinate and monitor teacher education and its development in the country; ii. Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher; iii. Lay down norms for any specified category of courses or trainings in teacher education;
iv. Lay down guidelines for compliance by recognised institutions for starting new courses or training; Lay down standards in respect of examinations, leading to teacher education qualifications vi. Examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council. vii. The Council is empowered to grant recognition of institutions offering courses or training in teacher education.
Recognition of various teacher training courses based on application submitted by the institutions concerned in the prescribed proforma and along with the requisite documents. undertake surveys and studies relating to various aspects of teacher education and publish the result thereof; make recommendations to the Central and State Governments, Universities, University Grants Commission and recognized institutions in the matter of preparation of suitable plans and programmes in the field of teacher education; Co-ordinate and monitor teacher education and its development in the country; Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in schools or in recognized institutions; Lay down norms for any specified category of courses or trainings in teacher education, including the minimum eligibility criteria for admission thereof, and the method of selection of candidates, duration of the course, course contents and mode of curriculum; Lay down guidelines for compliance by recognized institutions, for starting new courses or training, and for providing physical and instructional facilities, staffing pattern and staff qualifications; Lay down standards in respect of examinations leading to teacher education qualifications, criteria for admission to such examinations and schemes of courses or training; Lay down guidelines regarding tuition fees and other fees chargeable by recognized institutions; Promote and conduct innovation and research in various areas of teacher education and disseminate the results thereof; Examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council, and to suitably advise the recognized institutions; Evolve suitable performance appraisal systems, norms and mechanisms for enforcing accountability on recognized institutions; Formulate schemes for various levels of teacher education and identify recognized institutions and set up new institutions for teacher development programmes. Take all necessary steps to prevent commercialization of teacher education; and Perform such other functions as may be entrusted to it by the Central Government.