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
therewith
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
teacher education
• 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
Kashmir )

4. Functions
• Regulatory
1. Recognition
2. Rules and Regulations, Norms and
standards.
• Guidance
• Innovation, Research and Development
• Assessment and evaluation
• Advice to State and central Government
Universities, UGC and recognized institutions.

5. • Prevent commercialization of Teacher
Education
• Co-ordination and monitoring
• Other functions entrusted by Central Govt.

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
Recognition
• 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
Instructional

9. • Curriculum Transaction
• Sharing of facilities and total intake
• Managing committee

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
teaching.
• During the pre-service education program the
pre-service teacher will learn how to use their
knowledge to formulate lesson plans to teach
their class.

11. • Common topics include classroom
management, lesson plans, and professional
development.
• 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
experienced teacher.
• The pre-service teacher will be given
opportunities to develop skills through lesson
plans, teaching lessons and classroom
management.

12. NCTE - Pre-service Teacher
Education
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
a teacher.
• 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
qualifications.
• 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
be enhanced

15. • Little scope for student teachers to reflect on
their experiences
• Disciplinary knowledge is viewed as
independent of professional training in
pedagogy
• Repeated ‘practice’ in the teaching of a
specified number of isolated lessons is
considered a sufficient condition for
professional development
• 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
country.

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
community.

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
solving
2. Developing learning materials
3. Designing and choosing activities
4. Hands on activities such as text book analysis

20. Current In-Service training
Scenario
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
Development
 In-service teacher education broadly perform the following
functions:
o updates teachers in issues concerning content, methodology
and evaluation,
o upgrades serving teachers in tasks with which they are
currently occupied,
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
evaluative skills

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

26. THANK YOU