OUTCOMES & RECOMMENDATIONS: GROUP 2
Strategies to align teacher education curriculum to NCF2005
Major Shifts

FROM
• Teacher centric, stable designs
• Teachers direction and decisions
• Teacher guidance and monitoring
• Passive reception in learning
• Learning within the four wall of the class room
• Knowledge as “given” and fixed
• Disciplinary focus
• Linear Exposure
• Appraisal, short, few
 

TO
• Learner centric, flexible process
• Learner autonomy
• Facilitates, supports and encourages learning
• Active participation in learning
• Learning in the wider social context
• Knowledge as it evolves and is created
• Multidisciplinary, educational focus
• Multiple and divergent exposure
• Multifarious, continuous
 
Strategy for Teacher Education Curriculum
bullet To obtain reliable data and measurement to understand the real school teaching learning process
bullet Developing positive pedagogy to match the reality
Model of Teacher Curriculum
bullet To develop prospective through observations
bullet To develop teachers as reflective practioners
bullet Thematic strategy rather than discipline based
bullet Understanding learning from different contexts/situations
bullet Understanding learning from philosophical, psychological, sociological perspective
bullet Teachers as creators of knowledge using their own experiences
bullet Fine tuning between theory and practice
bullet Judicious weightage to theory and practice based on definite parameters
bullet Assessment in teacher education to be continuous and process oriented rather than summative examinations
bullet Should be job description as to what a teacher is supposed to do such as:
bullet Moving from skill based transmission to reflective teacher
bullet Revitalizing teacher curriculum- Viability (quality assured textbook) and practicability
bullet School experiences to understand school as a system in holistic way

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