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(GS2) Issues in teacher training
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In this course, we will discuss daily editorials for a structured preparation for Mains 2019.

Yasmin Gill
Discount Code-"yashi.gill01"/Qualified for UPSC mains/Rank 24th in Punjab PCS

U
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  1. Teacher Training- Reforms By Yasmin Gill


  2. Profile Know your educator Yasmin Gill L9M 4-9 Yasmin Gill Educator ine October 2016 Referral Code yashi g0/Qualfied for UPSC mains/Rank 24th in Punjab PCS 160k 3 Edit Profile BE (EEE) from UIET, PU in 2014 Need help? Chat with us Educatot Status Active Qualified for UPSC Mains State Rank 24 in Punjab Civil Services 2015 Biling Information Feed Prae Follow me on Unacademy unacademy.com/user yashi.gill01


  3. plus Discount Code yashi.gill01 ETHICS, INTEGRITY & APTITUDIE Complete Course on Ethics, Integrity & Aptitude Lesson 27 Today, 6:00 PM Yasmin Gill OFF


  4. Discount Code- 'yashi.gillo1 QUESTION OF THE DAY- Q- Teacher training is an equally vital component to harness demographic dividend in India. What do you think are the reforms needed in the sector?


  5. TEACHER TRAINING- EPW The policy contestations are shaped by a lack of consensus on what constitutes adequate teacher preparation Teacher preparation is debated with range of disagreements on the standards, content and nature of teacher education Also good teacher quality is increasingly being seen as important to meet social and educational aspirations and the demands of the global "knowledge economy Thereby teacher education is getting more attention in the policy space


  6. Teacher education in India is regulated by National Council of Teacher Education (NCTE) -statutory status in 1993 Until 2014 there were three successive regulations of NCTE Fourth set of regulations of 2014 were much talked about in the public domain This regulatory change emanated from two related national frameworks for reform:s National Curriculum Framework for Teacher Education 2009 Report of SC's high-powered Justice Verma Commission on teacher education in 2012 Both of these are set against the backdrop of larger education policy transitions in India.


  7. In this context, RTE Act 2009 National Curriculum Framework 2005 NCF 2005 outlines constituents of "quality" of educational experience that elementary schools should provide Both together aspire for a child-centred environment


  8. Second, the concerns that emerge from regulatory issues that have ramifications for managing commercial interests As of today teacher education is "predominantly in private sector, accounting for about 92 percent each of teacher education institutions and student intake About 96 % of those offering Bachelors of Education are in the private sector JVC Report, in particular, was set up by SC in view of case regarding granting of recognition to 291 private teacher education colleges in Maharashtra


  9. Broad Contours of Reforms Reform in the curricula C) A holistic approach to curriculum i) an emphasis on engagement with theory and foundational perspectives on education (ii) preparation for future teachers to be reflective, humane and professional practitioners (iv) longer and intense internship/school experience (v) preparing would-be teachers to organise teaching-learning in a child-centred manner (vi) stage specificity in training for various school levels (vi) location of teacher education programmes in interdisciplinary environment


  10. Reformulation of the regulatory mechanism: Reshape the way NCTE functions These included amendments in NCTE Act, 1983, establishing a vigilance cell within NCTE, tenure of chairperson and appointment of the NCTE Council Upgrading teacher education programmes: JVC and NCFTE recommended that to address pre-service quality issues, teacher education (especially elementary level) be upgraded to the level of degree programmes as against largely being offered through diploma programmes


  11. Two of these significant transitions are given below First, challenges of expansion and of assurance of quality in school education system Education sector has undergone unprecedented changes since the last national education policy (1986-92), ano especially since the introduction of the economic Massive rise in the social and economic aspirations leading Also expansion and diversification of education at all levels accompanied with concerns about "quality" of and "equity"