Assistant Professor, Satyapriya Roy College of Education
The teacher education curriculum has been revised in 1978, 1988, 1998 and 2009 to incorporate as well as to assimilate the socio-cultural, linguistic and demographic plurality of the nation. Keeping pace with the renewing parameters of knowledge, ever evolving with the continual shifts in political, social and economic dimensions in tandem with technological revolutions, is another significant objective. The National Curriculum Framework for Teacher Education, 2009, visualized to act as “a catalyst to change the profile of teacher education”, as pointed out by Mohd. Akhtar Siddiqui, Chairperson, NCTE, in the Preface to the NCFTE (2009), remains a significant area to be analysed to chart a major paradigm shift in the definition and conceptualization of quality teacher education. This paper attempts a humble analysis of the teacher education curriculum reforms with NCFTE 2009 in perspective and its efficacy in professionalizing the entire teacher education system of our nation.
Teacher education, curriculum, National Curriculum Framework for Teacher Education, professionalism, paradigm shift
