Revamping pre-service secondary teacher education programme: need of the hour

India has one of the largest systems of teacher education in the world. During the last two decades, the teacher education curricula have received severe criticism. Criticized as being theoretical in its nature, the curriculum of teacher education is only partially theoretical. It is information loaded which are disconnected from each other. There is the burning need to integrate and synthesize them for giving a disciplinary shape and change into well connected segment of knowledge, with its own specific area of serious study with an impendent methodology. In the meanwhile, many major changes in the policy of Indian state were effected. New developments in science and technology at national and international levels with far-reaching educational and cultural consequences, challenges of post modernity, counter- culture, consumerism, value crisis and post-industrial society became evident. Teachers are now expected to educate students about ‘learning to learn’, ‘learning to do’, ‘learning to live together, and ‘learning to be’. In addition to these, international experiments in education, in the context of teacher education, need to be absorbed in teacher education programmes in India. Curriculum framed by the university authorities is being followed like dictum in most of these training colleges as and scope of change in curricula is minimal. What is to be required is to revamp the activities that are carried out within the ambit of curricula and this in the hands of a teacher education institutions. Some of the critical areas of Secondary Teacher Education Programme which need to be critically practiced by each of the teacher education institutions. The present paper discusses some key issues related to practices adopted by these TEI's and changes in these practices with more focus on learner centric, experiential centric and practiced oriented teacher education programme.