Changes

=== Teacher education ===

=== Teacher education ===

Teacher education acknowledged as an important lever for the quality of school education. Improving the quality of teacher education would help in development of more capable and motivated teachers, which would improve the quality of classroom processes and school education. However, as identified by the [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf National Curriculum Framework for Teacher Education, 2010 (NCFTE)] ,the current teacher-education system has several challenges and limitations. It says 'An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both  pre-service and in-service training of school teachers are extremely inadequate  and poorly managed in most states'. {{Collapsed|NCFTE - Issues with current INSET models

Teacher education acknowledged as an important lever for the quality of school education. Improving the quality of teacher education would help in development of more capable and motivated teachers, which would improve the quality of classroom processes and school education. However, the current teacher-education system has several challenges and limitation. The basic model of the in-service teacher education (INSET) has been of a centralised program design. It is seen necessary to ‘cover‘ all the teachers in a state, this makes training to be of scale, supply driven and focused on  reaching training targets.   This leads to limited interaction amongst participants during training and amongst participants and with Resource Persons (RPs) after training. {{Collapsed|NCFTE - Issues with current INSET models

An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both  pre-service and in-service training of school teachers are extremely inadequate  and poorly managed in most states. Pre-service training needs to be improved and differently regulated both in public and private institutions, while systems  

"An attitude of resignation towards initial teacher education and piecemeal in-service training courses have become an integral part of state provisioning for elementary education. The training of teachers is a major area of concern at present as both  pre-service and in-service training of school teachers are extremely inadequate  and poorly managed in most states. Pre-service training needs to be improved and differently regulated both in public and private institutions, while systems  

for in-service training require expansion and major reform that allow for  

for in-service training require expansion and major reform that allow for  

greater flexibility. }}   

greater flexibility". }}   

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] envisions that 'the broad aims of continuing professional development programmes for teachers are to : break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society'.   

The [http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf NCFTE] envisions that 'the broad aims of continuing professional development programmes for teachers are to : break out of intellectual isolation and share experiences and insights with others in the field, both teachers and academics working in the area of specific disciplines as well as intellectuals in the immediate and wider society'.