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The educational scenario in India country is now passing through an era of renovation and refinement. The school education as well as higher education is included in this rejuvenation, with least consideration to teacher education. Pedagogic changes gained momentum by the inception of nation wide schemes such as MLL, DPEP, SSA and the emerging RMSA. Teacher education is more or less static amidst of philosophical and methodological changes in the field of education. Curriculum frame work has been formulated from time to time for giving conceptual directions in uniformity and quality of education. The teachers who are the corner stones of prospective changes in society must be empowered properly in a phased manner to realize the national vision on education. Realizing the urgency of the situation, National Council for Teacher Education (NCTE) now proposed a draft curriculum framework for nation wide discussion, soon after one of this kind in 2006. The document is comprehensive and includes Context, Concerns and Vision of Teacher Education, Curricular Areas of Initial Teacher Education, Redesigned Schemes of Current Teacher Education Programmes, Evaluating the Developing Teacher, In-service Education and Continuous Professional Development, and Preparing Teacher Educators. The existing practices in preparatory courses of teacher educators, their in-service training and professional development are to be incorporated to formulate a policy for teacher education.

Descriptors: Teacher Education, Educational Change, Foreign Countries, Professional Development, Teacher Educators, Educational Development, Educational Innovation, Teacher Education Programs, Change Strategies, Educational Improvement, Improvement Programs





Autor: Nath, Baiju K.; M.S, Sheeba

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4104&id=ED507653



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