Reforms in Teacher Education Role of N.C.T.E

Abstract

It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. NCTE generally related to improvements in quality of teacher education programme. The general interest of any commission or committee is to produce teachers of dynamic personality. Indian Education Ministry established NCTE on 21st May 1973. The headquarters of NCTE is in Delhi. NCTE has four regional centres namely Jaipur, Bangalore, Bhubaneswar & Bhopal. The main activities of NCTE are Research - Extension services, Development Programmes, Training, & Evaluations. The fundamental objectives of NCTE are to achieve planned and coordinated development of teacher education system throughout the country & proper maintenance of Norms and Standards in the teacher education system. The NCTE in recent years emphasized the need for duration of courses by strengthening pedagogy and practice in taking programme with the incorporation of internship. The proposed period was two years. In order to concretize the imperatives of NCF - 2005 and also to fulfill the concerns of RTE Act 2009, the NCTE brought out the latest National Curriculum Framework for Teacher Education (NCFTE) in early 2010. Finally, the dream of a learning society can become reality only when the dream teachers are well equipped with moral, professional intellectual, practical and communication skills to convince the students through their efficient teaching.

Introduction

• Learner achievement is heavily influenced by teacher competence, motivation, and sensitivity.

• Teachers are the key force in improving education quality.

• Mere resources are insufficient without capable and motivated teachers.

• As per Sri Aurobindo, a teacher is a guide, not just an instructor.

???? 2. Objectives of the Study

• Understand the role, structure, and objectives of the NCTE.

• Analyze how NCTE ensures quality in teacher education.

• Highlight its contributions to teacher training and development.

???? 3. Significance of the Study

• Teachers are central agents in transforming learners.

• As per NCTE and the National Curriculum Framework (2005), the quality of education is determined by teacher education.

• Good teachers can make even average systems effective, while poor teachers can fail even the best systems.

???? 4. Methodology

• Based on documentary analysis using secondary data from books, articles, journals, and websites.

????? 5. Development of NCTE

• Recommended by the Kothari Commission (1964–66) due to rigidity in traditional teacher education.

• Established in 1973, gained statutory status in 1993.

• Aimed to reform and regulate teacher education standards across India.

???? 6. Structure and Committees

• Headquarters: New Delhi.

• Regional Centers: Jaipur, Bangalore, Bhopal, Bhubaneswar.

• Standing Committees:

  • Pre-Primary & Primary Education

  • Secondary College Education

  • Special Education

  • In-Service Teacher Education

???? 7. Agencies Involved in Teacher Education

• State Level: SIE, SCERT, SBTE, University Departments.

• National Level: NCTE, NCERT, UGC, NUEPA.

• International Level: UNESCO.

????? 8. Key Activities of NCTE

• Research & development.

• Teacher training and workshops.

• Evaluation and monitoring of teacher education programs.

• Extension services.

???? 9. Objectives of NCTE

1. Ensure planned and coordinated development of teacher education.

2. Maintain norms and standards across institutions.

3. Cover all levels of teacher training: pre-primary to higher education, including adult and distance education.

? 10. Role in Quality Assurance

• NCTE defines norms and standards for various teacher education programs.

• Emphasized 2-year B.Ed. programs with internships (instead of outdated 1-year format).

• Worked with UGC to regulate teacher-student ratios, staff qualifications, and curricula.

• Developed Curriculum Frameworks (1978, 1998, 2005, 2006, 2010) in collaboration with NCERT.

???? 11. Functions of NCTE (As per 1993 Act)

• Conduct surveys and publish research.

• Recommend teacher education plans to central and state governments.

• Coordinate and monitor teacher education programs.

• Set minimum qualifications for teacher educators.

• Approve new courses and institutions.

• Review and revise curricula.

• Promote innovation and research.

• Supervise teacher education institutes.

• Provide in-service training and ensure accountability.

Conclusion

India has made considerable progress in school and college education since independence with reference to overall literacy, infrastructure and universal access and enrolment in schools. But quality of education in a nation not only depends on literacy, infrastructure and universal access and enrolment in schools but also depends upon the competence, dedication and quality of school teacher. The success of any educational programme largely depends on the teachers, their competencies and skills. These competencies and skills could not be developed automatically, for developing these competencies the teacher educators and teacher education system are responsible. By Govt. of India efforts have been initiated over the past few years to gradually develop a network of institutions like NCTE, DIETS, IASE and CTE with the moderate of providing in-services and pre-service education to primary and secondary school teachers respectively. So far 555 DIETS, 104 CTE and 31 IASE and 30 SCERT (MHRD, 2012) have been set up as teacher education resource institutions in the country and yet more efforts and tweaks to be needed. In sum, the dream of a learning society can become reality only when the dream teachers are well equipped with moral, professional intellectual, practical and communication skills to convince the students through their efficient teaching. We can also conclude with the quote- “To be a good teacher, you have to have heart for the kids, integrity to push for excellence and a lot of creativity. And it takes stamina like you would not believe.”

References

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Copyright

Copyright © 2025 Dr. Gangasani Naveen, Dr. Dodda Sujatha . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.