Syllabus of the Two Year B.

ED
AS GIVEN IN THE NCERT DOCUMENT
Part-I VISION
COORDINATOR OF THE CURRICULUM
COMMITTEE
K. Walia, (Associate Professor)
Department of Teacher Education and Extension,
NCERT, New Delhi

Presented By:
Urmila Paralikar
(Assistant Professor) January 2015

DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:
M.S. Yadav, Chairperson of Drafting Committee; Professor and former
Dean, Faculty of Education and Psychology, M.S. University, Baroda,
Gujarat
Alok Mathur, Director, Rishi Valley Institute for Teacher Education,
Chittoor, Andhra Pradesh
Krishna Kumar, Professor and former Director, NCERT, New Delhi
K. Walia, Associate Professor, Department of Teacher Education and
Extension, NCER T, New Delhi

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DEVELOPMENT COMMITTEE
DRAFTING COMMITTEE MEMBERS:

Manjula Rao, Asso. Prof., RIE, Mysore

Ramesh Babu, Asso.Prof., RIE, Bhopal
Ranjana Arora, Asso. Prof., Curriculum Group, NCERT, New Delhi
T.K.S. Lakshmi, Professor and former Dean, Banasthali Vidyapeeth,
Rajasthan

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Also contributed by
Heads and Faculty of Department of Education in Social Sciences and
Humanities;
Department of Education in Science and Mathematics; Department of
Languages;
Department of Womens Studies; Department of Educational Psychology
Foundations of Education; Department of Education in Arts and Aesthetics;
Division of Library, Documentation and Information; Central Institute of
Ednl. Technology; Curriculum Group; Department of Education of Groups
with Special Needs

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REVIEW COMMITTEE
D.K. Bhattacharjee, Professor and former Head, Department of Teacher
Education
and Extension, NCERT, New Delhi
G. Ravindra, Professor and former Joint Director, NCERT, New Delhi
K. Dorasami, Professor and former Head, Department of Teacher
Education and Extension, NCERT, New Delhi
M.A. Khader, Professor and former Head, Curriculum Group,
NCERT,New Delhi

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REVIEW COMMITTEE
S.K. Yadav, Professor and Head, Department of Teacher Education and
Extension, NCER T, New Delhi
S. Nagpal, Professor and former Head, Department of Teacher Education
and Extension, NCERT, New Delhi
Santosh Sharma, Professor, Department of Elementary Education, NCERT,
New Delhi
Faculty of Department of Teacher Education and Extension, NCERT, New
Delhi
Principal and Faculty of RIEs, Mysore, Bhopal, Bhubaneswar, Ajmer and
Shillong

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PRESENT CONCERNS IN TEACHER

EDUCATION
Education is seen as the transmission of information
Large-scale recruitment of para-teachers has diluted
the identity of teaching as a profession.
Pre-primary, primary and secondary teachers
continue to be isolated from centres of higher
learning

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CONCERNS IN TEACHER EDUCATION..2

Existing teacher -education programmes DONT
accommodate the emerging ideas in context and
pedagogy
They DONT address the issue of linkages between
school and society.

The practice of teacher-education indicates that

knowledge is treated as given, embedded in the
curriculum and accepted without question.
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CONCERNS IN TEACHER EDUCATION3

Curriculum, syllabi and textbooks are hardly
critically examined by the student-teacher or the
regular teacher.

Language proficiency of the teacher needs to be

enhanced, as the existing teacher education
programmes hardly recognise the centrality of
language in the curriculum.
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CONCERNS IN TEACHER EDUCATION..4

Most teacher-education programmes provide
little scope for student-teachers to reflect on
their experience and thus fail to empower
teachers as agents of change.
It is assumed that link subjects are
automatically formed during the programme

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VISION FOR TEACHER EDUCATION

Teacher-education must become
more sensitive to the emerging
demands of the school system

TO BE ABLE TO DO THIS TEACHERS MUST BE TRAINED FOR

THE FOLLOWING ROLES

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TWO ROLES TEACHERS MUST BE

PREPARED FOR
1. Encouraging, supportive and humane
facilitator in tglng situation:
to enable learners (students) to discover their
talents, realise their physical and intellectual
potentialities to the fullest, and to develop
character and desirable social and human values

needed to function as responsible citizens; and

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TWO ROLES TEACHERS MUST BE

PREPARED FOR
2. As an active member of a group of persons
who makes a conscious effort for curricular
renewal so that it is relevant to the changing
societal needs and the personal needs of
learners.

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To realise this vision the

teacher education program
must enable the student
teachers to.

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To understand the way learning occurs to create plausible

situations conducive to learning

To view knowledge as personal experience constructed in

the shared context of Teaching Learning ..rather than
embedded in the external reality of textbooks;
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TO ENABLE THE STUDENT

TEACHERS TO.
3.

4.

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Be sensitive to the social, professional and

administrative contexts in which they need to
operate;

Develop appropriate competencies to be able to not

only seek the above mentioned understanding in
actual situations, but also to create them;

Attain a sound knowledge base and proficiency in

language;

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To enable the student teachers to

6.
identify their own personal
expectations, perceptions of self, capacities
and inclinations;

consciously attempt to formulate ones

own professional orientation as a teacher in
situation-specific contexts;
7.

8.

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view appraisal as a continuous

educative process;

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To enable the student teachers to..

9.

Develop an artistic and aesthetic sense in children through

art education;

10.

Address the learning needs of all children, including those

who are marginalised and disabled;

11.

To pursue an integrated model of teacher-education for

strengthening the professionalization of teachers;

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To enable the student teachers to..

develop the needed counselling skills and competencies to be a

facilitator for and helper of children needing specific kinds

of help in finding solutions for day-to-day problems related to
educational, personal and social situations; and
learn how to make productive work a pedagogic medium for
acquiring knowledge in various subjects, developing values
and learning multiple skills.

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Please watch out for part II

Major Shifts in Teacher-Education Programme

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