Kohima, September 6 (MExN): In keeping with the guidelines of the National Curriculum Framework for Teacher Education, 2009 (NCFTE), the Nagaland College of Teacher Education-Kohima (NCTE-K) in collaboration with Nagaland University, organized a State Level Orientation cum Workshop on NCFTE,2009 for Secondary Teacher Educators from August 26 to 28.
Prof. Sudhakar Venupalli, from EFL University, Hyderabad was the main resource person during the workshop while Kevi Liegise, senior academic officer, SCERT, spoke on Learner-Centred Education.
The participants were the Officials from NU, the teacher educators from Bosco College of Teacher Education, Salt Christian College of teacher Education and Nagaland College of Teacher Education-Kohima.
The workshop has sought to review the curriculum of secondary teacher education (B.Ed) in the state, and suggestions were made to adopt a 2-semester model whereby there will be a paradigm shift in the whole process of secondary teacher education, a release received here said today.
The release said that a teacher functions within the broad framework of the school education system its goals, curricula, materials, methods and expectations from the teacher. A teacher education curriculum framework needs to be in consonance with the curriculum framework for school education. A teacher needs to be prepared in relation to the needs and demands arising in the school context to engage with the questions of school knowledge, the learner and the learning process. The expectations of the school system from a teacher change from time to time, responding to the broader social, economic and political changes from time to time, responding to the broader social, economic and political changes taking place in the society.
Teacher education as a whole needs urgent and comprehensive reform. There is a need to bring greater convergence between professional preparation and continuing professional development of teachers at all stages of schooling in terms of level, duration and structure. Considering the complexity and significance of teaching as a professional practice, it is imperative that the entire enterprise of teacher education should be raised to university level and that the duration and rigour of programmes should be appropriately enhanced.
