main objectives of the NCF for teacher education ?

With the aim of transforming India’s education system, the Union Council of Ministers approved and announced the new education policy 2020. The policy is instrumental in making crucial reforms throughout the academic structure of primary, secondary and higher education. However, an elaborate framework is essential to implement such a comprehensive nationwide initiative in schools and colleges. 

Besides, teachers and instructional pedagogies applied in the classroom also require significant guidance. That is where the National Curriculum Framework(NCF)for teachers comes into play; it is an integral component of the policy that indicates the qualities, qualifications and teaching methodologies.

So, let us take a look at the main objectives of the national curriculum framework for teacher education: 

1. Empowering Teachers 

Teaching is one of the most challenging professions because a teacher is responsible for nurturing children’s life. Especially teachers of the foundational stage bear the obligation of providing necessary care and support, making it an ethically and intellectually demanding duty. Therefore, if the teacher does not have the acumen and skills, it becomes difficult for them to deal with young children. 

Lack of communication, unresolved issues, and inadequate between the are some of the vital obstacles. ,schools must take the initiative to establish a caring and open environment and incorporate dialogue, collaboration, reflection and enquiry. Consequently, it will facilitate a resource-rich motivating environment, enabling teachers to engage in to grow and learn. 

Furthermore, rural schools and Anganwadis lag behind in terms of infrastructur facilities, including drinking water and bathrooms must get the required help. Additionally, schools need to work with government agencies that will help provide infrastructure and teaching materials. As a result, they will get functional classroom boards, material for , material to set up learning corners, etc. 

2. High-Quality Education for Teachers 

Students’ failure to attain learning outcomes often becomes the crux of the problem; however, rarely do the teachers’ education and competency questioned. But in recent years, teachers’ ability to educate children has taken centre stage due to public awareness. Hence, it is hardly surprising that NEP 2020 has included special addition in regard to teachers’ preparation. 

Consequently, it will help determine the right number and type of universities that offer the four-year Integrated Teacher Education Programme (ITEP) with specialisation in the Foundational Stage. 

The curriculum for the foundational stage specialising with ITEP will follow the pedagogy and curriculum of the NCF. Also, it should ensure sufficient practice opportunities for teaching aspirants in all environments of the foundational stage. For instance, Anganwadis, Balvatikas, stand-alone preschools, preschool classes of larger schools, and Grades 1 and 2. 

The TETs will also be extended to cover teachers across all stages (Foundational, Preparatory, Middle and Secondary) of school education. In addition, for subject teachers, suitable TET or NTA test scores in the corresponding subjects will be vital during recruitment. 

3. In-service Mentoring and Support 

Professional development is a continuous process that allows individuals to grow personally and get critical insight at different phases. Likewise, while on the journey to becoming a teacher, the aspirant must have an open mind to attain a holistic learning experience. Hence, support structures need to be in place, allowing them to become competent individuals. 

Additionally, teachers must engage in professional development through comprehensive and classroom-relevant content. Also, effective platforms must allow them to seek mentorship and coaching support. 

For instance, the NCERT, SCERT, DIETs, BITEs, BRCs, and CRCs provide academic mentoring and support to schools. Also, it helps teachers through the development of support material, capacity-building sessions, on-site visits, and quality monitoring and supervision. 

4. Career Opportunities

NEP 2020 highlights that every stage of school education is critical and requires highly-qualified teachers to impart effective education. Furthermore, it hints at the necessity of boosting their morale through appropriate career-enhancement opportunities. This means that schools must ensure teachers’ pay and service conditions are appropriate according to their social and professional responsibilities. 

But, most importantly, schools must provide teachers with the opportunity to progress in their careers regarding their salary, promotions, etc. 

. Also, teachers can follow career-related incentives by moving through different school stages. Nonetheless, that would depend on the particular teacher’s desire and qualification. 

5. Teacher Autonomy  

Teachers are accountable for students’ personal and academic development, but autonomy and empowerment are crucial for enriching student learning. So, naturally, a supportive school environment contributes to teacher effectiveness; it will encourage them to express their theories and perspectives. 

Although the policy has directed a clear, and specific curriculum, teachers must have the pedagogic autonomy to plan and streamline the content. Additionally, they will determine the sequence and teaching methods as per the situation and learning levels. Also, their plans must follow curricular goals, competencies and learning outcomes. 

In Conclusion, 

Teachers’ role in implementing NEP 2020 is immensely significant as they are the facilitators of education and are responsible for enhancing students’ futures. So, the NCF has provided a clear set of objectives that will help to guarantee excellent teachers’ education.