Title: Integrated Teacher Education Programme in India: In Search of a Feasible Model
Stream: Educational Policy, Leadership, Management & Administration
Presentation Type: Oral Presentation
Authors:
Kaushal Kishore, Central University of South Bihar, India
Abstract:
The approaches of teacher education, commonly followed in most of the countries, can be put in to two broad categories, concurrent and consecutive. In concurrent approach the inputs related to disciplinary content matter and the inputs related to pedagogical orientation are given simultaneously to a prospective teacher. Whereas, in consecutive approach the pedagogical orientation related inputs are given on a later stage to the graduates who decide to become a teacher. Both the approaches have their merits and limitations. Till now, in general, India has followed the consecutive approach for preparing teachers for its schools. But, the recently approved policy of education, i.e., 'National Education Policy - 2020 (NEP-2020)' has recommended to completely revamp the existing models of Teacher Education Programmes and to come out with a single programme for preparing teachers. Towards this, the policy recommends to instill 4-year integrated teacher education (B.Ed.) programme as a single essential programme. This recommendation of the policy has created a requirement of paradigm shift of teacher education in India from consecutive approach to concurrent approach.
This paper is an attempt to visualise a feasible model of 4-year integrated B.Ed. programme for India in the light of NEP-2020. The paper begins with a brief note on the present scenario of teacher education in the country, followed by highlighting the key expectations of NEP-2020. Then, the paper proposes a feasible model of 4-year integrated teacher education programme for the country on the basis of experiences of different stakeholders.
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