An Analytical Study of National Curriculum Framework for Teacher Education 2009

Abstract

The following research is An analytical study of National Curriculum Framework for Teacher Education 2009 . In this research eight districts as Alwar, Baran, Bharatpur, Jaipur, Jhalawar, Jodhpur, Kota and Bikaner of Rajasthan were selected randomly using fish-bowl techniques. From these eight districts data have been collected from 320 teacher trainees studying and 150 teacher educators through the survey using Stakeholders Perception Scale regarding NCFTE-2009 and Perception Scale of Teacher Trainees regarding NCFTE-2009 working in various teacher training colleges affiliated to the various state government universities of Rajasthan. In this research concurrent triangulation research design of mixed method approach has been used. For analysing the obtained data, the one way ANOVA was performed using SPSS (Ver. 25) to compare the means scores of stakeholders of teacher education / B.Ed colleges under various universities of Rajasthan. newlineAfter the analysis the conclusions were made that NCFTE-2009 fulfills, vision and aim of preparing NCFTE-2009 for changing school setting and its stresses; preparing professional teachers; making humane teacher; inclusive education; inculcating peace education.It follows constitutional values of equality, justice, freedom, liberty, fraternity, secularism, multiculturalism, sustainable development. It follows ideal ethics like ability to work with others in a cooperative way, sensitivity towards human rights, rights of women, ethnic minorities. It follows respect for national symbols, events, days, heritage and resources. It follows appreciation and respect for cultural diversity and unity in the midst of diversity of language, religion, norms, and cultural traditions. It follows preservation of resources, austerity in consumption of resources, valuing sustainable development through education and social justice. newlineAfter the study the perception of stakeholders in regard of NCFTE-2009, it is concluded that stakeholders, teacher trainees and teacher educators have different-diffe