key points ncfte 2009 by gayatri chauhan and mahima singh

 NCFTE 2009

• ·         Teachers should be prepared to care for children and love to be with them, love knowledge and be constantly learning, own responsibility towards society and work to build a better world, develop sensitivity to the problems of the learners, commitment to justice and zeal for social reconstruction;
• ·         Teachers should change their perception of child as a receiver of knowledge and encourage its capacity to construct knowledge; they should ensure that learning shifts away from rote methods. Learning is to be viewed as a search for meaning 15 out of personal experiences and knowledge generation as a continuously evolving process of reflective learning;
• ·         Teacher education should engage with theory along with field experiences to help trainees to view knowledge not as external to the learner but as something that is actively constructed during learning. Teacher education should integrate academic knowledge and professional learning into a meaningful whole;
• ·         teachers need to be trained in organizing learner-centred, activity based, participatory learning experiences – play, projects, discussion, dialogue, observation, visits, integrating academic learning with productive work;
• ·         Teacher education should engage teachers with the curriculum, syllabi and textbooks to critically examine them rather than taking them as ‘given’ and accepted without question;
• ·         Teacher education should provide opportunity to trainees for reflection and independent study without packing the training schedule with teacher-directed activities only;
• ·         The programme should engage teachers with children in real contexts than teach them about children through theories. It should help them understand the psychosocial attributes and needs of learners, their special abilities and characteristics, their preferred mode of cognition, motivation and learning resulting from home and community socialization;
• ·         The programme should help teachers or potential teachers to develop social sensitivity and consciousness and finer human sensibilities.
• ·         We need to broaden the curriculum (both school and teacher education) to include different traditions of knowledge; train and educate teachers to connect school knowledge with community knowledge and life outside the school, and thereby enrich the curriculum so that it goes beyond the textbooks and contextualizes educational experiences
• ·         We need to appreciate the potential of productive work and hands-on experience as a pedagogic medium both inside and outside the classroom; work is integral to the process of education;
• ·         We need to re-conceptualize citizenship training in terms of human rights and approaches of critical pedagogy; emphasize environment and its protection, living in harmony within oneself and with natural and social environment; promote peace, democratic way of life, constitutional values of equality, justice, liberty, fraternity, secularism and caring values