NCTE invites your valuable suggestions/views/comments on proposed draft curriculum framework on teacher education.  Kindly send your observation by name to Deputy Secretary, NCTE Hans Bhawan, Wing-II, Bahadurshah Zafar Marg, New Delhi through e-mail vctewari@ncte-in.org or by post latest by 15th October 2005.

 

 

 

Table of Contents

 

S.No.

Chapter Number

Chapter Name

1.

Chapter 1

Background

2.

Chapter 2

Context, Concerns and Challenges of  Teacher Education

3.

Chapter 3

Pre-service Teacher Education

4.

Chapter 4

In-service Teacher Education

5.

Chapter 5

Education of Teacher Educators

6.

Chapter 6

Management of Teacher Education

7.

Chapter 7

Research in Teacher Education

 

 

 

CHAPTER 1

Background

 

 

1.1       Introduction

 

            "Education has continued to evolve, diversify and extend its coverage since the dawn of history.  Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of time". These words of the National Policy on Education (NPE) 1986 subsequently revised in 1992, give direction  to Indian Education. The policy further emphasises that “the Government of India will also review, every five years, the progress made and recommend guidelines for further development”.  In the light of the aforesaid statements, the National Council for Teacher Education (NCTE), a statutory body, established by the Government of India for the maintenance of standards and improvement of the quality of teacher education in the country, came out with a Curriculum Framework for Quality Teacher Education (Curriculum Framework hereafter) in 1998 and placed it before the nation.

 

            During these years, large scale and far reaching developments as well as changes have taken place on the national and international scenes in social, economic, cultural, scientific and technological spheres as well as in information and communication technologies. These  developments have affected education, including teacher education necessitating review and reform of Indian teacher education. Taking a serious note of  these developments, agencies responsible for education from nursery to tertiary and professional education have reviewed / revised their programmes and courses of study.  The National Council for Teacher Education has to initiate suitable measures to make teacher education at various levels responsive to such developments as well as to quality concerns in future.

 

            Education of teachers not only facilitates improvement of school education by preparing competent, committed and professionally well qualified teachers who can meet the demand of the system, but also functions as a bridge between schooling  and higher education.  It has to meet twin demands : (a) challenges of the education system including higher education, and (b) the ever-changing demands of  the social system.  The role of teacher education as a  process of nation building is universally recognised.  Its objective is man-making and producing enlightened citizens. But teacher education in India, because of its history and also due to various factors beyond its control, has by and large been confined to school education only.

 

“In Indian thinking, a human being is a positive asset and a precious national resource, which needs to be cherished, nurtured and developed with tenderness and care, coupled with dynamism”.  It hardly needs stressing that stereotyped instructional approaches are not conducive to realize this goal. “India’s political and social life is passing through a phase which poses the danger of erosion to long accepted values.  The goals of secularism, socialism and professional ethics are coming under increasing strain”.  To make teachers aware of this menace, teacher education needs to devise new strategies for enabling teachers to address this task. Teachers serve education which is an effective instrument of man-making.  The teachers learn this art through pre-service teacher education programme.  A weak programme of teacher education cannot serve this purpose.  “The status of teachers reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers”.  It is with the objectives of raising the professional status of teachers, developing  among them greater commitment to society, their students and their profession, increasing their professional competencies and performance skills and empowering them to face new challenges that the National Council for Teacher Education has brought forth this document.

 

1.2       Historical Perspective

 

            Teacher education in India has a long past but a short history. Gurukul-centred tradition of the Vedic period was somewhat modified and enriched under the influence of Budhistic vihara-based system. This continued till the 11th century A.D. The arrival of the Muslims witnessed the rise of a paralled Maktab-based tradition and the two traditions thrived side by side till the coming of the British. Both the traditions underwent some modification during this period. Historical records of the decisions taken, the finances made available and their implementation and later evaluation became relatively more systematically organised because of the documentation by the British.

 

            The independence of India on the 15th August, 1947 marks a defining moment in the history of our nation. Our long-drawn struggle for independence that preceded it  witnessed much strife and bloodshed. Over the years people became unified as never before. Indians wanted Swaraj and had plans about how the nation would develop after the departure of the British. Indian educational system including that of teacher education saw greater reflection of national aspirations and needs of the people during the post-independence period. Much of what happened during the next two decades (1948-68) is crucial to fuller understanding of what is happening now and in which direction(s) our education system is moving and ought to move.

 

1.3       Teacher Education in Independent India

 

            India’s independence, division of the country and related disturbances took place almost simultaneously and drew the attention of national leaders.  Transformation of the ‘economy of scarcity’ into the ‘economy of plenty’, and reducing unemployment of the youth and food shortage became their main priorities.  The system of education and teacher education established by the Raj continued without substantial modification. It was feared that an abrupt departure from the existing system may bring about disruption and destabilization.  But as the situation improved, greater attention was paid to education and teacher education.  The first step in this direction was setting up of the University Education Commission (1948) which made valuable suggestions regarding pre-service and in-service education of teachers and linking the programme of teacher preparation with the university system.

 

            Subsequently, the Secondary Education Commission (1953) appointed to examine the conditions of school education made specific suggestions about the preparation of teachers.  Among its chief recommendations were : (a) two-year training programme for under graduates; (b) one year training for graduates; ( c) affiliation of graduate training colleges to universities; (d) training for organizing curricular activities; (e) organisation of refresher courses; (f) providing residential facilities; (g) emphasis on research; and (h) exchange of teachers from teachers colleges to schools and vice-versa.  Many of the recommendations were accepted and implemented.  The Committee on Higher Education  for Rural Areas, (1954) and that on Women’s Education (1959) also made valuable suggestions for teacher education in their respective areas, but they did not attract national attention because of their limited scope.

 

            The Review Committee on Education (1960) made major recommendations about post-graduate studies in education and research, education of administrators and qualifications of teacher educators.  Most of these recommendations were accepted and implemented.  Many other committees were appointed to look into teacher education from different perspectives.  Only some of the suggestions were carried out because teacher education was no one's exclusive responsibility.  Teacher education was looked after by the Centre, the States, the universities, and public and private enterprise. Besides, its problems were not examined in totality. The availability of resources for teacher education was also a problem.  Further, teacher education was not accorded adequate importance in the agenda of education.

 

            The Education Commission (1964-66) submitted a comprehensive report which served as a basis for establishing a uniform national structure of education covering all stages and aspects of education.  It emphasized the necessity of professional preparation  of teachers for qualitative improvement of education.  Recognizing teacher education as a distinct academic discipline of higher studies different from pedagogy, it suggested establishing schools of education in certain universities, starting of extension programmes, increase in the duration of training of teachers, opening of comprehensive colleges, exchange of teacher educators, and revision and revitalization of courses of study. It recommended that its isolation be removed and laid stress on the importance of practice teaching and in-service education.  It recommended allocation of more funds for teacher preparation, better salaries and improved service conditions for teachers and their educators to attract competent people to the profession.  On the whole, it was the first comprehensive and meaningful report on education in general and teacher education  in particular.  It is noteworthy that the Centre and the State Governments implemented various recommendations of the Commission which resulted in considerable improvement in the professional education of teachers. The attempts to bring about qualitative changes in teacher education continued thereafter.  Based on the recommendations of the Commission, the National Policy on Education (1968) was formulated. The working of National Council of Educational Research and Training (NCERT) was also reviewed.  The NCERT and its Regional Colleges of education were expected to play a greater role in the education of teachers.

 

            The non-statutory National Council for Teacher Education (NCTE) was set up in 1974 by a resolution of the Government of India and was located in the NCERT. It brought out its curriculum framework in 1978. The statutory NCTE established by an Act of Parliament in 1993 further came out with a Curriculum Framework (1998) to provide guidelines in respect of  the content and methodology of teacher education.  As a result of this, the courses of teacher education were revised by many universities and state governments.

 

            During this period, the National Commission on Teachers (1983) studied in depth the problems of teacher education and the status of teachers in society.  Its main recommendations were directed at enhancing the period of training, change in selection procedure of teachers, making the pedagogy of teacher education meaningful leading to enrichment of the theory courses and practical work.  It suggested changes in the structure of M.Ed. programme also.  On the basis of these suggestions, another curriculum framework was issued in 1988 but it could not catch national attention because the work on NPE (1986) had already started, and which opened new vistas in teacher education.

 

It recognized continuity and inseparability of pre-and in-service teacher education and recommended permanent educational  mechanisms for this purpose.  As a consequence DIETs, CTEs and IASEs  were established across the country.  NPE (1986) was followed by a Programme of Action (1986) which provided details about the needed transformation of policy into action.  Its emphasis was on the enrichment of both in-service and the pre-service teacher education programmes, computer education and new as well as alternative models of teacher preparation.  It is hearting to discern that directions given in NPE (1986) and recommendations of the Programme of Action were largely implemented with encouraging results.

 

            As a statutory body responsible for the coordination and maintenance of standards in teacher education, NCTE issued a Curriculum Framework for Quality Teacher Education in 1998.  Before issuing it, the Council sought and ensured a national consensus in its favour.  This is a comprehensive document that deals with almost all aspects of teacher education including its context, concerns and also the social philosophy of teacher education in Indian society which contemplates a synthesis between unity and diversity, freedom and compulsion, social planning and individual initiative.  Its salient features were :

 

-           increased duration and multiple models of teacher education;

-           updating of theoretical and practical components of teacher education by giving new orientation and adding new inputs to the existing programmes;

-           emphasis on developing professionalism, commitment, competencies and performance skills;

-           optimal utilization of the potentialities of community, university and information and communication technology for preparation of teachers;

-           making provisions for preparation of teachers for the neglected sections of society, and

-           suggesting alternative educational programmes for teachers of gifted children, teachers of senior secondary schools and specialized programme of education for teacher educators.

 

Besides, there were other suggestions too which were well received by the nation. Some of its recommendations were implemented. But all of them  could not be put into practice due to various reasons.

 

In the meanwhile, many major changes in the policy of Indian state were effected.  New developments in science and technology at national and international levels with far reaching educational and cultural consequences, challenges of post modernity, counter- culture, consumerism, value crisis and post-industrial society became evident. India could not remain isolated in an interdependent world. New pressures brought about by liberalization, privatization, globalization, information and communication technology and market forces and even maladies like HIV/AIDS had to be faced. The nature, objectives, contents and pedagogy of subjects at the school stage were also transformed. Such a situation demands appropriate changes in teacher education as well. Teachers are now expected to educate students about ‘learning to learn’, ‘learning to do’, ‘learning to live together, and ‘learning to be'. In addition to these, international experiments in education, in the context of teacher education, need to be absorbed in teacher education programmes in India. All these demand a fresh look at teacher education.

 

            The agenda, before the NCTE is thus twofold: to remove the existing deficiencies of teacher education and to meet the demand of  new challenges before it. The Council is, therefore committed to achieve both, by highlighting the following functions of teacher education institutions (TEIs).

 

   -        to provide qualified faculty, adequate infrastructure and learning resources, including print material, off-line IT material and computers as per prevalent NCTE norms for quality transaction of its teacher education programme;

-           to promote corporate institutional life based on values and ideals enshrined in the preamble of Indian Constitution for all stakeholders in thee institution e.g. students, faculty, non-teaching staff etc;

-           to provide and use all necessary inputs for promoting the development of competent and committed professionals to students, faculty and other staff;

-           to create all necessary needed resource core  and use these for institutional planning with mid-term appraisal for quality improvement of the TEI;

-           to function as the nodal agency for networking community and its schools with the TEI and use their resources for improving and enriching its teacher education programme(s);

-           to  promote and strengthen action research and faculty research projects;

-           to organize on-campus and off-campus professional development activities and programmes for its faculty, faculty of sister TEIs and school teacheers in networked schools; and

-           to make its teacher education programme(s) more and more school-based, vibrant and collaborative between schools and the TEI.

 

1.4       Teacher Education : Current Status

 

            India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions, private and self-financing colleges and open universities are also engaged in teacher education. Though  most teacher education programmes are nearly identical yet their standard varies across institutions and universities. In certain areas, the supply of teachers far exceeds the demand while in others there is an acute shortage as qualified teachers which results in the appointment of under-qualified and unqualified persons. In the situation as it obtains manpower planning becomes an imperative.

 

            Teacher education programmes are essentially institution-based. Their students need to be exposed more and more to the realities of school and community. Internship, practice of teaching, practical activities and supplementary educational activities need to be better planned and organized more systematically. The curriculum, pedagogy and evaluation of teacher education programmes need to be made more objective as well as comprehensive.  Despite improvement of service conditions and perks, the profession is yet to attract the best talent.

 

            For preparing teacher educators, the most popular programme is M.Ed, though a few universities provide M.A. (Education).  The M.Ed. programme by and large is of general nature and does not train specialists in different areas. The same course meets the requirements of schools, teacher education institutions and administration, there being little differentiation . The standard of research, whether at M.Phil., Ph.D. or Project level deserves greater attention. It is distressing to observe that research in our universities and institutes is largely conducted for obtaining a degree and much of it is repetitive and incapable of improving theory or practice of teacher education or general education some times they are replicas of forum researches, the recent promotional rules of University Grants Commission  have tended to have a considerable adverse impact on the level of research.  The present system of teacher education needs to demonstrate greater sensitivity to its educational as well as social contexts. 

 

1.5       Teacher Education Curricula at Present

 

            During the last few decades teacher education curricula have come under severe criticism and their weaknesses have been highlighted.  Some educationists feel that they do not fully address the needs of contemporary Indian schools and society and they do not prepare teachers who can impart quality education in schools.  The principals of some public schools hold the view that there is hardly any difference between the performance of trained and untrained teachers because of outdated teacher education curricula.  These charges may appear to be exaggerated but  some of them compel us to rethink about the curricula and their transaction.

 

            Professionalism requires knowledge, authority, skills, commitment, competency, mission, ability to provide the exclusive expert service and adherence to a professional ethical code.    In the present curricula, a large number of activities -  theoretical and practical, have to be carried out and assiduously practised by prospective teachers for enhancing their professional competencies and commitments. Teacher education associations need to prescribe a professional code,  the violation of which may debar a teacher from serving in school.  It need not be emphasized that without increasing the duration of teacher education programmes, these targets cannot be achieved.  Academic and professional skills are not independent of each other.  Teacher education curricula have to integrate and blend them into a composite whole. The revamping of teacher education curricula has, thus, become a pressing need of the hour.  The slant has to be towards a visible shift from information-based to experience- based and from the traditional instruction domination to newer constructiveness orientation.

 

1.6       Scenario of Teacher Education

 

            India possess one of the largest systems of teacher education. Besides, the university departments of education and their affiliated colleges, government and aided institutions, private and self-financing colleges and open universities are also engaged in this venture. The programmes are almost identical but the standard varies. Certain institutions are being run with motives other than educational. In certain areas, the supply of teachers far exceeds the demand while in others there is acute shortage and unqualified teachers are working under different names. The manpower planning is practically absent in teacher education. The situation at the elementary level in certain states is comparable to international standards, where DIETs, CTEs and IASEs are making tangible impact on pre-and in-service teacher education. But the same cannot be said about the preparation of secondary, vocational and pre-school teachers.

 

            The programme of teacher education is institution based. The students are not exposed to the realities of school and community. Internship, practice of teaching, practical activities and supplementary educational activities are not paid proper attention. The curriculum, pedagogy and evaluation of teacher education needs improvement and radical transformation.  Despite the commendable improvement in service conditions and perks, the profession is yet to attract best brains.

 

           

 1.7      Teacher Education Curriculum at Present

 

            During the last two decades, the teacher education curricula  have received severe criticism and their weaknesses have been well exposed.  Some educationists and social activists call it insipid, irrelevant because they do not address the needs of contemporary Indian schools and society.  They do not prepare teachers who can impart quality education in our schools.  One often hears that there is little difference between the performance of trained and that of untrained teachers because of the outdated and defective curriculum.  To some extent, these charges may be somewhat; exaggerated often they seem to be correct. 

 

            Frequently criticized as being theoretical in its nature, the curriculum of teacher education is only partially theoretical. It is information loaded which are disconnected from each other.  Informations like this do not promote habit of thoughts and quality of mind. For disconnected informations can neither be converted into ‘theory’ nor can they form mind.  Utmost they can produce inert ideas which cannot be transformed into action and wisdom. There is the burning need to integrate and synthesise them for giving a disciplinary shape and change into well connected segment of knowledge, with its own specific area of serious study with an impendent methodology.  The curriculum framework of 1998 pointed out this weakness to an extent but the situation could not improve for reasons known to all.  There is the pressing need to integrate scattered informations for giving them the shape of a discipline capable of promoting educational theory and practice.

 

            It has to be emphasized that without increasing the duration of teacher education programmes, these targets cannot be achieved.  Academic and professional skills are not independent of each other.  Teacher Education curricula have to integrate and blend them into a composite whole like the curricula of medical sciences.  The reconstruction of teacher education curricula has, thus, become a pressing need of the hour.  It has to be transformed from information based to experience based.

.

CHAPTER 2

Context, Concerns and Challenges of
Teacher Education

 

2.1       Introduction

 

            As an integral part of educational system, teacher education in India has to be responsive to socio-cultural ethos and national development. It does not consist of institution-based activities only. Its scope has broadened and its objectives have become more focussed during the last thirty years. Therefore, it is expected to engage itself in all endeavors of social and national reconstruction and regeneration, address itself to the social and educational problems, fulfill the expectations of the people, accelerate the process of nation building and assist in the realization of constitutional goals. It is true that considerable achievements have been made in all these directions. Teacher education, cannot remain indifferent to its context and major concerns.

 

2.2              Context of Teacher Education

 

            The Indian Constitution provides a long-term perspective on our educational system including that of teacher education. The founding fathers of Indian Constitution solemnly resolved ‘to constitute India into a sovereign, socialist, secular and democratic republic and to secure to all its citizens: justice-social, economic and political; liberty of thought, expression, faith, belief and worship, equality of status and opportunity; and to promote among them all fraternity assuring  the dignity of the individual and the integrity of the nation’. If teachers are to make positive contribution to the realization of the constitutional goals, pre-service and in-service education of teachers needs to give up its neutral  stance and commit itself to attaining these goals. To develop the skills and competencies of students for getting through the examination would not be enough. Teachers must understand the impart of the constitution in its true perspective in the light of Indian cultural ethos and integrate it with the philosophy of education. In the absence of such an attempt, transplantation of ideologies and ideas may prove counter-productive. The concepts used in the Constitution are essential politico-philosophical and socio-psychological visualisations and they permeate and transcend changing needs of the time. Teacher education curricula would accordingly need to be restructured. 

 

2.2.1    Socialism:

 

            Socialism, subsumes a variety of theories and movements and is the product of industrial revolution, humanism and  science.  It has been treated as an exclusively European phenomenon, though its genesis can be traced to Indian thought and literature. The central philosophy of socialism is to abolish an exploitative social order, bridge the gulf between the rich and the poor, ensure egalitarian justice and provide equal educational opportunity to all. But to treat socialism as a political method of social re-arrangement would tantamount to its distortion. It is a cultural movement, a movement for making a new man. For a long time, India's attempt at building a socialistic society was influenced by Western doctrines without synthesizing and blending them with the Indian thought, traditions and culture.

 

            Mere inclusion of the philosophy of socialism in teacher education curricula will not serve the purpose. It has to be harmonized with our cultural ethos and values. Ideas and ideologies like socialism are not the items of import; these have to emanate from our own soil and the realities of the Indian society. Teacher educators need to undertake research in this direction.

 

            Teachers and teacher educators need to appreciate that socialism is not utopian ideology; in this regard  it is a movement for transforming existing non-egalitarian and hierarchical social order in India and removing exploitation. It is, thus, a cultural movement which aims at the transformation  of human existence including people's values and beliefs. Education can play a vital role in this regard. There are certainly some constraints in building a socialistic society in India. These can, however, be overcome. Teacher education can convince prospective teachers and with their help the community that socialism is desirable for them, for the posterity and well-being of the nation.

 

 2.2.2   Secularism

 

            The Anglo-Saxon or European model of secularism, the outcome of the conflict between the church and the state and science and theology, does not appear very relevant to the Indian context.  In this country the state is secular but the vast majority of its citizens firmly believe in and practice religion. Besides most of the religions are pluralistic in India;  and each comprises of many sects.  Mere imitation of an alien model of secularism may cause conflict between the state and the polity. In our context, secularism implies the practice of equal respect for all religions of the country or ‘Sarva Dharma Sambhava’. Teachers and their educators  need to be made aware of this. They need to be convinced that secularism is not a political exigency of modern India. Its roots are very deep in its culture and tradition. Since ancient past, India has been largely secular. The plurality of religions and freedom of their practice was valued by the state and society. Secular treatment was  extended even to those who did not believe in and practice religion at all. The state by and large never interfered in religious or spiritual matters which were left to the individual's conscience. In promoting secular consciousness, teachers can play a very constructive role.

 

            Teacher educators and prospective teachers should emphasize the commonality  of religions and their ‘essence’. They encourage man in pursuit of truth, value, morality and peace. Teacher educators need to bring home to their students that superstition, bigotry, and dogmatism are distortions and hence unworthy of pursuit. Religion emphasises the practice of humanism. The teachers need to guard against the dangers of fundamentalism  which threatens Indian society at present.  The teacher has to convince students and community that if secular forces are weak, India cannot remain strong.

 

2.2.3    Democracy

 

            Democracy should not be confused with the representative government or rule of the majority. It is an antithesis of all kinds of tyrannical and despotic modes of governance. It presupposes separation of power, participation of people and building of consensus on national issues. It is a moral system that achieves balance between individual freedom and social compulsions. More than a political system, it is a way of life and for its success, its values should be reflected in day to day life of the people. Its main values are respect for the individual, freedom of thought and speech, respect for the rule of law, use of appropriate means for achieving goals of life, respect for dissent, tolerance and a sense of social responsibility. For its success, democracy needs enlightened citizens capable of defending their rights and performing their duties. Teachers and their educators need to practise democratic way of life in the school and present a model before their students. The social climate of the institution should reflect democratic norms and values. It should encourage students to imbibe democratic principles and culture.

 

            Education is a means of empowering people. Teacher educators and teachers should realize that the first necessary step towards this goal is to develop the student’s potential and promote his economic efficiency. Commitment to democratic values and their incorporation in life are essential. Only rich and meaningful education can achieve this. Teachers have to inculcate moral courage to stand up for the defence and practice of truth among their students. To tolerate injustice strikes at the roots of democracy. Education has to foster a sense of social responsibility and commitment, intellectual integrity and patriotic feelings among students. This will strengthen democracy in our country.

 

2.2.4    Justice

 

            Justice, liberty, equality and fraternity are interrelated and interdependent concepts and each of the four is essential for the realization of the others. Each one needs to be discussed separately. These concepts are considered to be the offshoot of French Revolution.  India has been practising these since long.

 

            Justice is one of the most controversial concepts in Eastern and Western thoughts.  However, Indian Constitution describes it in unambiguous terms. Justice implies fair play and absence of discrimination. Discrimination can be made on different basis - political, economic, social, legal, and so on. It may be based on birth, status, religion, education etc. To give people what they deserve in spite of their manifest and hidden differences is the essence of justice. To impart education to all according to their ability, age and aptitude is to ensure justice in education. To raise the status of the oppressed and the neglected sections of society by means of reservation is also the demand of social justice. So also, addressing the educational right of children and the workplace rights of workers, infected or affected by HIV/AIDS is the need of the hour. Educational system and the state should take positive action for this purpose. Teachers have two-fold responsibility in this regard: first, to provide meaningful education to children of different potentialities without any discrimination and second, to create a demand for social justice among students and through them in the society. An unjust society with privileged people having an edge cannot remain at peace or make progress. In teacher education institutions, justice as a social value has to be discussed and the consequences of all kinds of injustice need to be fully explained.

 

2.2.5    Liberty

 

            Liberty includes freedom of thought and expression and it has been considered important in the Constitution. It implies a national commitment to safeguard democracy against tyranny, dictatorship and despotism. It is a cherished goal of life. However, like justice and equality, freedom is also a difficult concept to understand. Freedom literally means absence of restriction on fulfilment  of desires.  But to be able to fulfill all desires is beyond the capacity of most human beings. In this sense, no one can be free because society and culture impose so many restrictions, both internal and external , on man.

 

            Liberty or freedom implies provision of such conditions as are essential for the full flowering of human personality. In this sense, it is essential for man’s development and building a civilized social order. But liberty is not a licence to do what one likes, it has to be used with restrictions imposed by the state, society and the individual.  The test of an enlightened person is how he uses his liberty but the test of a democratic state is how much freedom it allows to its citizens. Violation of this will lead to principle tyranny, confusion and chaos. Teachers and their educators have to inculcate necessary  moral values for proper use of freedom with self-imposed discipline. Freedom and discipline are inseparable like the two sides of a coin.

 

            Freedom has many facets and dimensions which need not be elaborated  here. But the relationship between freedom and knowledge has to be understood. An ignorant person may be free in his existence but he may not know its purpose. Freedom alone leaves one at the crossroads without pointing out to him where to go and what to do. Education has to develop the capabilities needed for its proper use. Freedom is negative in the sense that it provides opportunity for doing what one desires without giving him proper direction for its utilization. Only an education rich in democratic contents can do so. Teachers have to ponder over this problem. 

 

            Indian constitution assures freedom of mind, i.e. freedom of thought and expression. But freedom of expression can be meaningful  only if people have freedom of  thinking. Freedom of expression does not mean propagation of violence or encouragement of subversive ideas which can lead to anarchy.

 

            Real freedom allows expression of dissent but dissent has to be responsible and constructive. Liberty demands discussion and debate on public issues but no state or society can afford to permit endless discussion. The objective of debate and discussion is to throw light on all aspects of an issue and evolve a consensus. But once this consensus has been arrived at no one has the right to break it. It is the common decision of all and binding on every one. Students need to be properly educated about it.

 

            Freedom of thought and expression has always been reckoned valuable in India. Suppression of thought has been condemned by the wise. Our country is perhaps the only one in the world where people have not been persecuted for holding a particular kind of belief. Indian thought always appreciated and tolerated differences in opinion. It believed that difference of opinion facilitates a discovery of truth.

 

            Liberty is essential for many good things. In its absence no civil society can exist nor can new ideas or alternative systems be conceived.  But liberty alone is not enough. It requires many complementary virtues and the chief among these are tolerance, sense of responsibility, respect for the opinion of others and open mindedness or willingness to accept truth. It is sad that these virtues are gradually being eroded in the country. Our educational system needs to restore and nurture them.

 

            Freedom demands moral courage for expressing ideas that may be inconvenient  to the majority or authorities but to do so is its real test. This needs self-control and the capacity to make appropriate choices in the face of all opposition and public displeasure. It presupposes willingness to accept punishment for one's beliefs and actions. Freedom needs a qualitatively rich education otherwise it may defeat its very purpose. The essence of freedom is not the observance of a neutral posture in situation of social conflict. Such freedom paves the way for tyranny and despotism. Wide social disparity is also not conducive to the emergence of a free society. Teachers and educators need to convince and impress upon their students that in the absence of equality, the concept of freedom is an illusion.

 

2.2.6    Equality

 

            Equality sometimes described as ‘fairness in treatment’, is also a complex concept.  In order to understand equality, one must understand inequality. Inequality is of two kinds - natural  i.e. caused by nature and is man-made. For removing the natural, physical, genetic, biological and such other inequalities, not much can be done by teachers. On the other hand, man-made inequalities  is the creation of society and there are enough possibilities in this area. To take measures for reducing man-made inequalities the function of the state. Teacher education can nevertheless facilitate it and consolidate its gains.

 

            Equality demands that equals should be treated equally but to treat unequals equally leads to greater inequality.  Equality, therefore, is a question of proportion which means that the weaker and the handicapped, the oppressed and the downtrodden must be provided additional facilities and subsidies necessary for living a reasonably good life. Various kinds of reservation, and facilities which are being extended by the state to these sections of society are the desirable measures towards the building of a just and an egalitarian society.  Teachers have to convince the students in particular and society in general that the oppressed or the downtrodden will not tolerate such injustice for long. They have to nonscientist the people and break their ‘culture of silence ’  and also develop ‘critical awareness about social realities’ which are not divinely ordained but are man-made. This should be an important function of teacher education.

 

            Like liberty, equality also has many dimensions, chief among them being the equality of opportunity and status. Democracy recognizes the worth of the individual and his status is determined to his merit and social contribution. Education needs to stress this.

 

            Equality of opportunity can be achieved in many ways, chief among these is the equality of educational opportunity which again does not mean identical education or getting education of one’s own choice. Its essence is to provide for the development of talent according to age, ability and aptitude. It means that talent will not be allowed to remain undernourished or underdeveloped for lack of opportunities. To provide such opportunities is the function of the state and to build a climate in its favour is the function of the teaching community.

 

            Equality of educational opportunity involves three components:  access, retention, and achievement. The state has taken positive action with regard to access to education by launching certain schemes for making education available to the people but the goal of retention has not been achieved. Poverty, teacher's attitudes and some cultural and social constraints are responsible for poor retention. With regard to the quality, the situation is far more complex. The country has parallel systems of education for the rich and the poor. The state is gradually trying to reduce the quality-related differences in education by adopting certain improvement programmes. It is often suggested  that common school system may provide remedy for such a situation. Though the students may attend the same school, study the same curriculum and be taught by the same teacher and yet they may not achieve the same quality education unless other factors are also made equal. Equalization of life chances after schooling creates willingness to learn among children but life chances available to students coming from different sections of society are quite different. Teachers and educators can take definite action in this respect only if they understand  full implications of equality of educational opportunity. They may contribute to wielding  social  pressure and also assist the educationally deprived children in various ways.

             

            A narrow, rigid and common school curriculum may promote educational inequality, therefore school curriculum has to be broad based, flexible with minimum emphasis on commonality and supplemented by local and regional specificities. A dual system of education as it exists at present strengthens only the status quo. Teachers have to expose the weaknesses of this system. They need to develop scientific temper and critical thinking among students. A non-egalitarian society.  It divides people. The teacher as a social leader has to convince other that peace and prosperity depend us on equality which is essential for inculcating the feeling of fraternity.

 

2.2.7    Fraternity

 

            Fraternity is the extension and propagation of family feeling towards others and it calls for treating  them as brothers in spite of differences. In India, where people of many races, ethnic groups, religions, classes, castes and creeds live together, development of the feeling of fraternity and recognition of the worth of a person as an individual without any distinction is a worthwhile educational objective. It is the realization of the ideal of universal brotherhood of man, actualization of the spirit of the ‘Vasudhaiva Kutumbakam’ or what Delors Commission calls ‘Learning to live together’. However, there may be men who may still believe in their own superiority. By means of educational persuation, teachers can help change this mind-set and protect the dignity of individual.

 

2.2.8    Dignity of the Individual 

 

The individual occupies an important place in a democratic society.   He is its central point, its main focus. Democracy treats the individual as an end in itself. The state exists for his welfare, he is not a tool in its hands or a cog in the machine. The development of potentialities of the individual is the main goal of democratic education and society.  Man lives in society.  In his development, society and the state play a vital role. For his growth and development certain restrictions are imposed, otherwise the law of the jungle will prevail in society. In this regard, teacher education has-two fold responsibility : to protect the dignity of the individual, and to ensure his proper socialization.   

 

            History supports that growth of civilization and increase in the power of state are correlated phenomena. The state is now making inroads in many spheres of individual’s life. The demands of  ‘associative living’ presuppose certain restrictions on individual’s activities which however, do not hamper the growth of his unique personality. The state has to remove hindrances and obstacles which may interfere with the full flowering of his personality. It is the society and the state that benefit from the contribution of the individual information can contribute more to society if his potentiality is cultivated to its perfection. To standardize man is against the spirit of democracy. In teacher education institutions, the relationship between the individual, the society and the state needs to be properly explained and brought out and a suitable climate for the protection of individual’s dignity has to be evolved.

 

India is a member of the international community. It has adopted a planned model of social and economic development. A planned society makes the individual free in certain respects but restricts his freedom with regard to that of others. The purpose is to ensure dignified life for every individual. It is a question of formulating the golden rule of maintaining a reasonable balance or equilibrium between the two. Teacher education institutions need to seriously address this problem because congenial social climate and quality of life depend on it. Only those men and women who have developed their personality to the fullest and who are morally conscious of their responsibilities can build a strong nation. Teacher education cannot afford to neglect this responsibility. Indian thought favouring a happy synthesis between the dignity of the individual and his social obligations for building a strong nation. Developing awareness about  human rights and preserving and protecting them from violation are additional challenges before teachers and the educators.

 

2.2.9    National Integration

 

            To maintain the integrity and unity of the nation is an important constitutional commitment. India is a well-demarcated geographical entity and she has her distinct regional identity in  the South Asia. Its plurality and diversity can be observed by any one but within this plurality and diversity, there is a strong undercurrent of unity. Despite our regional, racial, linguistic, religious and social differences, our cultural unity is the real asset for national cohesion and integration. Undermining it will not serve any purpose. In addition to administrative and economic efforts, educational measures are also needed to strengthen national integration. Teachers and teacher educators can play a very constructive role in this regard. Despite certain basics and essentials which may be common for the whole country, regional autonomy and local specificities need to be reflected in teacher education curricula which must use the plurality of the country for strengthening national solidarity and social cohesion. A well planned and balanced approach for the preparation of teachers is the need of the hour.

 

            Teacher education curricula at all stages need to emphasise the cultural, political and economic unity of the country. The contribution of different racial, religious, social, linguistic and regional groups in developing India’s composite culture and nationhood need to be clearly discussed in teacher education institutions . Students need to be acquainted with the commonalities of different religions, languages, art, architecture, music, dance and drama. Misconceptions regarding other’s faiths and way of life need to be removed. Scientific temper should be developed among students for eliminating superstitions that have struck deep roots in the mind of the people. Exchange of teachers and their educators from one region to another may also to be arranged. The identity of minorities has to be preserved but teacher education should try to bring them into the mainstream of national life. Ignorance of different kinds which develop suspicion among individuals and groups need to be removed. Instead of group loyalty, patriotic feelings should be inculcated by teachers and teacher educators. In addition to the realization of the constitutional goals, teacher education has to take part in the efforts for solving of socio-economic problems and make its contributions to the arduous task of nation building.

 

2.3       Challenges Before Teacher Education

 

            Teacher education has to be responsive to the challenges faced by educational system in general and the school education in particular. Besides, teacher education is essentially a context-sensitive activity. It has to respond to vatrious changes in its social, political, economic as well as cultural contexts. Developments in science and technology during the last two decades have tranformed human life and the world. New technologies related to storage and communication of information have impacted the instructional process, given rise to e-learning and re-defined the concept of library and library service. Education that does not review and rethink its content and processes soon loses its relevance. These concerns give rise to  educational challenges i.e. challenges from within the educational system. The same are being described in detail in the following sections:

 

2.3.1    Social Challenges

 

            One of the major problems the country faces these days is the explosion of population which is multiplying in geometrical progression   while our resources are increasing at best in arithmetical progression. According to many the Malthusian forecasts are proving correct in the case of national development of India.  Its population growth is neutralizing the gains of development.  Increase in the number of non- earning people is posing a danger to social security. Increase in the number of out of school-child population is a challenge not being fully met by the education system.  Youth unrest and inter-generation conflict are now serious problems.  The quality of life in family and society is declining.  Unemployment has become a major concern for the state and its economy. 

 

            Indian society is pluralistic with underlying threads of unity.  Regional, racial, caste and community differences could not generate any serious conflict in our society.  However, due to various reasons this plurality or diversity which was a means of enriching the quality of life is now threatemed.  Social harmony and brotherhood, the feeling of associative living and neighbourhood have received a setback.  Erosion of social solidarity and cohesion can lead to a fractured society.  If unchecked, caste identities may lead to caste conflicts.  From a social category, caste has now become a potent political force. This is not a phenomenon confined only to Hindu society only.  In this context, peace education and social harmony should receive special attention. Curriculum Framework (1998) suggested certain concrete steps to be taken by teacher education institutions, but only a few could take effective measures  in this direction and much needs to be done in this regard.

 

            Communal tension is another social problem that calls for urgent attention.  In the past it was a rare urban phenomenon but it is now spreading to rural areas as well.  Various sub-groups of the same community and believers   of the same faith are developing suspicion and distrust about each other.  Religious or communal intolerance has increased and created conflicts between the followers of different faiths.  Teacher education needs to be more conscious of its responsibility in this regard.  Inter-faith harmony can be developed by teachers if they are aware of the essential unity of religions and are professionally prepared for promoting this important national cause.  It is a national issue and teacher education has to play an active role for promoting inter-faith harmony and support inter-faith dialogue with a view to inculcate saner attitudes.

 

            Teacher educators should objectively discuss and identify the causes of violence, terrorism and turmoil in their expository presentations.  Students should be convinced that use of violence, terrorism, subversive activities have no place in a civil society.  Teacher education needs to build a strong bulwark against these practices and ideologies. This is a real challenge for teacher education.

 

            The structure and functions of family in India which were stable for a very long time are now rapidly disintegrating due to various reasons, chief among these being  industrialization, migration, unemployment and modernization.  India’s joint family provided not only social security to and ensured welfare of the old, the invalid and the  unemployed but also served as an effective means of socialization, education, value inculcation and character formation.  But joint family system is fast breaking down and being replaced by nuclear family.  Besides, the influence of primary groups is rapidly declining and that of the secondary groups is increasing.  Family and caste vocations are no longer considered attractive by the vast majority.  The outcome of all these changes necessitate rethinking about the role of education, school and teachers and calls for additional responsibility on the part of the school.  Many functions which were formerly performed by parents, family and other primary groups will now have to be discharged by the school, chief among these being character formation, value inculcation, socialization and developing need-based vocational skills.  In addition to these, the teacher will have to ensure emotional satisfaction of children.  The school and the teacher will have to play the role of the family and meet the challenges caused by its destabilization. Education based on life skills has thus become imperative. This situation demands new commitments, additional competencies and professional skills among the teachers.  Not much has been done in this regard.  Professional education of teachers has to take a serious note of these problems. Consequently its theory and practice need to be enriched.

 

            To ensure social justice, to meet constitutional obligations, to uplift the condition of the oppressed and the exploited, specially the scheduled castes and tribes and other backward castes, the state is taking positive measures in education and employment.  It is true that some of the measures adopted by the state are not free from criticism as their advantages have been cornered by their well- informed and affluent sections. Nevertheless these measures promote social justice.  Teacher education has twin responsibilities in this regard: first, to evolve new pedagogies of education for children coming from neglected sections, and second, to develop positive attitudes among teachers for its success.

 

            To some extent, education has proved to be an alienating factor in Indian society by transforming the nature and character of the educated youth. Further, the media has also made its contribution in this process.  Even a literate person develops the tendency to get alienated from one's parents, family and his background.  His pattern of consumption changes.  Migration of youth from rural to urban areas gives rise to a number of problems e.g. unemployment, transport, accommodation, sanitation, health and hygiene, adjustment, acceptability, crime and corruption.  In the new set-up, the migrant becomes emotionally starved, and marginalized from his own group. Soon he becomes maladjusted in his social environment.  If timely action is not taken it becomes a serious social problem.  This problem demands the use of new strategies in education and teacher education has to provide effective remedy for this social menace.

 

            Despite all efforts, rural-urban disparity still persists in the country. Education has made only marginal contribution towards its elimination because its model is also urban and hence it fails to address the rural-urban divide.   The rural-urban disparity persists in every sphere. Larger the city, better its educational facilities; smaller the village, greater is its educational disadvantage.  Various administrative, economic and developmental measures adopted by the state have failed to make substantial achievement in this direction.  Teacher education programmes did not think it proper to confront this problem boldly.  Curriculum Framework (1998) had recommended certain steps in this regard. Teacher education  has not positively responded to this new responsibility more effective. 

 

            Addherence to non-indigenous model of development has contributed to a state of disharmony between man and nature.  It has disturbed old relationship between man and nature thereby creating serious environmental crisis and ecological imbalance.  Environmental degradation, depletion of natural resources, pollution, changes in  weather and climate, disturbance in the ozone layer, nuclear winter, increase in global warming  and of  nitrogen and carbon content in the air have caused serious pollution and are proving risky for men, animals and plants.  Large scale consumption of petrol, diesel and coal, use of fertilizers and pesticides, and also of water for industrial and agricultural purposes are causing water shortage and health hazards.  New diseases, the diseases of civilization,  the remedies for which have not yet been satisfactorily discovered, now threaten mankind. The effects of deforestation and diminishing grass-lands have created new challenges. Erosion of soil and replacement of organic manure by fertilizers and chemicals are proving harmful to the fertility of the land.  The age old harmony between man and nature, an essential feature of Indian culture and its way of life has been disturbed.  Man has pitted himself against nature and is trying to conquer it. He has  forgotten that nature can satisfy our needs, not our greed.  True that some steps have been taken for the protection of environment and for maintenance of ecological balance but they are far from being satisfactory.  This situation demands that (a) environmental education should be made an important and integral component of teacher education and (b) social and adult education should convey the message of ill outcomes of environmental degradation to students in particular and people in general.  It is noteworthy that it is the poor and the people living below the poverty line who suffer its consequences most.  There is a need for developing special educational courses on these aspects for teacher education.

 

            The traditional social order in India with its ascribed status, and role, is incapable of facing the challenges of science and technology, industrialization, westernization and modernization.  The behavioral pattern, age old social customs, inter-personal and inter-group relationships, values and norms of life are incapable of meeting the new challenges.  Traditional vocations are no longer attractive.  Some of these developments are really worth appreciation but they demand their critical appraisal as well.  The primary purpose of teacher education is undoubtedly to inculcate professional values and skills among teachers. But as intellectuals, teacher educators cannot be apathetic to what goes on in the society. To make constructive social criticism, teacher educators are now more conscious of its social responsibilities and obligations.  Teacher education curricula and their transactional modalities can help achieve this without much additional effort and inputs.  It involves greater relative emphasis, change in attitudes and social commitment of teacher educators.

           

2.3.2    Economic Challenges                                    

 

            Indian economy is primarily agricultural as seventy percent of its people work in this sector.  The attempts to bring about change in this sector are yet to achieve success.  Formerly, the country was importing food grains to feed its people but now the situation has changed.  We are not only self-sufficient in food but are also exporting it to other countries.  The use of modern machines, increased irrigation facilities, pesticides fertilizers, improved seeds etc. has succeeded in bringing about a food revolution.  Different kinds of land laws have induced the farmer to make investment in agriculture.  All India Radio and television have also helped the farmers. In spite of this progress farmers in some states die of starvation and some farmers commit suicide because they do not get proper price for their produce.

 

            In agriculture the law of diminishing returns operates. Chance factors and the mansoon play important roles.  Erosion of fertile soil due to various reasons, scarcity and of rains, absence of  facilities for storage  of water and irrigation are other problems the country faces now.  New crops demand more water and fertilizer, but beyond a limit, this decreases the fertility of land.   The farmers are also not aware of the various ways of avoiding different types of calamity. Subsidiary and allied vocations like fishery, dairy, horticulture, flori-culture, piggery, etc. are not being given proper attention due to non-availability of qualified teachers for vocational education.  In this context the preparation of vocational teachers, specially for new vocations related to agriculture needs to be given top priority.  Teacher educators in these subjects are not available as qualified persons of these trades look more for lucrative avenues.

           

            During the last two decades the ‘compulsions of a backward economy’ and the "demands of a developing economy" have become self-evident.  Economic growth is not a question of ideologies and models.  Ideology alone cannot increase production as it is not transferable into goods and services.  Ideology is more helpful in the distribution of gains but it cannot become a substitute for production which demands certain managerial skills, economic and technical inputs, spirit of entrepreneurship a skilled work force etc.  There is a need for developing greater awareness about grass-roots problems through education. Economics of education and political economy of education can be important constituents of teacher education. Teacher educators need to explore how educational planning and economic planning can be harmonised with one another.

 

            Poverty eradication in India demands state action, legislation and restructuring of society.  But these measures alone are not enough.    There is a need to develop critical awareness about social reality in teacher education.  For this in addition to providing vocational and employment-oriented education, theoretical courses of teacher education may need to be restructured.

 

2.3.3    Political Challenges

 

Educational institutions and schools are supposed to be the nurseries of democracy.  They are the places where democratic values are expected to be practised.   The quality of politics depends on the quality of the citizens who are expected to perform political obligations and duties and have commitment towards the self, the family, the community, the nation and manking.  It is true that in an ideal situation, the conflict between these obligations and commitments may not arise.  But such conditions may not always exist and a conflict between them may arise.  Under such circumstances, the golden rule for the citizen implies work for the greatest good of the greatest number.  It is the duty of teacher education to develop skills related to social and political life and to inculcate necessary democratic values among prospective teachers for this purpose.

 

2.3.4    Cultural Challenges

 

            Indian culture is basically a composite entity. It has been enriched by all ethnic groups in the country. Education is the process of transmission, transformation, assimilation and qualitative enrichment of cultural heritage.  Indian culture maintains a historic continuity with a marked characteristic of maintaining a happy balance between change and stability, tradition and modernity, unity and diversity. Teacher education needs to promote this process. Teacher education  needs to develop a sense of pride among teachers in their composite culture, preserve its identity, take precaution against superficiality , guard the youth against rootlessness and alienation, make them modern in their outlook and yet preserve their distinctive Indianness.  To make prospective teachers aware of India’s contribution to the world culture is an important role of education. 

 

 The weakening of cultural content of education along with certain other influences has witnessed a trend towards large scale value erosion in our society.  It has generated inter-generational conflict, weakened the moral fabric of society and increased permissive behavior, specially among the educated youth.  Even rural and tribal youth have not remained unaffected by it.  Value conflicts of various type are widely prevalent in our society.  This affects the quality of life of our people.  Value inculcation has become an important function of education and teachers have to shoulder this responsibility, and synthesize the values of our composite culture and modernity.   The diminishing influence of family and other primary groups calls for the use of alternative educational approaches.  Education now needs to collaborate with other agencies.   Value inculcation has, therefore,  to be integrated with all its activities: curricular and co-curricular.

 

2.3.5    Challenges from Science and Technology

 

            Scientific and technological revolution, specially in transport and communication, medicine and surgery, information and communication technology, cybernetics, genetics, bio-technology and life sciences like  bio-physics and bio-chemistry, nuclear science and quantum mechanics has opened new vistas for man. Science and technology have transformed every thing.  The world has become interdependent and is turning gradually into a global village. Now one has to think globally and act locally.  The economy of scarcity has been transformed into economy of plenty, but even then poverty has not been eradicated. The traditional concepts of matter and energy, relationship between man and nature, theological beliefs and practices, superstition and obscurantistc practices have changed.  Machines are replacing men.  The process of production is no longer arduous and tiresome.  Material comforts and amenities of life are made available to all who can pay for them. But man has become spiritually poorer and his privacy has shrunk.   Scientific and technological education, specially in the information and communication technology has become necessary if India is to march with the world and make progress in every sphere.  Educational programmes for teachers have not made full use of these developments.  But there is an other side of the picture also.  Science and superstition  are simultaneously flourishing in Indian society because adequate emphasis is not being laid on the development of scientific attitude and scientific temper of mind.  Its application to anachronistic social and cultural contents is not being given due consideration.  Teacher education has to take serious note of the situation and evolve effective measures; otherwise the gains achieved so far may be neutralized or even negatived.

 

            The effects of science and technology and advances in allied disciplines are not proving wholly beneficial to man and society.  Society has become interdependent but family and other primary groups have lost their importance.  Man has become a prisoner of market forces of and advertisement.  His capacity to choose has diminished.  His freedom has been curtailed. Possibilities of regimentation and standardization of thought and indoctrination have tremendously increased.  The cultural gap between scientists and non-scientists has widened.  The harmony between man and nature has received a setback.  Morality and values have become its worst casuality.  Material culture is weakening spiritual culture.  All these require reconsideration of scientific policy.  If the human civilization is to survive and quality of life is to be assured, modern science needs to re-think itself and re-frame its priorities.

 

            The impact of science and technology, information and communication technology and genetic engineering on society needs to be fully discussed in teacher education institutions. Scientific temper has to be developed and its application for the solution of problems of life has to be encouraged.  Its potentialities for making a humane social order need to be emphasized, Its teaching can promote values like impartiality, integrity, intellectual honesty, optimism, fellow-feeling, tolerance and humanitarianism.  All these should figure prominently as valued goals and objectives of teacher education.

 

2.3.6    Educational Challenges

 

            Teacher education has to support the efforts for the solution of problems of education of the country. These problems can be divided into two categories : problems of education as a whole with special reference to school education and problems of teacher education itself The latter includes general problems as well those caused by school education curricula which put the responsibility of its implementation on teachers.

 

            The education system now faces challenges from neo-colonialism which is not the same as its traditional counterpart.  It is economic, ideological and cultural.  If not checked, it will lead to further 'educational divide'.  Teacher education has to be responsible to this.  It has to understand its many dimensional consequences and take appropriate safeguards against it.

 

            The country has to fulfill its constitutional commitment of providing universal elementary education to all and achieve the obliteration of  illiteracy. Education is a fundamental right.  To meet this obligation many programmes have been initiated.  For achieving the target, the country needs well qualified and properly trained teachers.  The system has to prepare them and also train underqualified teachers professionally.

 

            Increase in the population of school going children, rising aspirations of the people and their greater desire for more useful knowledge, complete with explosion of knowledge and techniques for imparting knowledge have emerged as new challenges to teacher education.  The possibility of acquiring knowledge from sources other than the teacher, books and from outside educational institutions has increased tremendously.  The educational system has to respond  in full measure to this development. To impart more knowledge within a shorter period entails proper structuring of knowledge and use of new transactional strategies including ICT resources. Students should be encouraged to pursue independent learning and make use of the skills of ‘learning to learn’. In this new paradigm students will approach teachers for getting information about the sources of knowledge rather than knowledge itself.  In the emerging context