EDUCATION,2009 PRESENTED BY, ASHAMOL V.A 1st B.Ed NATURAL SCIENCE INTRODUCTION Teacher education and school education have a symbiotic relationship. Both of them are mutually reinforce the concerns necessary for the qualitative improvement of the entire spectrum of education. The NCTE undertook a major exercise of developing a new National Curriculum Framework For Teacher Education. Which is contextual and in tune with the emerging concerns and imperatives of the fast changing canvas of education both nationally and globally. CONTENT The new concerns of school curriculum and the expected transactional modalities have been emphasized in designing this framework for all stages of school education. Issues related to Inclusive education Perspectives for equitable and sustainable development. Gender perspectives. Role of community knowledge in education. ICT in schooling as well as e-learning become centre stage in the framework. The initial draft of the NCFTE 2009 was developed by an expert committee comprising of →Prof. C.L.Anand. →Prof. S.V.S.Chaudhary. →Prof. V.K.Sabharwal. →Prof. C.Seshadri. →Prof. R.S.Khan. →Prof. Raja Ganesan. →Prof. L.C.Singh. Based on the ideas generated in a series of intensive deliberations by the members of the committee and eminent scholars ,Teacher educators,Teachers. Trainee Teachers,Representatives of NGOs,Faculty of RIEs of ¤ NCERT,SCERTs,DIETs,IASEs,CTEs. University departments of education and state departments of education at the national consultataive meets held at Udaipur and Hyderabad. Chapter 3.Transacting the curriculum and Evaluating the Developing Teacher The most critical aspect of the proposed teacher education curriculum is its transaction. Preparing one for a profession thus is an arduous task and involves action from multiple fronts and also calls for systematic evaluation of all facets of the professional training. A glaring weakness of existing teacher education practices is the restricted scope of evaluation of student teachers and its excessively quantitative nature. Evaluation is not continuous as it should be; the teacher education process is characterised by a wide range and variety of curricular inputs. A reflective journal would help the teacher trainee to revisit his/her experiences in the classroom over the period of internship. The journal would include 1. How the class was conducted. 2. How learners responded. 3. Analytical and reflective statements about his/her preparedness for the class. 4. Responses to learners questions. 5. Capacity to include learners sharing of their experiences. 6. Response towards her errors. 7. Difficulties in comprehending new ideas and concepts and issues of discipline. 8. Organisation and management of the group. Chapter 4.Continuing Professional Development and Support for In- Service Teachers. All initiatives in curriculum, whether of the whole curriculum, special inputs in specific areas or infusing new social concerns, have been implemented through the renewal or up-gradation in the knowledge and practice of teachers already in school. The broad aims of continuing professional development programmes for teachers are to: a) Explore, reflect on and develop ones own practice. b) Deepen ones knowledge of and update oneself about ones academic discipline or other areas of school curriculum. c) Research and reflect on learners and their education. d) Undestand and update oneself on educational and social issues. e) Prepare for other roles professionally linked to education/teaching,such as teacher education,curriculum development or councelling. f) Break out of intellectual isolation and share experiences and insight with others in the field. 20 days of “training” strengthening of overall practice of the teacher, then there is a need to recognise a variety of activities and interactions. Chapter 5.Preparing Teacher Educator It is obvious that the education and training of a prospective teacher will be effective to the extent that it has been delivered by teacher educators. Isolation of education as a discipline from the system of higher education is identified as one main cause for the continued low status of educational studies. Reform of teacher education demands dedicated research in the area of foundations of education. The research in such departments would help develop teacher education programmes. Chapter 6.Implementation strategies In order that this effort results in achieving the intended objectives, it is imperative that the concerns deliberated in the framework. Special Teacher Education Areas. Professional Orientation/Training Programmes. Teacher Educators. Research. CONCERNS OF TEACHER EDUCATION IN NCFTE,2009 Professionalization of teacher education. Preparing teacher educators. Research and innovation in teacher education. Open and distance learning (ODL) in teacher education. Education of teachers in health and physical education. Education of teachers for vocational stream. CONCLUSION It may be concluded that the NCEFE,2009 is much more relevant in the present scenario of the teacher education in India. The problem is that the area of implementation.It is very hard in our country to practicise any new idea in short time. All the people concerning educational field should look into the framework,exchange their ideas,make positive approaches. NCFTE 2009 Promises to translate the vision into reality and prepare humanistic and reflective teachers that has potential to develop,more professional teachers and improve the quality of education. REFFERENCE Contemporary India and Education – T.C. Thankachan, Mary Joseph, Thomas P.J. International Journal of Applied Research 2015;1(9);776-778. THANKS