The first five decades after Independence have witnessed major changes in educational policies and in strategies for their implementation. On various occasions and in differing contexts, several commissions and committees have reviewed the achievements and attempted to develop a vision for future. It is also widely acknowledged that while achievements in the field of education are appreciable and noticeable, much more needs to be done in terms of the quality and relevance of education. This implies continuous improvement of the quality and orientation of programmes being undertaken for teacher preparation, both at the pre-service and in-service stages.
The National Council for Teacher Education (NCTE) was established with a view to achieving planned and co-ordinated development of teacher education throughout the country and for regulation and maintenance of norms and standards. One of the first few projects which the Council decided to undertake was the compilation of relevant recommendations on teacher education contained in the reports of important commissions and committees on education. An experimental version of the compilation was published in 1995 and made available to training institutions, educationists and those interested in teacher education. In view of the overwhelming response and suggestions received, it was decided to bring out a comprehensive version of it, along with a critique of the developments that have taken place in this field. It was felt that this would help readers to appreciate the significance of the various recommendations and suggestions. Several eminent educationists of the country were consulted on the project and in determining the structure and design of this book. Professor M.S. Yadav was requested to undertake the task of preparing the critique on the developments in teacher education. He was assisted by Professor T.K.S. Lakshmi. Dr Rajendra Pal and Ms Sapna Sharma also assisted for brief periods as Project Fellows. The entire compilation has been edited and finalised by Professor T.N. Dhar with the assistance of Dr K. Walia who also provided valuable academic inputs and coordinated the project. NCTE would like to express its gratefulness and sincere thanks to all of them for the effort they have made and the support they have given to complete this project.
The necessary planning and production support was provided by Mr S.K. Grover and Mr S.S. Sharma. Their contribution too is gratefully acknowledged.
It is hoped that this publication will be useful to policy planners, decision-makers, teachers, teacher educators, researchers in teacher education and also students of teacher education programmes.
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