Elementary Level Pre-Service Teacher Education: Problems, Issues and Reforms with Reference to NCFTE-2009
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Introduction
Elementary education forms the foundation of the entire education system, and the quality of elementary education depends largely on the quality of teachers. Pre-service teacher education at the elementary level prepares future teachers with the knowledge, skills, attitudes, and professional competencies required to teach children in Classes I–VIII. In India, elementary pre-service teacher education is mainly provided through Diploma in Elementary Education (D.El.Ed.) and integrated teacher education programmes.
Despite its importance, elementary pre-service teacher education has faced numerous problems and challenges related to curriculum, pedagogy, institutional quality, teacher educators, and practicum. Recognizing these concerns, the National Curriculum Framework for Teacher Education (NCFTE), 2009, developed by NCTE, proposed comprehensive reforms to improve the quality, relevance, and professional character of teacher education.
Meaning of Elementary Level Pre-Service Teacher Education
Elementary pre-service teacher education refers to the formal professional preparation of teachers before their entry into teaching service at the elementary level (Classes I–VIII). It aims to:
- Develop understanding of child development and learning
- Equip teachers with pedagogical skills
- Foster professional ethics and reflective practice
- Prepare teachers for inclusive and child-centred classrooms
Need for Reform in Elementary Pre-Service Teacher Education
The need for reform arises due to:
- Poor learning outcomes at elementary level
- Inadequate professional preparation of teachers
- Expansion of elementary education under SSA and RTE Act, 2009
- Changing socio-cultural and classroom realities
NCFTE-2009 addressed these needs.
Problems and Issues in Elementary Level Pre-Service Teacher Education
1. Theory–Practice Gap
One of the major issues is the disconnect between theory and practice.
- Excessive focus on theoretical content
- Limited practical exposure
- Teaching practice treated as a formality
As a result, trainees fail to apply theory in real classroom situations.
2. Traditional and Rigid Curriculum
- Outdated and overloaded syllabus
- Lack of integration across disciplines
- Little emphasis on contemporary issues
The curriculum does not adequately address classroom diversity and changing learner needs.
3. Teacher-Centred Pedagogy
- Lecture-based teaching dominates training institutions
- Minimal learner participation
- Limited scope for critical thinking and reflection
This contradicts the child-centred pedagogy expected in elementary schools.
4. Inadequate Understanding of Child and Childhood
- Limited focus on child psychology and development
- Neglect of socio-cultural context of learners
- Mechanical teaching approaches
Teachers lack sensitivity towards children’s needs and experiences.
5. Poor Quality of Teacher Education Institutions
- Mushrooming of private institutions
- Commercialization of teacher education
- Inadequate infrastructure and resources
Quality assurance mechanisms remain weak.
6. Shortage of Qualified Teacher Educators
- Teacher educators lack professional training
- Limited exposure to research and innovation
- Resistance to pedagogical change
This affects the quality of teacher preparation.
7. Weak Internship and Practicum
- Short duration of teaching practice
- Poor supervision and mentoring
- Limited reflection and feedback
Practicum fails to develop professional competence.
8. Lack of Focus on Inclusive Education
- Insufficient preparation for teaching diverse learners
- Limited training on disability, gender, and social inclusion
- Inadequate understanding of RTE Act provisions
Teachers are not fully prepared for inclusive classrooms.
9. Examination-Oriented Evaluation
- Overemphasis on written examinations
- Neglect of continuous and formative assessment
- Practical skills not properly evaluated
Evaluation does not reflect actual teaching ability.
10. Lack of Professional Identity
- Teaching viewed as a low-status profession
- Limited emphasis on ethics and values
- Absence of reflective practice
This affects motivation and commitment.
Reforms Suggested by NCFTE-2009
The NCFTE-2009 proposed a comprehensive framework to address these issues.
1. Teacher as a Reflective Practitioner
NCFTE emphasizes:
- Reflection on teaching practices
- Critical engagement with knowledge
- Continuous professional learning
Teachers are viewed as professionals, not mere technicians.
2. Child-Centred and Constructivist Approach
- Focus on understanding child and childhood
- Learning as an active, constructive process
- Respect for learners’ experiences
This aligns teacher education with elementary pedagogy.
3. Integrated Curriculum Structure
NCFTE proposes three interrelated areas:
- Foundational Areas – child development, education and society
- Curriculum and Pedagogic Studies – subject-specific pedagogy
- Engagement with Field – practicum, school internship
This ensures holistic preparation.
4. Strengthening School Internship
- Extended duration of internship
- Close mentoring by experienced teachers
- Opportunities for observation, teaching, and reflection
Internship becomes central to professional learning.
5. Reform in Pedagogical Practices
- Use of participatory and activity-based methods
- Group discussion, projects, case studies
- Emphasis on dialogue and inquiry
Teacher education institutions model good pedagogy.
6. Focus on Inclusive Education
- Preparation for diverse classrooms
- Understanding learners with special needs
- Gender sensitivity and social justice
Inclusive education becomes a core component.
7. Continuous and Comprehensive Evaluation
- Formative assessment methods
- Portfolio-based evaluation
- Assessment of professional competencies
Evaluation supports learning rather than ranking.
8. Professional Development of Teacher Educators
- Capacity building programmes
- Research and innovation
- Exposure to contemporary educational issues
Quality teacher educators ensure quality teacher education.
9. Strengthening Institutional Quality
- Regulation and monitoring by NCTE
- Accreditation and quality assurance
- Adequate infrastructure and resources
This curbs commercialization.
10. Alignment with RTE Act, 2009
NCFTE aligns teacher education with:
- Child-friendly schooling
- Learning outcomes
- Teacher qualifications and norms
This ensures relevance and legal compliance.
Impact of NCFTE-2009 on Elementary Teacher Education
- Shift towards professional and reflective teaching
- Greater emphasis on child-centred pedagogy
- Improved internship and practicum
- Recognition of teaching as a professional discipline
Conclusion
Elementary level pre-service teacher education is crucial for improving the quality of elementary education in India. However, it has been plagued by multiple problems such as outdated curriculum, theory–practice gap, poor institutional quality, and inadequate professional preparation. The National Curriculum Framework for Teacher Education-2009 provides a comprehensive and progressive vision for reforming teacher education by emphasizing reflective practice, child-centred pedagogy, integrated curriculum, inclusive education, and professional ethics. Effective implementation of NCFTE-2009, supported by strong institutional commitment and policy support, is essential for preparing competent, sensitive, and professional elementary teachers capable of meeting the challenges of contemporary classrooms.
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