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Secondary Level Pre-Service Teacher Education: Problems, Issues and Reforms with Reference to NCFTE-2009

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Introduction

Secondary education occupies a crucial position in the education system as it prepares learners for higher education, vocational pathways, and responsible citizenship. The quality of secondary education depends largely on the quality of teachers, their subject mastery, pedagogical skills, and professional attitude. Secondary level pre-service teacher education, mainly imparted through B.Ed. programmes, aims to prepare competent teachers for teaching at the secondary and higher secondary stages.

However, secondary pre-service teacher education in India has been facing serious problems and challenges related to curriculum relevance, pedagogical practices, institutional quality, practicum, and professional orientation. To address these concerns and to align teacher education with contemporary educational needs, the National Curriculum Framework for Teacher Education (NCFTE), 2009, developed by the National Council for Teacher Education (NCTE), proposed comprehensive reforms to strengthen the professional preparation of secondary teachers.

Meaning of Secondary Level Pre-Service Teacher Education

Secondary level pre-service teacher education refers to the formal professional training provided to prospective teachers before entering the teaching profession at the secondary and senior secondary levels (Classes IX–XII). It aims to:

  • Develop deep understanding of subject matter
  • Equip teachers with effective pedagogical skills
  • Foster understanding of adolescents and their learning needs
  • Prepare teachers for inclusive, learner-centred classrooms
  • Build professional ethics and reflective practice

Need for Reform in Secondary Pre-Service Teacher Education

The need for reform arises due to:

  • Poor learning outcomes at secondary level
  • Overemphasis on rote learning and examinations
  • Changing nature of knowledge and technology
  • Increasing diversity in classrooms
  • Implementation of RTE Act, RMSA, and NEP reforms

NCFTE-2009 addressed these emerging challenges.

Problems and Issues in Secondary Level Pre-Service Teacher Education

1. Excessive Focus on Subject Content

  • Overemphasis on disciplinary knowledge
  • Neglect of pedagogy and learner understanding
  • Teaching viewed as content delivery

This leads to ineffective classroom teaching.

2. Theory–Practice Divide

  • Theoretical courses taught in isolation
  • Limited and poorly supervised teaching practice
  • Minimal reflection on classroom experiences

As a result, trainee teachers fail to translate theory into practice.

3. Traditional Pedagogical Practices

  • Dominance of lecture and note-giving methods
  • Limited use of ICT and innovative strategies
  • Lack of participatory and inquiry-based learning

Teacher education institutions often fail to model good teaching practices.

4. Inadequate Understanding of Adolescents

  • Limited focus on adolescent psychology
  • Neglect of emotional, social, and moral development
  • Poor handling of behavioural and motivational issues

Teachers are not adequately prepared to address adolescent learners’ needs.

5. Poor Quality of Teacher Education Institutions

  • Rapid growth of private B.Ed. colleges
  • Commercialization of teacher education
  • Inadequate infrastructure and academic resources

Quality assurance mechanisms remain weak.

6. Shortage of Qualified Teacher Educators

  • Teacher educators lack professional training
  • Limited engagement with research and innovation
  • Resistance to pedagogical reforms

This affects the quality of teacher preparation.

7. Weak School Internship and Practicum

  • Short duration of internship
  • Lack of mentoring and feedback
  • Teaching practice treated as ritualistic

Practicum fails to develop professional competence.

8. Examination-Oriented Evaluation

  • Excessive reliance on written examinations
  • Neglect of formative and performance-based assessment
  • Practical teaching skills not adequately assessed

Evaluation does not reflect real teaching ability.

9. Limited Focus on Inclusive Education

  • Insufficient preparation for diverse classrooms
  • Lack of training on gender sensitivity, disability, and social justice
  • Poor understanding of learners from marginalized backgrounds

Teachers are inadequately prepared for inclusive schooling.

10. Weak Professional Identity and Ethics

  • Teaching viewed as a fallback career
  • Limited emphasis on professional values and ethics
  • Lack of reflective practice

This affects motivation and commitment.

Reforms Suggested by NCFTE-2009

The NCFTE-2009 presents a comprehensive vision for reforming secondary teacher education.

1. Teacher as a Reflective Practitioner

NCFTE emphasizes:

  • Reflection on teaching and learning processes
  • Critical engagement with knowledge
  • Continuous professional development

Teachers are viewed as knowledge creators, not mere transmitters.

2. Integrated Curriculum Framework

NCFTE proposes three major curricular areas:

  1. Foundational Courses – education, society, adolescent development
  2. Curriculum and Pedagogic Studies – subject-specific pedagogy
  3. Engagement with the Field – school internship and practicum

This ensures holistic preparation.

3. Learner-Centred and Constructivist Pedagogy

  • Emphasis on active learning and inquiry
  • Use of discussion, projects, and problem-solving
  • Respect for learners’ experiences

Teacher education institutions must model these practices.

4. Strengthening School Internship

  • Extended duration of internship
  • Continuous mentoring by school teachers and teacher educators
  • Opportunities for observation, teaching, reflection, and innovation

Internship becomes the core of teacher preparation.

5. Reform in Evaluation Practices

  • Continuous and comprehensive assessment
  • Portfolio-based evaluation
  • Assessment of teaching competencies and reflective ability

Evaluation supports professional growth.

6. Focus on Inclusive and Equitable Education

  • Preparation for teaching diverse learners
  • Gender sensitivity and social justice
  • Understanding learners with special needs

Inclusive education becomes integral.

7. Professional Development of Teacher Educators

  • Capacity building programmes
  • Encouragement of research and innovation
  • Updating knowledge and pedagogy

Quality teacher educators ensure quality teacher education.

8. Use of ICT in Teacher Education

  • Integration of technology in teaching and learning
  • Use of digital resources and online platforms
  • Preparation for technology-enabled classrooms

ICT enhances effectiveness and relevance.

9. Strengthening Institutional Quality

  • Regulation and monitoring by NCTE
  • Accreditation and quality assurance
  • Adequate infrastructure and academic resources

This improves credibility and standards.

10. Alignment with School Education Reforms

NCFTE aligns secondary teacher education with:

  • NCF-2005
  • RTE Act provisions
  • RMSA and NEP reforms

This ensures coherence in the education system.

Impact of NCFTE-2009 on Secondary Teacher Education

  • Shift towards professional and reflective teaching
  • Emphasis on pedagogy and learner understanding
  • Strengthened internship and practicum
  • Recognition of teaching as a professional discipline

Conclusion

Secondary level pre-service teacher education plays a decisive role in shaping the quality of secondary education. However, it has been affected by several problems such as outdated curriculum, theory–practice gap, traditional pedagogy, weak practicum, and poor institutional quality. The National Curriculum Framework for Teacher Education-2009 offers a progressive and comprehensive vision to address these challenges by emphasizing reflective practice, integrated curriculum, learner-centred pedagogy, inclusive education, and professional ethics. Effective implementation of NCFTE-2009, supported by committed institutions and well-trained teacher educators, is essential for preparing competent, motivated, and professional secondary teachers capable of meeting the demands of contemporary education.

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