All NCFTE Till Date: NCFTE 1988, NCFTE 1998, NCFTE 2009, and NCFTE 2014

Are you also searching for NCFTE PDFs or NCFTE 1998, NCFTE 1998, NCFTE 2009, or NCFTE 2014? Then Don’t worry. You are at the right place. This is AMAN from the Faculty of Education, BHU to help you with the queries related to all NCFTE till date. The National Curriculum Framework for Teacher Education (NCFTE) is a framework document that outlines the principles, guidelines, and recommendations for the education and professional development of teachers in India. It provides a comprehensive roadmap for teacher education programs and policies to ensure quality school teaching and learning.

NCFTE 1988

NCFTE 1988: The National Policy on Education (NPE) was formulated in 1986, and NCFTE 1988 was aligned with its vision. It emphasized the need to enhance the professional competence and status of teachers. The framework focused on improving teacher education programs, curriculum development, and teaching practices to promote an inclusive and child-centered approach.

National Curriculum For Teacher Education –A Frame Work, was drafted and published in 1988 by taking into consideration the guide lines of National Policy on Education- 1986 , feedback available regarding the implementation of earlier curriculum framework -1978. National Curriculum Framework for school education 1988.

Rationale: Following factors contributed in the development of the framework

  • New curriculum for school education came into being and accordingly modifications were done in schools and in turn changes required in teacher education
  • Integration of science at upper primary and secondary stage.
  • Adoption of Learner centered approach in education.
  • Prominence of non scholastic areas of curriculum.
  • Introduction of Interactive style of teaching.
  • Concern for development of values.

Suggestions/Practice introduced

  • Elective Courses :More elective courses were added in the list .
  • Evaluation :Continuous comprehensive evaluation suggested.
  • Pedagogy Stage wise specialization included a secondary school subject with prior specialization and a secondary school subject /higher secondary education/primary education.
  • Guidance and counseling: It is included as compulsory course.
  • Work experience:It included as important component. (NCTE, 1988)

Curricular areas: 1.Foundation Courses, 2. stage relevant specialization, 3.Additional specialization, 4.practicum/field work

NCFTE 1998

NCFTE 1998: This framework was developed as a response to the changing educational landscape and emerging challenges in the field of teacher education. It aimed to strengthen the teacher education system, enhance the quality of teacher training programs, and promote a learner-centered pedagogy. It highlighted the importance of continuous professional development for teachers and emphasized the integration of technology in education.

National Curriculum Frame work For Quality Teacher Education 1998 ( NCFTE 1998 )

After a decade again the need to revise the curriculum was felt and Curriculum Frame work For Quality Teacher Education 1998 was published.

Rationale: Following factors contributed in development of    the framework.

  • Generation of fresh thinking and action in teacher education was felt.
    • Inculcation of value within the constitutional ideology and Indian ethos.
    • Preparation of futuristic, dynamic and forward looking teachers with high level of competencies, commitments and willingness to perform


  • Transaction of the curriculum: What is of importance and calls for top priority, in the training programme is to lay appropriately proportioned emphasis on „why to teach‟, „how to teach‟ and „what to teach‟ aspects of teaching. It has to be reflected in teaching learning situations planned by teacher educators.
  • Integration of theory and Practice: The complimentary character of theory and practice needs to be emphasized at every step. The emphasis must be laid on cultivation, formation and development of power of mind in contrast to the prevalent tendency of aiming at success in the examination alone.
  • Interdisciplinary approach : The interdisciplinary approach in teaching has to be accepted and implemented for developing comprehensive understanding and vision of education,
  • Continuous assessment :Learning outcomes have to be assessed continuously, which is the basic tenet of modular approach .This would help in modifying ,adjusting and improving transaction strategies for better acquisition of knowledgeable studies.
  • Community experiences : Organization activities like literacy programmes, environmental education, work education programme ,health awareness programmesetc. would lead to developing self confidence and initiative among student teachers and also develop among them positive attitude towards plurality of cultures .
  • Practical Work It is expected that student teacher undertakes several practical activities which facilitate instruction as also those that relate to management, relevant to teaching and learning ,the intended teacher develops competencies like identification of support materials, skills in preparation of indigenous and low cost materials, judicious choice and utilization of community resources for enhancing the learning and use of community resources for education.
  • Value education: In the process of capacity building of intended teachers, what is of importance is to ensure that they become capable of understanding the import of value education, interpreting values in contemporary contexts and evolving strategies of imbibing these by their students .
  • Increased duration of B.Ed programme : Apart from teaching ,teachers have to act as the agent of change and modernization, cultural reconstruction and social development to earn recognition as a professional from the society by acquiring new competencies and commitment .They have to become effective and result oriented to enhance their knowledge and develop skills for its communication. These are not possible to be achieved within short span of one year. Hence the need to increase the duration of the present one year B.Ed programme from one year to two years.

NCFTE 2009

NCFTE 2009: With the aim of addressing the gaps and challenges identified in the previous frameworks, NCFTE 2009 was formulated. It emphasized the need for a holistic approach to teacher education, focusing on developing teachers’ knowledge, skills, attitudes, and values. The framework emphasized the importance of reflective and critical thinking, social and emotional development, and contextualized teaching-learning processes.

NCFTE- Towards Preparing Professional and human Teachers 2009 ( NCFTE 2009 )

Rationale: Following factors played a major role in the development of the framework

  • Need for addressing the professional education of secondary teachers to meet the estimated demands raised due to RTE 2009
  • To address Changing school context due to expectations and demands placed by NCF2005 on teachers and empowering the teachers to relate to them
  •   Fundamental tenants of Constitution of India required    consonance in teacher education and school education
  • To make teacher education liberal, humanistic and responsive to the demands of inclusive education


  • Health education and health awareness : NCFTE 2009 emphasised in course childhood child and Adolescent Development and learning, a comprehensive, systematic, and scientific approach to health education and health awareness including, nutrition ,personal and environmental hygiene family and school health,disease prevention and control including HIV/Aids ,mental health, prevention of accidents ,health information ,use of health services .
  • Gender issues : Subjects related to Gender school and society are to be included
  • Self Development: Developing the self and aspiration as teacher must be considered for healthy teacher learning process.
  • Diverse needs: Multicultural education and teaching for diversity .
  • Sustainable development: Equitable and Sustainable Development are considered essential.
  • Technology in learning: Favored inclusion of ICT and e-learning .
  • Reflective Teachers: Development of reflective teachers with positive attitude, values perspective and along with skill of craft of teaching.
  • Evaluation: Evaluation protocol needs to be comprehensive and provide due place for the evaluation of attitudes, values, dispositions, habits and hobbies.
  • Teacher education should engage teachers with curriculum, syllabi, and text books to examine them rather than taking them as given.
  • Language proficiency: Enhancing language proficiency is vital for professional growth of needs to be enhanced.

Time as a critical factor in Teacher Education. It is high time that we pay heed to the specific suggestion of increasing the duration of initial teacher education

Curricular areas described in the document in three categories A, B, C. All these areas include theoretical as well as practical aspect.

Curricular Area A– Foundation of Education

Curricular Area –B Curriculum and Pedagogy

Curricular Area –C School Internship: Practice of teaching constitute the hub of the multiple and varied activities comprising the total programme of teacher education. It is interconnected with theoretical study. Field work and practicum and a wide range of institutional experiences involving school students, teachers, student teachers and mentorteacher educators. In a way, it acts both as evaluation tool for effective teacher education as well as its critical quality indicator. (NCTE, 2009)

Also Read , relative content through the given link below

NCFTE 2014

NCFTE 2014: This framework was developed to align teacher education with the provisions of the Right to Education (RTE) Act, 2009. It highlighted the importance of preparing teachers to meet the diverse needs of learners, including those with disabilities. NCFTE 2014 emphasized the integration of inclusive education, gender sensitivity, and multicultural perspectives in teacher education programs. It also stressed the need for partnerships between teacher education institutions and schools.

Rationale for developing the curriculum: Supreme court approved a high powered committee in the chairman ship of Justice Verma to examine issues related with improvement of teacher education and its curriculum on 27th June 2011.

The committee‟s main considerations were:

  • RTE 2009 and its proper inclusion in regulations and content of teacher education.
    • Teacher education programmes do not adequately engage in the subject knowledge .
    • No new development in   methods utilized in    specific disciplines and appear to be same in all subjects.
    • Teacher education practice due to paucity of time plan lessons virtually no reflection on content of subject matter and its organization so there is need for longer duration of a two year bachelor‟s degree model after graduation.
    • Need of analysis of textbook, curriculum and syllabi.
    • Assessment needs improvement for assessing quality dimensions such as attitude, values disposition , habit repertoire of Comminication skills.   ( Lessom 2 (2.5.5 . 2.7)

Suggestions /concepts introduced

  • Approaches:Teaching instructions need to be problem oriented not discipline or theory oriented Approaches utilized for teaching are :
  • case study Simulation Role play Action research
  • Activities: Emphasis should be on accomplishment of     tasks , insights and competence and open ended activities .
    • Use of questioning skill: Questioning to bring out their experience, Personal theories.
    • Reading: Reading high quality literature in English and regional language.
    • Practicum tasks:Well defined task for practicum are suggested.
  • Topics: Some new topics to be introduced in different courses such as: Anthropology has to know diversity of childhood in different societies and cultures,Gender equality and Gender parity needs to be discussed ,Identification and verbalisation of sexual abuse/violence, hidden curriculum.
    • Introduction of EPC(enhancing professional capacities ) courses (

·      Teaching Approach: Teaching should not be practiced through the reductionist approach of ‘microteaching’ of ‘isolated skills’ and simulated lessons: (NCTE, 2014)

Major Areas: A. Perspectives in Education– courses Childhood and growing up, contemporary India and Education, Learning and Teaching ,Gender School and Society, Knowledge and Curriculum, Creating an Inclusive School B. Curriculum and pedagogic studies- Language across the Curriculum, Understanding Discipline and Subject, pedagogy of school subject, Assessment for learning ,optional course C. Engagement with the field 16+4Understanding the self ,Reading and reflecting on text, Critical understanding of ICT ,Drama and Art. (NCTE, 2014)

Core components prevailing in different teacher education frameworks

On analyzing different frameworks developed by NCTE over the period of 35 years, following aspects  were found common and considered as core curriculum :

  • Connection with the community: All frame works recommended a strong connection with community in which student teacher will serve after completing their teacher education programme , The purpose of this is to know Indian pluralistic nature and its requirements .
  • Communicative skill/language proficiency: This aspect has been focused in all curricula.
  • Health Education/physical Education : Since beginning it has been considered as an important curricular area.
  • Assessment and evaluation: Comprehensive evaluation remained the focus of discussion. In the last curricula assessing quality dimensions such as attitude, values disposition ,  habit repertoire of  Communication  skills.
  • Innovative practices and research: It has been considered seriously and suggested in almost all frameworks that modifications in methodology of teaching is very important to understand state and local needs and also to bring more connectivity .
  • Inclusive Education : Considered important since beginning and later given the status of compulsory course.
  • Reflection: Reflective activities on the part of student teachers through proper orientation are considered important in almost all frameworks especially 21st century one.
  • Pofessional competency: Developing efficiency has remained a major concern in different frame works .Efficiency in terms of language, communication

,understanding self .However time to time one or the other factors have been added such as :Sometimes it is in the form of teaching modules ; sometimes by adding EPC courses.

  • Values : Frameworks emphasized on Inculcating values which are good at individual level as well as social level such as non violence, truthfulness, self –discipline, self reliance, dignity of labor, etc. few also recommended to encourage student teachers not only to practice these values but, also to evolve strategies to imbibe values in students .

CONCLUSION : Each version of the NCFTE builds upon the previous ones, taking into account the evolving educational needs and priorities of the country. These frameworks provide guidance for designing teacher education programs, curriculum development, pedagogical practices, and continuous professional development to ensure the effective preparation of teachers for the Indian education system. Here is detailed notes of all NCFTE i.e NCFTE 1998, NCFTE 1998, NCFTE 2009 and NCFTE 2014 .

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