The National Curriculum Framework for Teacher Education 2009 is an attempt to improve Teacher Education in India as well as prepare ideal, innovative, humane, and affectionate teachers.

NCFTE has underlined the need for urgent and comprehensive reform in Teacher Education.

“Teaching how to teach” is complex work as it places a heavy demand on Teacher Educators.

NCFTE 2009 promises to translate the vision into reality and prepare humanistic and reflective teachers who have the potential to develop more professional teachers and improve the quality of education.

Teachers need to be creators of knowledge and thinking professionals. They need to be empowered to recognise and value what children learn from their home, social and cultural environment and to create opportunities for children to discover, learn and develop. The recommendations of the NCF on school curriculum are built on this plank. Educationists are also of the view that the burden arises from treating knowledge as a ‘given’ as an external reality existing outside the learner and embedded in textbooks.

The National Council for Teacher Education (NCTE) took up several initiatives during the last decade. It joined hands with the National Assessment and Accreditation Council (NAAC) to foster quality assurance and sustenance and with Distance Education Council (DEC) to ensure the integrated development of in-service teacher education under the Open and Distance Learning (ODL) mode. It also collaborated with the Rehabilitation Council of India in 2002, 2005 and 2015 to develop and revise curriculum on inclusive education and make it a part of the general teacher education programs.

This National Goal cannot be realised unless the teachers in our schools take up this responsibility on their shoulders. This can happen only when we enable our teachers in terms of capacity, skills, holistic knowledge, motivation, and self-esteem and train them to be more participatory and interactive.

Teacher capacity building is critical for equipping teachers with all the requisite skills that will ensure successful teaching and learning. MBD DISHA provides teacher training to help teachers implement NEP 2020 successfully. This program aims to help align teachers with the policy's goals. Through this, teachers can develop an understanding of the policy's objectives and implementation strategies. They can also acquire the pedagogical skills and strategies needed to promote critical thinking, creativity, and problem solving among students. The training programs can also help teachers develop digital literacy, enabling them to use technology effectively in their teaching practices.

The teacher-training program acquaints the teachers to Panchakosha Vikas, as given in NCF 2022, that focuses on Physical Development, Development of Life Energy, Emotional/Mental Development, Intellectual Development, Spiritual Development. This will help the teachers focus on the holistic development of their students through their teaching pedagogies.

Usha Dutta
Dr. Usha Dutta
Former Professor (English Language)
Hukum Singh
Dr. Hukum Singh
Former HOD (Science & Mathematics)
Prabhjot S. Kulkarni
Dr. Prabhjot S. Kulkarni
Ph.D. Education
Pinkoo Chawla
Ms. Pinkoo Chawla
Head Mistress of KV JNU NMR
IIT Branch
Training Program
Training Programs
In collaboration with Imagine Education(U.K), the MBD Disha takes up the initiative of comprehensive Teacher Training in India. Together with subject experts, we develop and implement concepts for in-service Teacher Training.
MBD Disha caters to two types of training programmes: Generic and Subject Specific. Generic modules include:
   Classroom Management
   Values Education
   Inclusion & Inclusive Strategies
   Gender Sensitivity
   Life Skills
   Remodelled Structure of Assessment
   Adolescent Education
   Stress Management
   Joyful Mathematics
   Creative Teaching Strategies
   Experiential Learning
   21st Century Skills
   Lesson Planning and Evaluation
   Dealing with Learning Disabilities
   POCSO Act
   Career Guidance

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