Teacher Education Questions and Answers

Answer: A

The Regional Colleges of Education were established by NCERT.

The National Council of Educational Research and Training set up Regional Colleges of Education in 1963 at Ajmer, Bhopal, Bhubaneswar and Mysore, with a later one at Shillong, to provide innovative integrated teacher education programmes. They are now called Regional Institutes of Education (RIEs) and remain constituent units of NCERT.

The NCTE was created only in 1973 and became a statutory body in 1995; it regulates teacher education but did not establish the colleges. The UGC funds and regulates universities, and NIEPA works on educational planning and administration.

Answer: B

The National Curriculum Framework for Teacher Education 2009 was prepared by the NCTE.

The National Council for Teacher Education, the statutory regulator of teacher education under the NCTE Act 1993, brought out the NCFTE 2009, subtitled 'Towards Preparing Professional and Humane Teacher'. It followed the National Curriculum Framework 2005 for school education.

NCERT prepared the National Curriculum Framework 2005 for school education, not the framework for teacher education. The UGC regulates universities, and NUEPA (now NIEPA) works on educational planning and administration.

Answer: C

The three components are Foundations of Education, Curriculum and Pedagogy, and School Internship.

The NCFTE 2009 organised the teacher education curriculum into three broad areas: Foundations of Education (learner studies, contemporary studies and educational studies), Curriculum and Pedagogy, and School Internship, a sustained period of teaching in schools.

Teaching skills and professional skills are developed within these areas but are not the framework's named components. EPC (Enhancing Professional Capacities) courses were introduced later in the NCTE's 2014 B.Ed. curriculum, not as one of the three NCFTE 2009 components.

Answer: B

The Kothari Commission did not recommend that the pre-service programme for primary teachers should be two years after H.S.C.

The Education Commission (1964-66) recommended that the professional course for primary teachers should last two years for candidates who had completed the secondary school course, that is, after the S.S.C., not after the higher secondary certificate.

The other measures were among its teacher education recommendations: bringing research and its methods into the B.Ed. and M.Ed. courses, supporting co-operating schools where trainees do their practice teaching, and making training free, with no tuition fees charged and stipends offered to trainees.

Answer: B

It would be the humanistic approach.

Abraham Maslow was a founder of humanistic psychology. His hierarchy of needs, from physiological and safety needs through love and esteem to self-actualisation, puts the whole person, personal growth and the realisation of potential at the centre. A teacher education programme built on it would stress the teacher's own growth, self-understanding and attention to learners' needs, which is the humanistic approach.

The behaviouristic approach rests on conditioning and observable behaviour (Skinner). The systems approach treats teacher education as an input-process-output system. 'Affective approach' is not the standard name for an approach built on Maslow's theory.

Answer: D

The first such centre was in Gujarat.

The UGC set up the Centre of Advanced Study in Education (CASE) in 1963 at the Faculty of Education and Psychology of the Maharaja Sayajirao University of Baroda, Vadodara. It was the first centre of advanced study in education in India, created to raise the standard of teacher education and educational research.

Madhya Pradesh, Haryana and Rajasthan have important institutions, such as the Regional Institutes of Education at Bhopal and Ajmer, but those were founded by NCERT and are not the UGC's first advanced study centre in education.

Answer: B

'Teach to the Future' was implemented by Intel.

Intel Teach to the Future (later Intel Teach) was a worldwide professional development programme launched by Intel in 2000 to help teachers integrate technology into classroom teaching. In India it was run with state governments and teacher education institutions for both in-service teachers and pre-service student-teachers.

Microsoft ran its own programme, Partners in Learning. CDAC (Centre for Development of Advanced Computing) is a government R&D body, and Infosys ran other education initiatives. None of them ran Teach to the Future.

Answer: C

The National Council for Teacher Education (NCTE), a statutory body set up under the NCTE Act of 1993, is the apex body for the planning and coordination of teacher education in India and the regulator of its norms and standards. The UGC looks after university-level higher education, the MHRD is the ministry, and NCERT is a research and academic organisation that does not hold regulatory power over teacher education. The answer is NCTE.

Answer: B

The memorandum of understanding on accreditation of teacher education institutions was signed between NCTE and NAAC. NCTE, the regulator of teacher education, linked its recognition with accreditation carried out by NAAC, the accreditation body of the UGC. The UGC and NAAC pair is of the same higher education stream and does not cover teacher education regulation, and UGC with NCTE is not the pair of the MoU. The answer is NCTE and NAAC.

Answer: B

Philip Jackson described three phases of teaching: the pre-active phase (planning before the class), the interactive phase (teaching in the classroom) and the post-active phase (evaluation after the class). There is no 'underactive' phase, so that is the incorrect item. The other three are the names Jackson gave. The three phases are linked: a teacher plans (pre-active), carries out teaching and interacts with pupils (interactive) and then evaluates the results and decides how to improve the next lesson (post-active). A phase called underactive is not found in Jackson's classification, so only that option is incorrect.