Perception of Teacher Educators towards Proposed Four Year Integrated Teacher Education Programme (ITEP) under Choice Based Credit System

Abstract

Teaching is a novel profession and teachers play important role for development of children. Therefore, teacher education programme is vital for the whole education system. Over the past decades, there have been many reformations in teacher education such as National Council for Teacher Education, National Curriculum Framework for Teacher Education, Justice Verma Commission, which laid the foundation to redesign the Integrated Teacher Education Programme (ITEP). In 21st century, National Education Policy 2020 has taken an initiative of Four Year Integrated Teacher Education Programme.  Integrated Teacher Education Programme is an initiative to make professional, skillful and pedagogy enabled teachers at global level. This study aimed to illustrate the features of four year integrated teacher education programme, find out the level of perception of teacher educators, and explore the perception of teacher educators towards integrated teacher education programme with respect to their gender, locality and teaching experience. Descriptive survey method was used to collect the data from 70 teacher educators from Malda district. The 51.1% respondents shows favorable perception and 24.3% respondents’ highly favorable perception and also 18.6% respondents’ unfavorable perception towards ITEP. It also found no significance difference in perception relation to their gender, locality and teaching experience. Overall it concluded that the proposed four year integrated teacher education programme give a novel opportunity to prospective teachers for developing their capacity in different aspects like content knowledge, subject knowledge, pedagogical knowledge and practical experience under a single umbrella.