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 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 a number of 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 integrated development of in-service teacher education under the Open and Distance Learning (ODL) mode. It also entered into collaboration with the Rehabilitation Council of India in 2002 and in 2005 to develop curriculum on inclusive education and make it a part of the general teacher education programmes.

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, which will ensure successful teaching and learning. MBD DISHA takes up the initiative of teacher training in India. This programme is meant to equip teachers in content and pedagogical competence and their implications to classroom practices. Our well-structured and methodical in-service training for teachers help them recognise and remove any gaps in the knowledge of subject content and incorporate a constructive approach to the teaching learning process.

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
   Effective Teaching Strategies
   Motivation for Self/Others
   Develop and Institutionalize Innovative Practices
   Higher Order Thinking, Self Development
   Learning Standard Assessment
   Leadership skills
   Value Education
   Life Skills
   Multiple Intelligences
   Learning Styles
   Active Learning
   Understanding and working with Higher order thinking skills
   Developing and using Creativity in learning
   Making Mathematics more meaningful
   Using Story telling / doing in learning
   Understanding Emotional needs of a child
   Science is looking, doing, concluding
   Discovering one’s potential as a teacher

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