Reforms in the program of Teacher Educator On 22/02/2018

Summary of the discussion on Reforms in the program of Teacher Educator

On 22/02/2018 at IUCTE, BHU, Varanasi



Present Members:



Prof. B.K Tripathi

Director, IUCTE BHU, Varanasi

       :   Chairman





Prof. K.P. Pandey

Director, SEPA

       :   Member





Prof. Asha Pandey

Faculty of Education, BHU, Varanasi

       :   Member





Prof. P.C. Shukla (Rtd)

Faculty of Education, BHU, Varanasi

       :   Member





Dr. Alok Gardia

Faculty of Education, BHU, Varanasi

       :   Member





Prof. R.C. Mishra (Rtd)

Emeritus Professor, Department of Psychology, BHU, Varanasi

       :   Member





Prof. Hira Lal. Prajapati

Faculty of Visual Arts, BHU, Varanasi

       :   Member





Prof. H.P. Mathur

Faculty of Management Studies, BHU, Varanasi

       :   Member





Dr. Yogesh Velankar

Adjunct Faculty, IIT, BHU

       :   Member






At the outset, Prof. B.K. Tripathi, Director, welcomed all the members in the meeting. Prof. Tripathi presented a detailed outline of the status of the Teacher Educator program in the Country. He highlighted the recommendations of the various Policies and Commissions and thereby establishment of formal Institutions and their Plan of Action. Prof. Tripathi focused on the nature of the M.Ed. Program prior to 2014 and after the recommendations of the NCTE in 2014. He expressed concern on the lack of the Institutions and availability of experts to impart teaching in the existing Institutions as per the course curriculum of 2014. Further he also mentioned about the lack of the guidelines to frame a structured plan to percolate the quality concerns across the Stakeholders [Experts -> Teacher Educator -> Teacher -> Learner].

In this context the Consultative Committee and Research Advisory Committee of the IUCTE have opined that the IUCTE may initiate discussion on the Reforms of Teacher Educator and bring it at a platform to have deeper engagement with the Teacher Educators and then may proceed to formulate a Framework for Teacher Educators.

We are assembled here today to discuss on the various aspects of Teacher Educator programs.

The members deliberated and made their observations/suggestions on the existing and future course of action regarding Teacher Educator programs as follows:

  • K.P. Pandey 
  • We do not have visible Institutions/Programs which directly take care of Teacher Educator.
  • Guidelines for the Teacher Educator is needed to be planed not only for general stream but for all streams such as Commerce, Fine Arts etc.
  • NCTE issues the guidelines but ultimately the University uses it. Thus implementation is the main problem.
  • Our M.Ed. programs is not adequately planned for preparing Teacher Educator.
  • The Teacher Education Institutions does not have MOA with the schools.
  • DIETs are meant for preparing In-Service Teachers but they are doing very casually.
  • Taking care of the above the IUCTE may take major roles and Responsibilities to identify defaulters and also prepare guidelines accordingly.
  • We should pin point the short comings in the system and take suitable actions for improvement.


  • P.C. Shukla 
  • We need to identify the areas where problem is occurring, the teachers are largely seems not concerned. Without reforms solutions would be very difficult.



  • Asha Pandey 
  • The current M. Ed. Courses are good but the problem is how they are implemented. Thus, it is the major problem in the system.
  • Total curriculum has not been translated as they can be. We need to plan a structure.
  • It may be required to revise the M.Ed. program to cater the specific need of the Teacher Educators 


  • Alok Gardia 
  • We should identify the challenges so that we can take it to the National level for discussion, this is the need of the hour.
  • IUCTE, BHU may take the above task and may proceed to prepare a Framework for Teacher Educator at National level.


  • R.C. Mishra 
  • In School Education system, the school is like a stage and actors i.e., teachers, audience i.e. students they are connected if one fails all fails. Thus we need to focus on Teacher Educator and go step by step.
  • The Gap exists in Knowledge, Aptitude and Practices and so we have to work sincerely as how to fill the gap. 


  • Prof Hira Lal. Prajapati 
  • The Arts a Fundamental and Creative discipline does not have appropriate place in the curriculum and even not practiced as a discipline/subject at Sr. Secondary level.


  • Mathur 
  • The ICT is a major concern and challenge in today’s scenario of teaching and learning, we must take it seriously and integrate in our Curriculum and Practices. 


  • Yogesh Velankar 
  • In our Higher Education System, it is assumed that once you are a teacher, then you can also become a Teacher Educator. This assumption needs to be carefully scrutinized and appropriately worked out.
  • Globally, there is a great concern for effective preparation of Teacher Educators and thus we need to have a Framework for the Teacher Educator.


The Director, IUCTE, BHU, requested all the members to share a brief note highlighting various disciplinary challenges and opportunities in the preparation of effective Teacher Educators.

The group agreed to prepare a brief note and share it latest by 1st March 2018.

Dr. G.N. Tiwari, Sr. Consultant, IUCTE, BHU, summarized the discussions and ended the meeting with a formal vote of thanks.