B.EL.ED Introduction

The National Curriculum Frame work-2005 and the Right of the Children to Free and Compulsory Education Act-2009 clearly speak out the expectations of our country from a teacher. These may be summed up in the following few but lets—
I Care and concern for the children and their all-round development I Understanding the sociocultural diversity, economic disparity, linguistic
plurality and secular frame work of the nation
I And, therefore, acceptability of a heterogeneous classroom
I Knowledge of the needs, the children, the society, the nation & the world Existing Teacher Education
There are two forms of Teacher Education Pre service and in-service. The aim of one is to prepare an individual for the profession, while the aim of the other is to update a teacher in accordance with the challenges of education.
The pre-service Curriculum currently focuses on learning about various pedagogic methods and techniques and never allows or puts a teacher educator into any challenging situation to prove the truth of all what he has said.
There is no construction and reconstruction of the learning experiences. Assessment is based purely on the ability of telling and explaining, not on doing things in similar situations or making things environmentally appropriate.
The in-service part of the teacher education is almost a routine work. The teachers, who are called for orientation without any concern over whether they need such trainings at all or not, mostly do not apply o have to apply the concepts in real classroom situations.
Our Forward Look
A New Era of Curriculum development to begin from West Bengal to address the soft-spoken, so far unanswered questions like,
I Who a quality teacher is
I What makes an innovative and reflective teacher
I For whom a teacher works
I How to give effect to the concept of inclusive Education in the real classroom situations
I How to address the diverse cultural background and multi lingual set up in classrooms
I How to accommodate the children with special needs
I How to address the problem of out of school children
I How to put the out of school children into the mainstream of education
I How to reach the last out of school student and put him/her into the focus
Pedagogy Revision by an Expert Committee 


The trend has its impact on the school education which is practically dominated by the teachers who have no other activity than informing the learners of certain things.
Pedagogic Revision by an Expert Committee is the Crying Need.
Pedagogic revision implies: Replacement of teacher centricity with learner centricity in the real sense of the term • Bidding adieu to passive listening to and giving lectures and welcoming activity and project oriented self-learning. Constructing the learner’s own knowledge in place of giving and receiving a bagful of information • Allowing every learner to share his/her experiences • Moving to the community for sharing knowledge with wisdom, testing knowledge etc. Integrating knowledge with experiences
Systemic Reforms: We want to get rid of the ever increasing load of education, but our teachers do not know how to effect it or how to de-load education to let the child grow and mature in consonance with nature, because.
• The concepts arise from books and die down after the programme or the course-and examination is over. • Therefore, in West Bengal, we are very much worried about bringing in such pedagogic issues in the right spirit and with the pious intention of involving the teachers very much in the process of working out the devices and trying out the same to find out its efficacies, during the course. • Our teachers talk about School based Continuous and Comprehensive Evaluation, but cannot practise it to relieve the learners of the examination- phobia. So, there remains an ever-widening gap and disparity between what they are taught and what they practise. • One of the major issues in the rev vision-of Two Year D El Ed curriculum, is to prepare the student-teachers for all sorts of challenges in the elementary education including school based activities. • Mobilization of the Teaching Community to be acquainted with the socio-econolTliC and cultural diversities of different states as well as different parts or districts within the state, to adopt the best practices for their classrooms, is one of the few major goals to achieve through Teacher Education. • This will ensure respect to the national values like acculturation, acceptance, endurance and sharing in the midst of plurality and diversity.
HOW to Achieve this: Through excursion and field trips within the curriculum/course • On line sharing of experiences and exchange of views
• Allowing freedom of choice to the teachers in order to contextualize Education • Inviting others to the arena of West Bengal-specific teacher education under the National Frame Work • Making education available through everybody s home language in a heterogeneous classroom.
Emphasis on Practicum: There should be a balance between the concepts and practices. A teacher must not ask his/her pupils to do what he/she himself/ herself cannot do. Herein lies the truth of linking the classroom to the real world as envisaged in the NCF-2005, and duly endorsed by the NCFTE-2009.
• Therefore, in addition to the practical activities, mentioned above, our
the curriculum is going to play due to stress on the school-internship program within.