Analysis of national curriculum framework for teacher education NCFTE 2009 and stakeholders perspective with respect to education for sustainable development

Abstract

In the name of modern development, our actions are leading us into the blackhole of the humanitarian crisis where the sustainability of life on Mother Earth is in question. Education for Sustainable Development (ESD) is a paradigm of thinking which focuses on reorienting the aims and content of pedagogical processes for a sustainable future. The critical review of literature suggested that despite of global consensus on urgency of inclusion of ESD in teacher education programmes, this area is yet to be introduced consistently and coherently in pre-service teacher education in India. In this context, the present study aimed at analysing NCFTE :2009, which is the most recent curriculum framework for teacher education and stakeholders (teacher educators, pre-service teachers) perspective towards ESD. The stakeholders were randomly selected from the teacher education institutes of Panjab University, Chandigarh region. A convergent parallel mixed methods design was adopted in which the qualitative data was analysed through deductive content analysis and quantitative data was analysed through descriptive statistics. A codebook and a questionnaire with open and closed ended items was developed using UNESCO s Teaching and Learning for a Sustainable Future (TLSF) programme . The findings of both methodologies when compared revealed that a holistic approach towards ESD was missing and conscious efforts are required for mainstreaming of ESD in teacher education programmes. The research joins a larger conversation of preparing sustainability literate teachers, by recommending formulation of a new teacher education curriculum framework which is aligned with the sustainable development goals ( SDGs). newline