Curriculum Transaction in Pre-Service Teacher Education in Rajasthan

Abstract

This study investigates the process of curriculum transaction in pre-service secondary teacher education programmes in Rajasthan, with a focus on the perspectives of teacher educators and student teachers regarding the relevance and effectiveness of the curriculum. The primary objectives were: (1) to examine how the curriculum is transacted across diverse institutional settings, and (2) to assess its perceived relevance in preparing future teachers for contemporary educational challenges. A mixed-method research approach was adopted, integrating both quantitative and qualitative data to ensure a comprehensive understanding of curriculum practices. The study sample included three major universities in Rajasthan. From these, 11 affiliated teacher training institutions were randomly selected. Data were collected from 60 teacher educators and 250 student teachers. Findings indicate that while the NCTE-prescribed curriculum is structurally sound and broadly aligned with the National Education Policy 2020, significant disparities exist in its transactional quality across institutions. Student teachers reported positive perceptions regarding components such as inclusivity, child development, arts, ICT, and reflective practice. However, challenges persist in areas like curriculum contextualization, integration of legal frameworks, and faculty preparedness. Moreover, non-pedagogical content in some modules was deemed misaligned with core teaching competencies. The study concludes that curriculum design alone is insufficient; its success depends on systematic implementation, faculty development, institutional commitment, and context-based adaptations. Recommendations include strengthening monitoring mechanisms, revising outdated content, enhancing field-based experiences, and promoting university–school partnerships to improve curriculum transaction and achieve transformative teacher education.