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In a constructivist classroom as described in NCF 2005, the teacher's primary role is best characterised as:
A{'text': 'Authoritative transmitter of correct answers', 'label': 'A'}
B{'text': 'Facilitator of reflection and interpretation', 'label': 'B'}
C{'text': 'Evaluator of correctly memorised content', 'label': 'C'}
D{'text': 'Disciplinarian enforcing single answers', 'label': 'D'}
Answer & Solution
Correct answer: B. {'text': 'Facilitator of reflection and interpretation', 'label': 'B'}
1. NCF 2005 §2.4.1 closes the 'Constructivist Learning Situation' table with: 'Role of the Teacher: In this context, the teacher is a facilitator who encourages learners to reflect, analyse and interpret in the process of knowledge construction.'
2. The transmission and single-answer roles are exactly what the framework critiques.
3. The teacher's role in critical pedagogy is also to step out of 'moral authority' (§2.4.5).
_Source: NCF 2005 Ch 2, p. 19, §2.4.1 'Role of the Teacher'_
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