This paper reflects on the systemic constraints and processes of conventional teacher education that have disempowered the teacher and thereby contributed to the stagnation of the education field in India. It seeks to locate the agency of the schoolteacher in the process of curriculum redesign and development, taking as its frame policy perspectives, current teacher education practice and the exercise in curriculum renewal undertaken by the National Curriculum Framework (NCF) 2005. It makes a strong case for the proactive engagement of the schoolteacher with processes of curriculum redesign as a necessary condition to ensure the success of the NCF.
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