Education everywhere is now in ukase. Teacher education today has an uphill task to negotiate numerous inconsistencies related to education for qualitative change. The challenges of teacher education cannot but encompass different parameters of education- aesthetic and creative education, national cohesion, development of basic skills, socio-aesthetic excellence and innovative approaches to evaluation. The role of teacher educators in teacher education has assumed special significance, since teachers today are entrusted with the serene task of enkindling the spirit of global awareness among pupils. Meanwhile, teacher administration necessitates orientation for negotiating challenges in the policy perspectives of teacher education. In this connection, the Tagorean guidelines on teacher education might pave newer avenues of excellence the future teacher so poignantly seeks.'