Reform of Teacher Education in India

Walia, K.

doi:10.1007/978-1-4020-2722-2_7

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…While there is a long history of training teachers in India (Rajput and Walia, ; Walia, ), the new challenges presented by legislation requiring the deployment of more inclusive approaches to teaching and learning have heightened awareness of the need for changes in the ways in which teachers are prepared and supported throughout their professional lives (Saravanabhavan and Saravanabhavan, ; Bordoloi, ). In a country characterised by its diversity of languages, cultures and geography, and where socio‐economic conditions vary greatly both across and within states, it is not surprising that an uneven pattern of educational provision and access has emerged.…”

Section: Inclusive Education In India: the Current Contextmentioning

confidence: 99%

Collaboration across cultures: planning and delivering professional development for inclusive education in India

Rose¹,

Doveston²

2015

Support for Learning

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In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses some of the challenges of working in international contexts, and suggests that respectful professional development must be founded upon equitable partnerships that involve local colleagues. It is suggested that time needs to be invested in understanding national and local initiatives in order to place these within the context of international developments, and that knowledge of local schools and resources is essential to the effective development and delivery of courses. The article is based upon the experiences of tutors from the UK who have been working alongside colleagues from India in the delivery of professional development over many years, and more recently in the management of an MA programme in Special and Inclusive Education in Bangalore.

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Section: Inclusive Education In India: the Current Contextmentioning

confidence: 99%

Collaboration across cultures: planning and delivering professional development for inclusive education in India

Rose¹,

Doveston²

2015

Support for Learning

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“…Internationally, researchers considered a wide range of issues including teacher qualifications and competences (Cheng et al 2004b;Gopinathan and Ho 2003;Wang 2004;Lee 2004;Walia 2004;Fidler and Atton 1999), improvement of teaching and learning processes (Renshaw and Power 2003;Bubb 2001;Morgan and Morris 1999), improvement of school management and classroom environments (Cheng 1996b), curriculum development and change (Baker and Begg 2003;, and evaluation and assessment (Mohandas et al 2003;Leithwood et al 2001;Headington 2000;MacBeath 1999MacBeath , 2000Sunstein and Lovell 2000).…”

Section: Paradigm Shifts In Teacher Managementmentioning

confidence: 98%

Teacher management and educational reforms: Paradigm shifts

Cheng

2009

Prospects

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In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments of resources, many of these reforms have been found to be ineffective and unsustainable-if they succeed at all. Reflecting on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and teacher management. Then, the paper outlines the implications of this lesson and of a study of the world's best-performing educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future educational reforms to support students' new learning and sustainable development.

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“…Research as a development pathway has been marginalized and is one of the reasons for the low status of teacher education in India. An analysis of a study by Walia (2003) on the profile of teacher educators shows that only 25 per cent of the secondary teacher educators published papers. Inadequate library resources, internet resources, funding and the absence of linkages with promotions were reasons that teacher educators cited for low research output.…”

Section: Commission/committee Reportsmentioning

confidence: 99%

Towards an Understanding of the Work of Teacher Education Professoriate in India

Srinivasan

2018

Higher Education for the Future

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Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system-the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

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Reform of Teacher Education in India

Cited by 11 publications

References 6 publications

Collaboration across cultures: planning and delivering professional development for inclusive education in India

Collaboration across cultures: planning and delivering professional development for inclusive education in India

Teacher management and educational reforms: Paradigm shifts

Towards an Understanding of the Work of Teacher Education Professoriate in India

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