Redefining Teacher Education in India

  • Parul , India
  • Dr. Madhulika S Patel Professor Department of Teacher Education NCERT New Delhi, India

Abstract

Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support CPD. Furthermore, uniform policy on recruitment, cadre of teachers, and financial benefits may induce the overall teachers’ professional development across the time and space.

References

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NCTE(2010). National Curriculum Framework for Teacher Education (NCFTE)., New Delhi
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NCERT(2005). National Curriculum Framework, New Delhi:.
NCTE, (2014). Report on Revised Regulations of Prof. Poonam Batra Committee, New Delhi
Parker, M. (2015). Critical and Revulutionary Pedagogies for today’s Education and Society. In J. Haynes, K. Gale, & M. Parker, Philosophy of Education: An Introduction to Key Questions and Themes (p. 40). New York: Routledge (Taylor & Francis Group) Publication.
Schon, D. A. (1993). The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.
How to Cite
,, Parul; PATEL, Dr. Madhulika S. Redefining Teacher Education in India. SMART MOVES JOURNAL IJELLH, [S.l.], v. 7, n. 11, p. 16, nov. 2019. ISSN 2582-3574. Available at: <http://ijellh.com/OJS/index.php/OJS/article/view/10116>. Date accessed: 07 dec. 2019. doi: https://doi.org/10.24113/ijellh.v7i11.10116.