Teacher as a Transformational Leader: Perspectives and Practices of Teacher Education in India

2020 ◽  
pp. 209-226
Author(s):  
Karanam Pushpanadham ◽  
Jaison Mammen Nambumadathil
Keyword(s):  
Teacher Education ◽  
Transformational Leader ◽  
Education In India ◽  
Leader Perspectives

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

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

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.

scholarly journals Analysis of Public Private Partnership Model with reference to Teacher Education Programme

2016 ◽  
Vol 5 (3) ◽  
pp. 161
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Current Status ◽  
Public And Private ◽  
Teacher Education Programme ◽  
Partnership Model ◽  
Study Analyse ◽  
Education In India ◽  
Training Programmes ◽  
The University

<p><em>India is consisting largest system of teacher education in India. </em><em>Besides the University </em><em>Departments of education and their affiliated colleges there are a number of govt. and govt. aided institutions and self financing colleges and open universities who are engaged in teacher education. The present study analyse PPP model with reference to teacher education programme. Finally, the study examines and assesses the current status of public and private institutions in providing teacher training programmes. The study further probes different views on PPP model in pre-service teacher education programme.</em></p>

Going beyond the Self1

2018 ◽  
pp. 372-400
Author(s):  
Bharat Suri
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Educational Philosophy ◽  
Andhra Pradesh ◽  
Educational Resources ◽  
Education In India ◽  
Self Knowledge ◽  
Institutional Challenges ◽  
Contemporary Context

This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.

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