Socially Just Teacher Education: Talis, a Way Forward

Friday, 20 July 2018: 09:45
Oral Presentation
Parul SINGH, National Council of Educational Research and Training, India
Teacher education in India is a rather young field, so this transitional phase is experiencing variety of new endeavours which fading soon. Result of developments and changes in last century, during colonial rule and post republic era, left various imprints on teacher education system throughout the country. Variability in the structure and function of teacher education in India poses a problem for the countrywide quality teacher education development process in the country.

Teaching and Learning International Survey (TALIS) suggestions and conclusions along with directed research study can help in providing a common framework for teacher education in India. Suggestive measures and comparative understanding of the 2 cycles of TALIS, which was conducted in 2008 and 2013, together can enhance understanding about teacher education system, its nature and development.

A common teacher education system aimed at developing a quality infrastructure with better functioning to raise level of teacher education programme in the country. Composition of an alternative holistic approach may create barrier for individuality or regional diversity, therefore it seems a need of time for a common modal for teacher education enshrined with principle of equity and inclusion. The research is undertaken to ensure inclusion of regional and nativist voices with their beliefs, practices and socio-cultural-historical context which provide separate identity to a culture and its people.

The proposed study is mixed method in nature that includes voices of not less than 300 participants from the field of teacher education, both at beneficiary and facilitator level. Questionnaire, interview and focused group in a sequential manner is collected. TALIS suggestions along with field analysed data will be compared and combined to reach some understanding with pragmatic approach. To deal with policies, planning it deals with secondary data, literature and different policy framework of teacher education. The study is suggestive in nature.