Demonstrating a Situated Learning Approach for In-Service Teacher Education in Rural India: The Quality Education Programme in Rajasthan

Autor/in	Saigal, Anju
Titel	Demonstrating a Situated Learning Approach for In-Service Teacher Education in Rural India: The Quality Education Programme in Rajasthan
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 7, S.1009-1017 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.05.007
Schlagwörter	Foreign Countries; Developing Nations; Rural Schools; Educational Innovation; Cooperative Learning; Educational Development; Educational Strategies; Educational Change; Learning Processes; Elementary School Teachers; Educational Policy; Teaching Methods; Inservice Teacher Education; Qualitative Research; Modeling (Psychology); India + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Instructional innovation; Bildungsinnovation; Kooperatives Lernen; Bildungsentwicklung; Lehrstrategie; Bildungsreform; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Qualitative Forschung; Modeling; Modelling; Modellierung; Indien
Abstract	Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just "deliverers" of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the "Quality Education Program." Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a "collaborative apprenticeship model" of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly. (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10