Re-Conceptualizing Teachers' Continuous Professional Development within a New Paradigm of Change in the Indian Context: An Analysis of Literature and Policy Documents

Autor/in	Subitha, G. V.
Titel	Re-Conceptualizing Teachers' Continuous Professional Development within a New Paradigm of Change in the Indian Context: An Analysis of Literature and Policy Documents
Quelle	In: Professional Development in Education, 44 (2018) 1, S.76-91 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1299029
Schlagwörter	Foreign Countries; Faculty Development; Professional Continuing Education; Educational Policy; Educational Administration; Decision Making; Power Structure; Cultural Influences; Barriers; Educational Change; Educational History; Politics of Education; Adult Learning; Instructional Leadership; Lifelong Learning; India + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Decision-making; Entscheidungsfindung; Cultural influence; Kultureinfluss; Bildungsreform; History of education; Bildungsgeschichte; Educational policy; Adulte education; Adult training; Erwachsenenbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Life-long learning; Lebenslanges Lernen; Indien
Abstract	Located within the context of Indian education reforms, this study is a critique of the current model of continuous professional development of teachers. The study, by reviewing national policy documents and research literature, argues that there is a need to re-conceptualize and re-define the current model of professional development of teachers. The study uses an interpretive approach to explain that factors--namely centralized decision-making, policy borrowing, power issues and cultural values--could be strong challenges to reforms in Indian context. The study, while locating these issues and suggesting measures, proposes an alternative paradigm of teacher professional development that encourages teacher agency, positions teacher learning within the schools' socio-cultural settings and considers teacher change as a process rather than an event. The study further advocates school leadership as a policy initiative to improve the quality of teachers' continuous professional development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01