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

Autor/in	Srinivasan, Rajashree
Titel	Towards an Understanding of the Work of Teacher Education Professoriate in India
Quelle	In: Higher Education for the Future, 6 (2019) 1, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/2347631118802732
Schlagwörter	Foreign Countries; Preservice Teacher Education; Teacher Educators; Educational Change; Faculty Development; Professional Identity; Educational Policy; India + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Bildungsreform; Politics of education; Bildungspolitik; Indien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01