Moving Indian teacher education to higher education institutions and universities: Comparative reflections from a cross-national study

Moving Indian teacher education to higher education institutions and universities: Comparative reflections from a cross-national study

• Suryavanshi, Shamim C.

International Perspectives on Education and Society, 41(0), 189-213, 2021

Emerald Group Publishing Limited

2021

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

Cross-national Comparison Teacher Education National Educational Policy 2020 Pre-service Teacher Education Teacher Education Colleges

• Hong Kong
• India

• 1997.7 onwards

• Post-Secondary Education

The Government of India’s National Policy of Education 2020 stipulates that in the following five years all stand-alone teacher education colleges will be required to convert to multidisciplinary higher education institutions. This calls for a complete overhaul of the country’s vast, diverse, and age-old system of teacher preparation. Evidence-based policy implementation is thus the need of the hour. This chapter attempts to aid the process by presenting insights from a comparative education research on pre-service teacher education (PSTE) of secondary school teachers at stand-alone teacher education institutions (TEIs) in the Indian city of Mumbai and university-based teacher education in the Chinese city of Hong Kong. Documentary sources, field visits, and 57 interviews form the basis of the findings. The dimensions for comparison include academic freedom and autonomy; pathways to PSTE; linkages of teacher education providers; and role and working conditions of teacher educators. The chapter deduces the core differences in teacher education at stand-alone TEIs vis-à-vis that at a university and draws out implications of shutting down the former. It concludes by laying down a road map for the effective universitization of teacher education in India that will result in genuinely improving teacher quality. Copyright © 2021 Emerald Group Publishing Limited

• English

Journal Articles

• 14793679

• 10.1108/S1479-367920210000041009

https://bibliography.lib.eduhk.hk/en/bibs/6107e563

2022-05-12