Index
Building Teacher Quality in India: Examining Policy Frameworks and Implementation Outcomes
ISBN: 978-1-80071-904-0, eISBN: 978-1-80071-903-3
ISSN: 1479-3679
Publication date: 4 August 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Wiseman, A.W. and Kumar, P. (Ed.) Building Teacher Quality in India: Examining Policy Frameworks and Implementation Outcomes (International Perspectives on Education and Society, Vol. 41), Emerald Publishing Limited, Leeds, pp. 287-297. https://doi.org/10.1108/S1479-367920210000041013
Publisher
:Emerald Publishing Limited
Copyright © 2021 Alexander W. Wiseman and Preeti Kumar
INDEX
Note: Page numbers followed by “n” indicate notes.
Aam Aadmi Party government (AAP government)
, 11, 160–162, 170
context
, 171–172
Academic freedom
, 177, 193, 202, 207
Academic Resource Team (ART)
, 175
Accessibility
, 85, 104, 109, 110, 118
Accountability model
, 173, 178–180
Adhyayan Quality Standard (AQS)
, 244
Advancement of Educational Performance through Teacher Support (ADEPTS)
, 26
Affective education
, 274
Affordances
, 236
African sub-continent, initiatives in
, 35
After Quality period (AQ period)
, 35–36
Aided school
, 36, 152, 200
American Curriculum
, 198
Anganwadies
, 106, 108, 110–111, 117, 120
centres
, 110, 113
workers
, 107, 111–113, 117, 120
Antithesis, teacher appraisal as
, 26–27
Appraisal
, 32, 34
Autonomy
, 27–28, 51, 96, 130, 132, 179, 182, 193, 202, 207
Bachelor of Arts (B. A.)
, 203
Bachelor of Education (B. Ed.)
, 65–66, 190, 202–203
Bachelor of Science (B. Sc.)
, 203
Bachelor’s in Elementary Education (BElEd)
, 66, 207
Bakhtin
, 220
Bandura
, 219
Baseline teaching performance
, 254–255
Before Quality period (BQ period)
, 35–36
Block Resource Centres (BRCs)
, 23, 120
Cadre, 147n17
Canadian Ministry of Education (MoE)
, 31–32
Career management
, 20
Center for Early Childhood Education and Development (CECED)
, 111–112
Center for Sustainable Development (CSD)
, 271
Central Advisory Board of Education (CABE)
, 115
Central Board of Secondary Education (CBSE)
, 5, 37, 200
Centralised Admission Cell (CAC)
, 139
Chattopadhyay Commission
, 168
Chiasmus, 221–227, 239n3
Child Development Project Officers (CDPOs)
, 114
China
, 196
Claims
, 54
Classroom Act
, 31
Cluster Resource Centre (CRC)
, 23, 117
Coleman Report
, 3
Colleges of Education
, 192, 194, 195, 202
Colleges of Teacher Education (CTEs)
, 6
Commissioner of Public Instruction (CPI)
, 138
Common Entrance Test (CET)
, 139, 152
Community education
, 56
Comparative analysis
, 20–21, 38, 192, 206, 208
Comparative approach
, 195–196
Comparative education research
, 191–192, 195–196, 198–199
Comparative reflections
, 192
Comparative study
, 10, 11, 191, 195, 196, 274–275
Constructivism
, 11, 55–56, 104, 245
Contextualized teaching and learning (CTL)
, 273–274
Continuing professional development (CPD)
, 48, 67
Continuous and Comprehensive Evaluation (CCE)
, 53
Continuous improvement
, 245, 246
of teaching
, 265–266
Continuous Professional Development (CPD)
, 4, 20–21
Contract teachers
, 52
Contractualization
, 167–168
Core Academic Unit (CAU)
, 175–176
Council of Chief State School Officers (CCSSO)
, 246
Counseling, 136, 140–141, 147n15
, 154–156
Cultural capital
, 49, 50–51
Culture
, 49
Curriculum
, 5, 7, 27, 33, 37, 68, 95, 112, 181, 244
Curriculum delivery
, 250, 251, 254–255, 257–258
Curriculum Framework for Quality Teacher Education (CFQTE)
, 73
Curriculum frameworks
, 73–74
Decentralization efforts
, 174–176
Decentralized teacher evaluation in Canada
, 31
DEEKSHA
, 119
Delhi
, 4, 11, 109, 119, 159–184
government schools
, 160, 169, 171, 179
school education system
, 162
Department of Education (DoE)
, 5, 30–31, 160, 176, 193–194
Deployment
, 132–133
Deregulation
, 161
Development Appraisal System policy (DAS policy)
, 35
Diagnostic tool (DT)
, 248, 254
Dialogic modeling
, 216, 229
data
, 222–227
methods of analysis
, 221–222
phenomenon of study
, 219–220
setting
, 219
symmetrical chiastic structures across data corpus
, 228–229
symmetrical structure
, 219–229
Dialogism
, 220
DIKSHA (online teaching)
, 48
Diplomas in Elementary Education (DELEd)
, 66
District Ethics Committee
, 25
District Institutes of Education and Training (DIETs)
, 6, 66–67, 98, 109, 132
for preschool teacher training
, 119–120
District Primary Education Programme (DPEP), 68, 107, 133–135, 145n4
, 167
Diversity of teacher education system
, 65–66
Document analysis
, 21–22
Documentary approach
, 196–197
Draft National Education Policy (DNEP)
, 8, 20, 23, 244, 246
Dutch educational system
, 32
e-pathshala
, 119
e-Vidhya
, 119
ECCE council functional
, 121
Écoles normales
, 192
Education (School Teachers’ Appraisal) (England) Regulations 2012
, 30–31
Education Commission
, 6
Education for All (EFA)
, 7, 105, 129, 169
Education policy
, 3, 9–10, 83, 85, 197, 200
education policy-makers
, 6
in India
, 9
Education(al)
, 5, 65, 164–168
governance
, 167
in India
, 82
institutions
, 50
policies
, 71–73
quality
, 2
reforms
, 3, 160–161
Educator
, 277–278
Eighth All India School Education Survey (8th AISES)
, 109
Elementary school teacher
, 154
Empirical approach
, 197–199
Employment Exchange
, 139
Equitable education
, 83, 86, 88, 96
Equitable quality
, 104
États Généraux Sur L’éducation
, 31
Ethics Committee
, 24–25
Exclusive Schools in Delhi: Their Land and Law
, 169
Executive Order
, 134, 136, 141
Experiencing
, 229–231
Extrinsic motivation
, 130
Facilitator
, 270, 272, 275–276
Faculty of education
, 201
Federal education policies
, 3–4
Feedback from teachers and school leaders
, 258–261
Female youth
, 90, 137
Fifth Pay Commission
, 21
Formal education
, 274, 276
France
, 192–193
Friedrich Wilhelm August Frobel
, 104
Gandhi Ji
, 106
Gender
, 272
General Agreement on Trade in Services (GATS)
, 36
General Teaching Council (GTC)
, 39
Gijubhai Badheka
, 106, 107
Government of India (GoI)
, 68
Plan of Action
, 47
Government of Karnataka, 138, 139, 143, 146n12
Government schools
, 84
Govt. of Andhra Pradesh
, 136
Guozijian
, 192
Herzberg’s two factor theory
, 130
High, Objective, Uniform State Standard of Evaluation (HOUSSE)
, 30
High teacher–children ratio
, 114
Higher education, 10, 65–66, 72, 78, 128, 132, 192 (see also University-based teacher education)
Higher education institutions (HEIs)
, 190
Hiroshima Prefectural Board of Education
, 34
Hong Kong
, 11, 34, 37, 191, 196, 199, 201, 204, 206–208
contemporary PSTE for secondary school teachers in
, 201–203
educational background
, 200
empirical data collection in
, 197–198
historical, political, socio-economic background of
, 199–200
SUP scheme in
, 204
teacher education background
, 200–201
Hong Kong Diploma in Secondary Education (HKDSE)
, 198
Hong Kong Special Administrative Region (HKSAR)
, 199
Humanistic education approach
, 272
data sources or evidence
, 275–276
humanistic approach
, 273
literature review
, 272–274
pedagogical and curricular framework
, 272
Humanistic psychology
, 273
Imagination
, 236
“Improving School Education”
, 164, 173
In-service orientation
, 113
In-service teacher education programs
, 56, 201
Inattentive teaching
, 217
Incheon Declaration
, 131
Inclusive
, 79, 130, 133, 137, 139
Inclusiveness
, 139, 140, 142, 145
India
, 4–5
CBSE in
, 37
education in
, 82
education policy in
, 9
neoliberalism, education and
, 164–168
preschool education in
, 106
private schools in
, 5
public schools in
, 5
reforms in pre-service teacher education in
, 67–69
synthesizing and analyzing teacher quality in
, 10–11
teacher appraisal policies in
, 21–22
teacher education in
, 195–196
teacher evaluation in
, 21
work of teacher educators in
, 65–67
India Report–Digital Education
, 48
Indian Certificate of Secondary Education (ICSE)
, 5, 38, 200
Indian education system
shifts in
, 167
and teacher preparation
, 4–5
Indian preschool system
, 105
Indira Gandhi National Open University (IGNOU)
, 109
Individual attributes
, 129
Individual self-worth
, 273
Inferior education
, 84
Informal education
, 269
Information and Communication Technology (ICT)
, 6, 119, 270
application of education framework to ICT center model curriculum
, 273–274
center model
, 271–272
data analysis and point of view
, 276–285
methods, techniques, & modes of inquiry
, 274–275
skills
, 47–48
weightage to
, 119
Infrastructure
, 51, 66, 75, 84–85, 104, 108–109, 119–120, 135, 160
Infrastructure for Sustainable Development (i4SD)
, 271
Inquiry method and techniques
, 196
documentary approach
, 196–197
empirical approach
, 197–199
limitations
, 199
Institutes of Advanced Studies in Education (IASEs)
, 6
Institutional measures
, 129
Instructional Competence for Engaging Students
, 250–251, 254–258, 261
Integrated Child Development Services (ICDS)
, 107–112, 119–120
Integrated programs in Sciences/Arts and Education
, 66
Integrated Shala Darpan
, 135
Integrated teacher appraisal
, 32
Inter TEIs linkages
, 203
Inter-institutional linkages
, 203–206
International Baccalaureate (IB)
, 5, 198
International General Certificate in Secondary Education (IGCSE)
, 198
International school
, 198, 200, 204, 206, 208
Internships
, 67, 82, 203–204
Interpersonal development
, 271
Interviews, 147n20
, 163–164, 197–198, 276, 284
Intrinsic motivation
, 130
Justice Verma Commission
, 22–23, 48, 68, 201
Kanagawa Prefectural Board of Education
, 33–34
Karnataka
, 36, 111, 129, 134–137
teacher policies in
, 137
teacher recruitment and placement in
, 137–140, 152–154
teacher transfers in
, 140–141, 154–156
Kendriya Vidyalaya Sangathan (KVS)
, 22–23
Kindergartens
, 106
Knowledge construction
, 74
Kothari Commission
, 44, 46, 168
Learning
, 5–6, 11, 27, 74
Lev Semyonovich Vygotsky
, 104
Liberalization
, 161
Linguistic barriers
, 84
Literary theory
, 216, 220
Maharashtra
, 5, 28, 170, 199–200
Manpower
, 34, 114, 117–118
Maria Montessori
, 104, 106
Maslow’s Hierarchy of Needs
, 130
Master’s in Education (MEd)
, 65
Matrix of cause and effect patterns
, 54
Mehrotra Committee
, 22
Mental models
, 236
Mentor teacher (MT)
, 174–175
Millennium Development Goals (MDGs)
, 105, 129
Ministry of Human Resource Development (MHRD)
, 4–5, 21, 106, 190–191, 244
Ministry of Women and Child Development
, 107
Modeling for capacity
, 216
from experiencing to recomposing
, 229–235
implications for building teachers’ capacities
, 235–239
practice & policy
, 217–218
Modeling school culture
, 250–251, 254–258, 261
Monitoring
, 4, 21, 23, 26, 48, 178, 180, 284
sound system of
, 120–121
Montessori schools
, 104, 106
Montessori teacher training
, 112
Moral professionalism
, 70
More Knowledgeable Other (MKO)
, 104
Motivation
, 11, 57, 86, 104, 130, 283
Multinational context
, 21, 35
Mumbai
, 11, 111, 191–192, 196, 198, 200–202, 204–208
contemporary PSTE for secondary school teachers in
, 201–203
educational background
, 200
empirical data collection in
, 198
historical, political, socio-economic background of
, 199–200
teacher education background
, 200–201
Mutual transfers
, 141
National Assessment and Accreditation Council (NAAC)
, 66
National Association for the Education of Young Children (NAEYC)
, 104
National Commission for the Protection of Child Rights (NCPCR)
, 25
National Commission on Teachers
, 22, 58
National Council for Teacher Education (NCTE)
, 5–6, 24, 65–66, 68, 92, 111–112, 116, 132–133, 202, 244, 270
in collaboration with
, 25
framework
, 116
guidelines
, 270
ignorance and negotiating NCTE norms and standards
, 112
National Council of Educational Research and Training (NCERT)
, 5, 22, 92, 106, 120, 193, 244
Executive Committee of
, 7
NCTE in collaboration with
, 25
for preschool teacher training
, 119–120
National Curriculum Framework (NCF)
, 7, 68
National Curriculum Framework for Teacher Education (NCFTE)
, 7–8, 68, 216, 244, 246
National Education Policy (NEP)
, 8–9, 68, 120
NEP 2020
, 44, 47–48, 105, 114–117, 121
National educational systems
, 3
National Ethics Committee
, 25
National Informatics Centre (NIC)
, 138
National Institute for Public Cooperation and Child Development (NIPCCD)
, 109
National Institute of Open Schooling (NIOS)
, 109
National policy discourses on teacher educators professionalism
, 70–75
National Policy on Education (NPE)
, 6, 22, 67, 132, 190
National Policy on ICT in school education
, 48
National Programme on School Standards and Evaluation (NPSSE)
, 25
National reforms
, 190
National Repository of Open Educational Resources (NROERs)
, 119
National University of Educational Planning and Administration (NUEPA)
, 25
Navoday Vidyalaya Samiti
, 22–23
Neoliberal educational reforms
, 160
accountability model
, 178–180
case of Delhi
, 168–171
context before AAP
, 171–172
decentralization efforts
, 174–176
methodology
, 162–164
neoliberalism, education and India
, 164–168
performative culture
, 176–178
post 2015
, 172–174
skill-based learning paradigm
, 181
Neoliberal society
, 161
Neoliberalism, 160–161, 164–168, 180, 183 (see also Professionalism)
New Public Management (NPM)
, 20–21
NIPCCD for preschool teacher training
, 119–120
No Child Left Behind (NCLB)
, 30
Non-formal education
, 84
Non-formal educational programs
, 84
Normal universities
, 193
Noticing
, 229–231
Nursery schools
, 106
Nursery Teacher Training (NTT)
, 109, 112
On-site mentoring, sound system of
, 120–121
Online capacity-building program for teachers (OCBP)
, 175–176
Open and distance learning and online mode
, 118–119
Organisation for Economic Co-operation and Development (OECD)
, 20, 129
Osaka Prefectural Board of Education
, 33–34
Para-teachers
, 52
Pay commission
, 21–22, 26, 144
Pedagogical point
, 231–234
Pedagogy
, 3, 23, 44–45, 53–54, 56, 73, 78, 93, 111, 117, 183, 246
“People-centered” approach
, 272
People’s Republic of China (PRC)
, 196
Performance Grade Index
, 137
Performance indicators (PINDICS)
, 26, 48, 129, 206, 250–251, 253–254, 257, 262, 266
Performance management
, 20, 22, 31, 32, 34
Performance Management and Delivery Unit (PEMANDU)
, 34
Performance standards (PS)
, 26
Performative culture
, 176–178
Performativity
, 178
Periodical increments
, 132
Personal development
, 271
Policy
, 36, 115, 119, 217–218
frameworks
, 98
makers
, 2, 6–7, 10, 12, 82, 83–84, 206, 218
Policy-making
, 6, 57, 145, 191
Post Graduate Diploma in Education (PGDE)
, 202
Practice
, 217–218
Pre-primary teacher training
, 112
Pre-primary Teacher’s Training and Nursery Preprimary Teacher’s Training (NTT)
, 109
Pre-service teacher education (PSTE)
, 11, 55–56, 66–69, 116, 191, 270
contemporary PSTE for secondary school teachers in Mumbai and Hong Kong
, 201–203
Preparatory schools
, 106
Preschool education
, 11, 104
ambiguous/uneven teacher qualification, salary, and professional status
, 111
development
, 106–110
global initiatives for
, 105
ignorance to roles/responsibilities as preschool teacher
, 111
in India
, 106
quality concerns in preschool education with regard to teacher factor
, 110–114
Preschool teacher
convergence and coordination between different ministries and
, 120
demand for preschool teachers in India
, 106–110
ECCE council functional
, 121
ignorance to roles/responsibilities as
, 111
measures to improve quality of
, 114–121
professional development
, 117
qualifications in India
, 116
quality in India
, 104
roles/responsibilities and characteristics
, 115–116
Primary incharges
, 175
Principal Development Programme
, 175
Private schools
, 5, 9, 23, 49, 51, 53, 90, 165, 200, 264
in India
, 5
proliferation
, 161
Private TEIs
, 66
Private tuitions
, 46
Privatization
, 161
Professional accountability
, 32, 70, 207
Professional community
, 39, 70, 76
Professional development
, 4, 6, 31, 33, 48, 57, 67, 77, 87, 117, 245
Professional ethics
, 22, 24
Professional expertise
, 70
of teacher educator
, 75–76
Professional growth programme for teachers (PGPT)
, 266
Professional ideal of service
, 70
Professional practice
, 64–65, 69, 75, 77–79
Professionalism
, 65, 69–75, 168
and curriculum frameworks
, 73–74
and educational policies
, 71–73
lack of
, 112–113
and regulations
, 74–75
Professionalization of teacher education
, 68–69
Programme for International Student Assessment (PISA)
, 32
Programme of Action (POA)
, 132
Programme Provincial D’évaluation Du Personnel Enseignant
, 31
Public schools in India
, 5
Quality Assurance Division of the Education and Manpower Bureau
, 34
“Quality Education for All” report
, 169
Quality Framework for School Self-Review and Evaluation
, 244
Quality of practice
, 65, 69–70, 75
Quality of teaching
, 244
Quality preschool education
, 104
Rajasthan Government schools
, 21
Random Control Trial (RCT)
, 129–130
Re-deployment
, 136
Recomposing
, 234–235
Recruitment
, 5, 9, 117, 128, 134, 137–140
Reflection
, 68, 76, 206–209, 216
from teachers and school leaders
, 258–261
Reforms in pre-service teacher education in India
, 67–69
Regional Institutes of Education (RIE)
, 56, 193
Regulatory changes
, 191
Remuneration
, 45, 86, 132–133
Reservation
, 97, 136–137, 139, 142, 152
Responsive policy
, 128, 136–137
Right to Children to Free and Compulsory Education Act 2009 (RTE Act)
, 7, 20, 23–24, 47–48, 53, 82, 133, 200
context
, 83–86
critiquing
, 88–90
duties and monitoring specified by state government RTE
, 28–29
modes of inquiry
, 90–96
recommendations
, 97–98
teacher appraisal in
, 27–30
teacher quality
, 86–88
Right to Education Act
, 7
Rural
, 7, 38, 46
Samargra Shiksha
, 107, 119
Sarva Shiksha Abhiyan (SSA)
, 23, 52, 133
for preschool teacher training
, 119–120
School Development and Monitoring Committee (SDMC)
, 25
School Management Committee (SMC)
, 23, 121, 160, 170
School university partnership (SUP)
, 198
School(s)
education
, 132
educational system
, 44–45
in India
, 5
mentor
, 203
reflections and feedback from school leaders
, 258–261
reforms
, 30, 34, 45
school/Block Ethics Committee
, 24–25
system in India
, 50
Schooling
, 44, 46, 57, 77, 84, 88, 129, 161
Schooling, social context of
, 49–50
Scientific Council for Teacher Evaluation
, 32
Secondary Education Commission
, 6
Secondary school
, 33, 65, 135, 152, 201
teacher
, 154
Secondary School Certificate (SSC)
, 5, 200
Secondary teacher education programs
, 66
Secondment
, 204
Sen Committee
, 22
Senior secondary school
, 24–25, 38, 193
Service providers with different modalities
, 112–113
Seventh All India School Education Survey (7th AISES)
, 110
Seventh Pay Commission
, 21
Shaala Siddhi framework
, 25
Shadow education
, 46
Shala Darpan online portal
, 135
Sixth Pay Commission
, 21
Skill development
, 272–273
Skill-based English curriculum
, 172
Skill-based learning paradigm
, 181
SMC fund scheme
, 179
Social context of schooling
, 44, 49–50
Socially just education
, 83
Special allowances
, 144
Specific standards
, 26
Sri Rabindranath Tagore
, 106–107
“Staff Appraisal in Schools”
, 34
Standardization
, 57
State agency
, 50–51
State Council of Educational Research and Training (SCERT)
, 109, 172
for preschool teacher training
, 119–120
State Ethics Committee
, 25
State Institute of Education (SIE)
, 119
Steering
, 231
Stimulation
, 104
Structural Adjustment Program (SAP)
, 165
Student
achievement
, 2–3, 10, 46, 87, 244
learning
, 82–85
teachers
, 55, 57, 65–67, 198, 202–203
Study Web of Active Learning for Young Aspiring Minds (SWAYAM)
, 119
SUP scheme in Hong Kong
, 204
Supervision
, 21–22, 31, 114, 120
Supervision, sound system of
, 120–121
Supporting manpower, lack of
, 114
Sustainable development
, 271
Sustainable Development Goals (SDGs)
, 105, 129
Taixue
, 192
Tarabai Modak
, 106, 107
Teach for India (TFI)
, 172
Teacher Act
, 33
Teacher Adalats
, 144
Teacher appraisal
, 10, 20, 22–36
as antithesis
, 26–27
embedded in scheme and right
, 23–25
hypotheses and implication
, 36–39
and international concern
, 35–36
in local contexts
, 38–39
and multinational approach
, 30–35
within national context
, 37–38
need for
, 21
policies in India
, 22–23
in project and program
, 25–26
in RTE Act
, 27–30
in sync with global standards
, 37
Teacher development coordinators (TDC)
, 175
Teacher education
, 4–6, 45, 54–55, 58, 65–66, 89, 93, 192–196, 200–209, 167, 216
background of Mumbai and Hong Kong
, 200–201
colleges
, 191
comparative reflections and implications for
, 206–209
history of teacher education and university
, 192–193
inadequacies in
, 55–56
in India
, 195–196
reforms in pre-service teacher education in India
, 67–69
Teacher education institutions (TEIs)
, 8, 65, 67, 190–191
and international school linkage
, 204
TEIs-school linkages
, 203
Teacher educator(s)
, 6, 58, 65–67, 75, 77, 194, 201, 204–206, 225–226, 230, 249
in India
, 65–67
national policy discourses on teacher educators’ professionalism
, 70–75
practice
, 65
professionalism
, 65, 69–70
responsibilities of
, 66–67
role and impact
, 205
synthesis
, 75–77
voices of
, 77–79
Teacher evaluation
, 20–23, 30, 32–33, 35
in Asia
, 33
in India
, 21
worldwide
, 35
Teacher learning materials (TLM)
, 173
Teacher management
, 128–129, 131–135, 137
policies and institutional framework for
, 131–134
Teacher motivation
, 11, 21, 130–131, 136, 145
and quality
, 136–137
Teacher performance
, 22, 25–26, 32–33
evaluation in Europe
, 32
frameworks
, 246–247
management trajectory in South Africa
, 35
Teacher performance review
, 244
continuous improvement
, 265–266
data sources
, 253–254
limitations
, 264–265
methods
, 252–253
objectives or purpose
, 245
perspective
, 245–246
research questions
, 252
results
, 254–261
significance
, 266–267
Teacher Performance Review Diagnostic Tool
, 11
Teacher performance review process (TPRP)
, 247–252, 254, 262
Teacher qualification
, 2–3, 111, 116–117
addressing issues of teacher qualification, salary, and professional status
, 116–117
Teacher quality
, 1–2, 21, 44–46, 86–88, 129–131
complexity
, 50–56
conditions
, 143–145
deficit-oriented outlook
, 53–54
dilemmas and challenges in implementing reforms
, 141–143
elusive definition
, 3–4
Indian education system and teacher preparation
, 4–5
key policy enactments
, 6–10
policies and institutional framework for
, 131–134
rhetoric–reality gap
, 52–53
social context of schooling
, 49–50
state agency
, 50–51
synthesizing and analyzing teacher quality in India
, 10–11
Teacher recruitment
, 8, 128, 136, 152–153
and placement in Karnataka
, 137–140
process in Karnataka
, 152–154
and transfer
, 128
Teacher training
, 4–6, 86, 109–110, 112–113, 121, 160, 270–271
colleges
, 71, 139–140, 193–194
variations in
, 112
Teacher training institutions (TTIs)
, 5
Teacher transfer
, 52, 140–141
process in Karnataka
, 140–141, 154–156
Teacher Transfer Act (2007)
, 141
Teacher(s)
, 64, 104, 131
absenteeism
, 46
agency
, 45
candidates
, 98, 135, 138
competence
, 45
effectiveness
, 20
expectations
, 46–48
implications for building teachers’ capacities
, 235–239
interview schedule for teachers survey
, 156–157
in Karnataka
, 137
maintaining teacher child ratio and availability of trained supportive manpower
, 117–118
narratives
, 90
policies in Karnataka
, 137
preparation
, 3, 5–6, 56, 64–65, 86, 87, 93–94, 113, 193, 244, 246, 270
professional development
, 94–95
professional growth
, 257
professionalism
, 95–96
reflections and feedback from
, 258–261
and Right to Education Act
, 90–92
rights
, 130, 133–134, 140
role
, 49, 218, 235
self-assessment
, 244
status
, 11, 131
subjectivity
, 164, 178
teacher-student ratio
, 89
values and beliefs
, 96
voices
, 92–96
Teachers’ Eligibility Test (TET)
, 139, 152
Teaching
, 55, 64–65, 245
performance
, 254–258
research on quality of
, 247
shifts in teaching performance
, 255–258
teaching-learning materials
, 66, 73
Teaching and Learning International Survey (TALIS)
, 20
Technology
, 129, 139, 135
Territorial jurisdiction for teacher appraisal
, 31
Textbooks
, 54
Tokyo Prefectural Board of Education
, 33
Tomorrow’s schools
, 32
Training
, 6, 8, 109, 119, 271
Training centers, inadequate, insufficient, and underutilized
, 113
Transfer
, 52, 128, 134, 137, 140–141
Transparent/transparency
, 30, 35, 128, 136, 139, 141, 143, 219
Union Territories (UTs)
, 107
Universities for preschool teacher training
, 119–120
University Education Commission
, 6
University Grants Commission (UGC)
, 66
University-based teacher education, 190, 192–195 (see also Preschool education; Teacher education)
potentials and pitfalls of
, 193–195
programs
, 190
Urban
, 7, 38, 49–50, 171, 193
Vacancies
, 136, 138–139, 143, 152, 155, 172
“White Paper” report
, 169
Working environment
, 116, 132
World Bank National Absence Survey (WBNAS)
, 38
World Trade Organization (WTO)
, 36
- Prelims
- Chapter 1: The Promises and Challenges of Building Teacher Quality in India
- Part I: The State of Teacher Quality in India
- Chapter 2: Exploring Teacher Appraisal for Teacher Quality: Sojourn from Global Standards to Local Needs
- Chapter 3: Perspectives on Teacher Quality in India: Unraveling the Inherent Complexities
- Chapter 4: Teacher Educator Professionalism in India
- Chapter 5: The Right to Education – Whose Learning Matters? The Unintended Lessons of Student Learning and Teacher Quality
- Chapter 6: Preschool Teacher Quality in India
- Part II: Measuring and Implementing Changes in Indian Teacher Quality
- Chapter 7: Supportive Teacher Management Practices for Enhancing Teacher Quality: Analyzing Experiences from the Indian State of Karnataka
- Chapter 8: Teachers within Neoliberal Educational Reforms: A Case Study of Delhi
- Chapter 9: Moving Indian Teacher Education to Higher Education Institutions and Universities: Comparative Reflections from a Cross-national Study
- Chapter 10: Modeling for Capacity: A Study of a Teacher Education Practice
- Chapter 11: A Process of Teacher Performance Review for Continuous Improvement
- Chapter 12: The Potential for Quality Education When Teachers Internalize an Affective Education Approach as a Base for Skill Development
- Index