Teacher Education in India: Tracing the Shift from Training to Holistic Development
A Phenomenological Study on Microaggressions among Higher Secondary School Students from the School Head's Perspective
Perspective of Teachers and Students on Play Value of Ingenious Handmade and Machine-Made Assembled Toys
AI in Classrooms: Impact on Teacher Identity and Autonomy
Construction and Standardization of Achievement Test for Secondary School Students
Strengthening the Teachers in Navigating Adolescent Challenges – An Analysis
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
This paper examines the historical evolution of teacher preparation in India, tracing the crucial shift from skills-focused "training" to holistic "education." It analyzes the transition from ancient Gurukul traditions through colonial systematization to the transformative National Education Policy (NEP) 2020. By differentiating between training and education, the study highlights the evolving pedagogies and ideologies shaping teacher development. This paper underscores the impact of key historical milestones on shaping current practices and policy frameworks. It discusses the challenges and opportunities presented by NEP 2020, particularly the emphasis on continuous professional development and the four- year integrated B.Ed. program. Moreover, it emphasizes the necessity of aligning the National Curriculum Framework for Teacher Education (NCFTE) with NEP 2020, NCFSE 2023, and NCFFS 2022 to produce reflective, adaptable educators capable of meeting the diverse needs of 21st-century learners.
This study delves into school heads' perspectives regarding microaggressions in eight diverse school environments. The term 'microaggressions' may be unfamiliar to many, as it pertains to the subtle verbal and nonverbal offensive behaviors of students or adults in classroom settings or outside the classroom. Despite the potential impact of these behaviors on the victims, they are frequently ignored or overlooked. This research aims to bring attention to the aforesaid phenomenon through a phenomenological study in which school heads were interviewed to gain deeper insights. The school heads were presented with a series of questions, approximately nine in total, to elicit their perspectives. Through sequential discussions, it became evident that these seemingly insignificant actions warrant more consideration. The study also explored the possibilities of various strategies that school heads can employ to address and prevent verbal and non-verbal microaggressions. It is imperative to recognize that microaggressions can stem from multiple sources, such as race, religion, gender, socioeconomic background, physical appearance, caste, creed, and ethnicity. Ultimately, it is crucial to discourage and prohibit any form of behavior that causes harm, regardless of its scale, which occurs within educational settings. The research aims to address incidents in school settings and suggests that remedial measures could involve micro-resistance techniques.
The paper compares the value of ingenious handmade toys and ingenious machine-made assembled toys. The methods used are focus group discussions with 39 teachers and 115 students, respectively, and workshops with 131 students in four case schools in Kurukshetra, Haryana state, India. The results show that play value in terms of stories, movement, and action is more in ingenious handmade than ingenious machine-made toys. This has implications for creating guidelines for schools in selecting appropriate play-based resources for classrooms that can be easily arranged with locally available material in schools, aligning with the goals of the National Education Policy 2020.
The integration of artificial intelligence (AI) in contemporary classrooms is redefining educational processes and teacher roles. Tools such as ChatGPT, automated grading systems, and personalized learning platforms are being widely adopted for their ability to enhance efficiency, deliver adaptive instruction, and support data-driven decision-making. However, this digital transformation also brings forth critical questions about the evolving identity and autonomy of educators. This paper explores how the growing presence of AI in education is impacting teachers' sense of professional identity and instructional autonomy. Drawing on qualitative data collected through interviews and surveys with school teachers across various settings, the study investigates their perceptions of being supported versus replaced by AI tools. Findings reveal a mixed response: while some educators appreciate AI's potential to reduce administrative burdens and enhance personalized learning, many express concerns over diminishing pedagogical control and the fear of obsolescence. Through the lenses of Foucault's theory of surveillance and Freire's critical pedagogy, the paper examines how AI can both constrain and empower teachers depending on implementation and policy context. Teachers with adequate technological support reported a greater sense of agency and viewed AI as a collaborative tool. Conversely, in rigid AI-driven frameworks, teachers felt disempowered and monitored. The paper concludes by emphasizing the need for inclusive AI policy frameworks that involve teachers in decision-making, prioritize professional development, and reaffirm the irreplaceable human dimensions of teaching, empathy, mentorship, and moral judgment. Responsible integration of AI must support rather than substitute the educator's core role in the learning process.
The main objective of the present study was to construct and standardize an achievement test in science for the secondary school science students in grade 8. An achievement test having 120 test items was prepared by the facilitator based on the four main learning objectives of teaching science that are knowledge, understanding, application, and skill. An achievement test of multiple-choice items was used as a data collection tool for 300 selected samples from six different schools in Dakshina Kannada District, Karnataka State, India. The computer-based Microsoft Excel spreadsheet was prepared to document the obtained score, and the same was used for statistical analysis. Each test item was analyzed by calculating the difficulty index and discerning power for each item. Out of 120 test items, 40 items were rejected, and finally an achievement test of 80 test items was prepared by the facilitator. Recommendations were made that the standardized test could be used to assess and compare the measurement of students from year to year.
Adolescence is a vital stage of human development, characterized by significant physical, emotional, and cognitive changes. During this period, adolescents face numerous challenges, including academic stress, mental health issues, social pressures, and identity formation. Teachers play a significant role in shaping students' academic and personal growth, so their ability to provide guidance and support is essential. However, research suggests that many teachers lack the necessary training, resources, and institutional support to effectively address these challenges. This study aims to highlight the need for strengthening teachers' roles in supporting adolescent development through targeted training programs, collaborative approaches, and policy reforms. This study employs a systematic thematic analysis to examine existing literature on teacher preparedness in addressing adolescent challenges. Research indicates a growing prevalence of mental health concerns, such as anxiety and depression, exacerbated by academic stress and social media influence. Although teachers are often the first to notice behavioral changes in students, they frequently lack the expertise to provide appropriate interventions. Institutional constraints, including high workloads and limited resources, further hinder their ability to offer holistic support. This study underscores the importance of equipping teachers with adolescent psychology knowledge, mental health literacy, and trauma-informed teaching strategies by synthesizing research findings. It advocates for the integration of multidisciplinary support systems within schools, offering valuable insights for policymakers, teachers, and stakeholders in designing evidence-based interventions that enhance teacher effectiveness and promote student well-being.
