Geography

Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan

Resource type
Journal Article
Author/contributor
Title
Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan
Abstract
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.
Publication
Teaching and Teacher Education
Volume
28
Issue
7
Pages
1009-1017
Date
October 2012
Language
EN
Extra
shortDOI: 10/f37ckq
Citation
Saigal, A. (2012). Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan. Teaching and Teacher Education, 28(7), 1009–1017. https://doi.org/10.1016/j.tate.2012.05.007