TY - JOUR TI - Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan AU - Saigal, Anju T2 - Teaching and Teacher Education AB - 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. DA - 2012/10// PY - 2012 DO - 10.1016/j.tate.2012.05.007 VL - 28 IS - 7 SP - 1009 EP - 1017 LA - EN ER -