PPED has been able to engage extensively with the MHRD and state governments on issues linked to Teacher Education (TE) policy. It has brought out reports which highlight issues in teacher education and school improvement. The reports not only provide a framework for a better understanding of the domain but also contain concrete suggestions and guidelines. Maintaining this focus on linking theory and practice has been useful. Incidentally, one of the common key suggestions for the programs reviewed by PPED also pertains to how the passionate work that is done by several initiatives need to result in building conceptual frameworks to support TE.
Focus on documentation has been useful in theorizing the work undertaken and sharing it. The report making process has also been a great learning with continual insights. Almost all the work undertaken by PPED has led to creation of reports or material which is shared in the public domain. PPED has also drawn on research to inform its work. The KJA report, the program reviews, the TEI recognition report and the BRC Guidelines document have attempted to understand the existing studies and research reports as part of defining the framework and guidelines. This has allowed the PPED to build its work on a more sound theoretical base.
PPED's work has also highlighted the importance to view Teacher Education as a system nested within the larger systems of education and policy. Hence, creating impact would be easier if the interconnections within these systems and the functions of the elements are better understood. Interventions focussed on only one component of the TE system (say, recognition of TEIs or workshops with student teachers) need to be tied in closely to other aspects (eg- curriculum restructuring) to move more quickly towards TE reforms.
Our work on the 12th plan guidelines, the BRC report, the KJA report and TEI report have influenced the thinking of policy makers and will be rolled out as active interventions or pilot studies in the near future. This website is an initiative by PPED, which has often depended on the state to make the reports visible and accessible to everyone involved in TE, to make more impact by actively making its work visible and sharing its findings.
Focus on documentation has been useful in theorizing the work undertaken and sharing it. The report making process has also been a great learning with continual insights. Almost all the work undertaken by PPED has led to creation of reports or material which is shared in the public domain. PPED has also drawn on research to inform its work. The KJA report, the program reviews, the TEI recognition report and the BRC Guidelines document have attempted to understand the existing studies and research reports as part of defining the framework and guidelines. This has allowed the PPED to build its work on a more sound theoretical base.
PPED's work has also highlighted the importance to view Teacher Education as a system nested within the larger systems of education and policy. Hence, creating impact would be easier if the interconnections within these systems and the functions of the elements are better understood. Interventions focussed on only one component of the TE system (say, recognition of TEIs or workshops with student teachers) need to be tied in closely to other aspects (eg- curriculum restructuring) to move more quickly towards TE reforms.
Our work on the 12th plan guidelines, the BRC report, the KJA report and TEI report have influenced the thinking of policy makers and will be rolled out as active interventions or pilot studies in the near future. This website is an initiative by PPED, which has often depended on the state to make the reports visible and accessible to everyone involved in TE, to make more impact by actively making its work visible and sharing its findings.