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ERIC Number: EJ1123685
Record Type: Journal
Publication Date: 2016-Dec
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1740-2743
Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences
Raina, Jyoti
Journal for Critical Education Policy Studies, v14 n3 p175-196 Dec 2016
Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the author's work as a pre-service elementary teacher educator in a women's undergraduate college of Delhi University. The curricular practices are drawn from the interpretative frameworks of critical teacher education, pragmatist notion of reflective practice and humanistic theory centred on the self. The inclusionary practices are: academic empowerment through a critical engagement, self-development by emphasis on the personal context of student-teachers lives and opportunities for reflective practice in a specific socio-political locale during the course of fieldwork in school education. These inclusionary practices empower young women preparing to become elementary school teachers with professional agency especially preparation for a role as an agent of change in the process of social transformation. To the student teachers these inclusionary practices provide knowledge and agency aimed at critical thinking, personal growth and transformative reflective practice. The vision of schooling as an instrument for establishing an egalitarian, inclusive and humane social order; as a weapon of resistance that challenges structures of oppression; necessitates teacher education which includes such practices. The sharing of these experiences with the teacher educator community can offer possibilities for academic exchange contributing to the knowledge base of teacher education curriculum planning as well as enhancement of professional teacher education discourse.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A