NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164091
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1941-5257
Re-Conceptualizing Teachers' Continuous Professional Development within a New Paradigm of Change in the Indian Context: An Analysis of Literature and Policy Documents
Subitha, G. V.
Professional Development in Education, v44 n1 p76-91 2018
Located within the context of Indian education reforms, this study is a critique of the current model of continuous professional development of teachers. The study, by reviewing national policy documents and research literature, argues that there is a need to re-conceptualize and re-define the current model of professional development of teachers. The study uses an interpretive approach to explain that factors--namely centralized decision-making, policy borrowing, power issues and cultural values--could be strong challenges to reforms in Indian context. The study, while locating these issues and suggesting measures, proposes an alternative paradigm of teacher professional development that encourages teacher agency, positions teacher learning within the schools' socio-cultural settings and considers teacher change as a process rather than an event. The study further advocates school leadership as a policy initiative to improve the quality of teachers' continuous professional development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A