NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ975320
Record Type: Journal
Publication Date: 2012-Oct
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Demonstrating a Situated Learning Approach for In-Service Teacher Education in Rural India: The Quality Education Programme in Rajasthan
Saigal, Anju
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n7 p1009-1017 Oct 2012
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.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India