The 1992 Programme of Action emphasized that a teacher's performance is the most crucial factor in education, noting that all educational policies are ultimately implemented by teachers. The implication is clear: if we desire excellent teachers in our schools, we must invest in a high-quality teacher education system. However, in modern times, this system must not only cater to traditional school education but also address national, socioeconomic, and human empowerment issues, especially given the rapid pace of knowledge expansion and globalization. Recognizing the potential of teacher education, it becomes evident that innovations and reforms are essential for national development.
To facilitate these innovations, there is a need for comprehensive research into the teacher education system to identify its strengths and weaknesses. Research should not just be about understanding existing systems but should aim to foster improvement through the analytical examination of facts and the exploration of new knowledge.
There has been extensive research in teacher education across various subfields such as teaching competency, job satisfaction, training needs, and curriculum evaluation. Studies have also explored psychological, personal, and social aspects of teachers and teacher educators. However, while Indian universities produce a large number of research degrees, there is a lack of systematic, continuous efforts to address the gaps in teacher education. More rigorous, experimental, and qualitative studies are needed to ensure the practical application of research findings.
The ongoing conflict has turned major cities like Dhaka into virtual war zones, disrupting public services, transportation, and business operations. The fear of further violence looms large, with many preparing for more confrontations in the coming days. The crisis has deeply affected everyday life, leaving the nation in a state of heightened tension and uncertainty.
Despite the volume of research conducted, a significant challenge is the poor utilization of research outcomes within teacher education institutions. Research findings need to be properly documented and disseminated to various stakeholders, such as curriculum developers and policymakers. The Twelfth Five Year Plan (2012-17) also echoed this concern, calling for a system to document research and share innovative practices in education. This would ensure that research findings are not merely stored in reports but actively shape pre-service and in-service teacher training programs.
By addressing these gaps, teacher education programs can be updated and reformed to better meet the needs of modern schools, ensuring that teachers are equipped with the necessary tools to help students navigate a more complex and demanding educational landscape.
Dean
Department of Special Education, Faculty of Education
SGT University, Gurugram
