Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : sans médiation
Auteur(s) : Kumar, Preeti
Wiseman, Alexander W. (1968-....)
Titre(s) : Teacher quality and education policy in India [Texte imprimé] : understanding the relationship between teacher education, teacher effectiveness, and student outcomes / Preeti Kumar and Alexander W. Wiseman
Publication : New York (N.Y.) ; Abindgon : Routledge, 2021
Description matérielle : 1 vol. (xvi-239 p.) ; 24 cm
Collection : Routledge research in teacher education
Lien à la collection : Routledge research in teacher education
Note(s) : Bibliogr. en fin de chapitres. Index
"By drawing on quantitative data and qualitative analyses of five major national education
policies implemented in India over the last 15 years, this comprehensive volume explores
their impact on teacher quality and perceived effectiveness, explaining how this relates
to variations in student performance. Responding to a national agenda to increase
the quality of the Indian teacher workforce, Teacher Quality and Education Policy
in India critically questions the application of human capital theory to Indian education
policy. Chapters provide in-depth and strategically structured analyses of five national
policies - including the recently approved National Education Policy (NEP) 2020 -
to see how Indian policymakers use teacher quality as a driver and measurement of
education and national economic development. Ultimately, the text offers evidence-based
policy recommendations to improve teacher quality in India, suggesting that while
all five policies have contributed significant frameworks and recommendations for
teacher quality reform, they have failed to move beyond a symbolic function. Given
its rigorous methodological approach, this book will be a valuable addition to the
under-researched question of education policymaking in postcolonial contexts. It will
be an indispensable resource not only for scholars working on policymaking in the
Indian context, but also for those working at the intersection of education, teacher
development, and policymaking in developing countries"
Sujet(s) : Enseignants -- Formation -- Inde
Qualité de l'enseignement -- Inde
Éducation et État -- Inde
Indice(s) Dewey :
370.711 54 (23e éd.) = Éducation - Enseignement supérieur - Asie du Sud Inde
Identifiants, prix et caractéristiques : ISBN 978-0-367-51641-3 (rel.). - ISBN 0367516411
Identifiant de la notice : ark:/12148/cb47137832r
Notice n° :
FRBNF47137832
(notice reprise d'un réservoir extérieur)
Table des matières : Introduction : the impact of national policy on teacher quality in India ; The preparation
and development of teachers in India ; Linking teacher quality to education policy
; Traditional and non-traditional approaches to teacher quality ; Making teaching
relevant to the child : teacher quality discourse in NCF 2005 ; The professionalization
of teaching : teacher quality discourse in NCFTE 2009 ; Restoring credibility through
teacher quality : teacher quality discourse in draft NEP 2016 and 2019 ; Rooting
equitable education in teacher quality : teacher quality discourse in NEP 2020 ;
The effects of traditional and non-traditional teacher quality on student achievement
in India ; Evidence-based policy recommendations for improved teacher quality in
India
