Author(s): Atiya Khan

Email(s): atiya.khan@outlook.com

DOI: 10.5958/2321-5828.2017.00002.X   

Address: Atiya Khan*
Ph D Research Scholar, Melbourne Graduate School of Education, The University of Melbourne, Victoria, Australia.
*Corresponding Author:

Published In:   Volume - 8,      Issue - 1,     Year - 2017


ABSTRACT:
This paper maps the current situation of teacher professional development and policy reforms in India, the teacher quality concerns in Indian schools, and the trends and challenges in professional development of teachers in India. It seeks to review the emergence of new technologies for teacher professional learning in India and what (if any) professional learning solutions have been developed to improve the quality of professional development in India. It presents the current contexts affecting professional development of teachers in India and goes on to provide some examples of the emergent learning networks for teacher professional development in India. The paper suggests the need to explore the potential of learning networks to support teacher professional development and teacher quality in India.


Cite this article:
Atiya Khan. The Theory of Teacher Professional Development and the Reality of Practice within the Educational Context of India. Research J. Humanities and Social Sciences. 8(1): January - March, 2017, 13-20. doi: 10.5958/2321-5828.2017.00002.X


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DOI: 10.5958/2321-5828 


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