About This Course

O-21 Practitioner Research– A lab Course for Teacher Educators course

The new National Education Policy (NEP 2020) makes substantive recommendations for reforming teacher education. It is essential at this juncture for teacher educators to take the lead in these reform efforts and not become objects of these reforms. Going by the experience in other countries, practitioner research is a powerful means by which teacher educators can take active agency.

Researching what we do as practitioners provides us with an opportunity to investigate our own work firsthand and also allows us to understand the larger systemic and policy-landscape in the perspective of our own practice. It allows us to be personally involved in research, making sense of the ‘how and why’ of particular teaching and learning practices as well as of policy directives.

This course will draw on varied and eclectic methods and tools, given the constitutive multi-disciplinarity of research in teacher education. While there is a range of issues and problems and the numerous sites and objects of research interest vary substantively, the focus of the course will be on the recommendations of NEP 2020 on teacher education. It will help participants collate and abstract implications of some of these recommendations from a range of research.

We will explore existing data bases such as NSSO, U-DISE and NCTE’s repository of data on teacher education institutions, collate the vast information generated in the course of monitoring activities on the field, and critically review existing research for its validity and its potential influence on policy processes. Participatory action research and design-based research approaches will be used to specifically study practice-based implications of NEP recommendations such as standards for integrated programmes and multi-disciplinary institutions, generating resources in regional languages for B.Ed/M.Ed students, implementing multilingualism in teacher education, innovative courses to develop pedagogic expertise among interested community members for teaching arts and crafts, establishing synergy between teacher education institution and a neighbouring school complex, nature and type of continuous professional development for faculty of education and the proposed National Mission for Mentoring. Along with the opportunity to develop skills of working with data bases, the course will engage participants with an analysis of qualitative and quantitative data, and writing a proposal/research-based policy brief.

O-21 Practitioner Research– A lab Course for Teacher Educators

1. Introduction to Educational Research
2. Use of e-library
3. Problem Identification
4. Critical Review of Literature
5. Quantitative and Qualitative Research Designs
6. Research Tools, Use of Databases, Statistics and use of software for quantitative and qualitative analysis of data
7. Action Research
8. Impact assessment and Evaluation Studies
9. Submission of assignment

Who can join the course?

• Must be a teacher educator.
• Has paid the fees for the course or the programme.