Developing a pedagogy of teacher education is an enduring concern for teacher educators. Drawing on data from a small study on teacher educators teaching in a secondary teacher education programme in India, this article examines their pedagogic practices. This is a qualitative study that sought to capture the narrations of 30 teacher educators teaching in diverse teacher education classrooms. The article frames the pedagogy of teacher education as four ‘problems’: as a curriculum problem; as a relational problem; as a professional knowledge base problem; and as a learning problem. Such a formulation highlights the challenges faced by the teacher educators, including the need for teacher educators to scrutinize their own practices. Implications for developing a framework on ‘what should teacher educators know and do in the context of India’ are considered in order to guide teacher educator preparation and their continuous development.
BatraP. (2011, January). Teacher education and classroom practice in India: A critique and propositions. Paper presented at the epiSTEME-4 Conference, Mumbai, India.
3.
BerryA. (2007). Re-conceptualising teacher educator knowldge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–134.
4.
BerryA. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15(2), 305–318.
5.
BortoloP.SmythG. (2009). Teacher education for diversity. In SwennenA.Van der KlinkM. (Eds), Becoming a teacher educator (pp. 117–132). The Netherlands: Springer.
6.
Cochran-SmithM. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5–28.
7.
Cochran-SmithM. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21(2), 219–225.
8.
Cochran-SmithM.LytleS. (1999). Relationships of knowledge and practice: Teacher learning in communities. In GriffinG. (Ed.), Review of research in education (Vol. 24, pp. 249–305). Washington, DC: American Educational Research Association.
9.
GoodwinA. L.OylerC. (2008). Teacher educators as gate-keepers: Designing who is ready to teach. In Cochran-SmithM.Feiman-NemserS.McIntyreJ. D. (Eds), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 468–490). New York: Routledge.
10.
GoodwinA. L.SmithA.Souto-ManningM.CheruvuR.TanM. Y.ReedR.TaverasL. (2014). What should teacher educators know and be able to do? Perspectives from practising teacher educators. Journal of Teacher Education, 1–19. Retrieved 10Jume2014, from Jte.sagepub.com
11.
Government of India (GoI). (1964). Report of the education commission (1964–66): Education and national development. New Delhi: Ministry of Education.
12.
Government of India (GoI). (1985). The Teacher and society: The national commission on teachers. New Delhi: Ministry of Human Resource Development.
13.
Government of India (GoI). (1986). National policy on education. New Delhi: Ministry of Human Resource Development.
14.
Government of India (GoI). (2012). Vision of teacher education in India: Quality and regulatory perspective. New Delhi: Ministry of Human Resource Development.
15.
HalletF. (2010). Do we pratice what we preach? An examination of the pedagogical beliefs of teacher educators. Teaching in Higher Education, 15(4), 435–448.
16.
KorthagenF.LoughranJ.LunenbergM. (2005). Teaching teachers: Studies into the expertise of teacher educators. Teaching and Teacher Education, 21(2), 107–115.
17.
KosterB.BrekelmansM.KorthagenF A. J.WubbelsT. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157–176.
18.
KosterB.DengerinkJ. (2001). Towards a professional standard for dutch educators. European Journal of Teacher education, 24(3), 343–354.
19.
KumarK. (2008). A pedagogue’s romance: Reflections on schooling. New Delhi: Oxford University Press.
20.
LoughranJ. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43.
21.
LoughranJ. (2006). Developing a pedagogy of teacher education. London: Routledge.
22.
LoughranJ. (2008). Towards a better understanding of teaching and learning about teaching. In Cochran-SmithM.Feiman-NemserS.McIntyreJ. D. (Eds), Handbook of research in teacher education: Enduring questions in changing contexts (3rd ed., pp. 1177–1182). New York, NY: Routledge.
23.
MurrayJ. (2005). Readdressing the priorities: New teacher educators’ experiences of induction into higher education. European Journal of Teacher Education, 28(1), 67–85.
24.
MurrayJ. (2008). Towards the re-articulation of the work of teacher educators in higher education institutions in England. European Journal of Teacher Education, 31(1), 17–34.
25.
MurrayJ.SwennenA.ShagrirL. (2009). Understanding teacher educators’ work and identities. In SwennenA.Van der KlinkM. (Eds), Becoming a teacher educator (pp. 29–44). The Netherlands: Springer Science+Business Media B.V.
26.
National Council for Educational Research and Training (NCERT). (2005). National curriculum framework. New Delhi: NCERT.
27.
National Council of Teacher Education (NCTE). (2009). National curriculum framework for teacher education. New Delhi: NCTE.
28.
PolanyiM. (1962). Personal knowledge: Toward a post-critical philosophy. London: Routledge.
29.
RainaT.RainaM. K. (1971). Perceptions of teacher educators in India about the ideal pupil. Journal of Educational Research, 64(7), 303–306.
30.
RussellT.LoughranJ. (2007). Enacting a pedagogy of teacher education: Values, relationships and practices. London: Routledge.
31.
SamparasA. (2002). Self-study for teacher educators. New York: Perter Lang.
32.
SchuckS.SegalG. (2002). Learning about our teaching from graduates, learning about our learning with critical friends. In LoughranJ.RussellT. (Eds), Improving teacher education practices through self-study (pp. 88–101). London: RoutledgeFalmer.
33.
SeshadriC. (2002). Teacher educators: Profile and status. In AroraG. L.PandaP. (Eds), Fifty years of teacher education in India (post-independence developments) (pp. 195–224). New Delhi: NCERT.
34.
SmithK. (2003, April). Teacher educators professional kowledge: How does it differ from teachers professional knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
35.
SmithK. (2005). Teacher educators’ expertise: What do teacher eductors and teachers say?Teaching and Teacher Education, 21(2), 177–192.
36.
TaylorW. (1983). Teacher education: Achievements, shortcomings and perspectives. Paper presented at the The John Adams Memorial Lecture, The Institute of Education, London.
37.
TillemaH.Kremer-HayonL. (2005). Facing dilemmas: Teachers educators’ way of constructing a pedagogy of teacher education. Teaching in Higher Education, 10(2), 203–217.
38.
Van ManenM. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33–50.
