Abstract
Research on teacher education in India has increased greatly in the last 15 years. A community of professors from several institutions has developed the capability to conduct coordinated large-scale studies and to prepare doctoral students. The process of cultural borrowing greatly influences the structure and conduct of teacher education as well as the substance and design of the research. Most of the studies are constructed to test the fit of North American theories and innovations within the Indian cultural context. This paper examines the structure of Indian teacher education, current criticisms of it, the themes of research and innovation, and the formulation of questions for cross-cultural research. In addition, observing North American practices mirrored in the Indian context provokes reflection on the structural problems of teacher education in general.
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