Contents: Foreword. Preface. 1. Pre-service teacher education: the neglected agenda/Smriti Sharma. 2. Discontents of teacher-training: a critical discourse on teacher-education in the neo-liberal context/Dev N. Pathak. 3. Dilemma of content strengthening in teacher education programme/Smriti Singh. 4. Expectations of schools from teacher education programs/Agnes Joseph and Nisha Sharma. 5. Science and ethics: a confluence of disciplines and implications for teacher education/Astha Saxena. 6. Education for sustainable development and the teacher education programme/Anamika Srivastava. 7. Inclusive classrooms: issues and challenges for pre-service teacher training programmes/Sheela Rajeshwari and Vandana Saxena. 8. Physical education in the making of a teacher/Meenakshi Pahuja. 9. Re-imagining teaching practice by building strong partnerships with school and teachers/Indira Vijaysimha. 10.Bridging the gap between teacher education and school: dimensions, possible solutions and personal experience/Suneeta Mishra. 11. Schools and teacher education programmes bridging the gap: an experiential and reflective endeavour/Kanwaljeet Khungar, Megha Sehgal, Deepti Goel and Harpreet Kaur. 12. Pedagogy in a teacher education program/VishnuKant and Asmita Bhutani. 13.Preparing teachers for reflective pedagogic practices: digantar’s intervention in teacher professional development/Huma Ansari and Manoj Kumar. 14. Conceptual change: Research trends and implications for science teacher preparation/Gurjeet Kaur. 15. Addresssing nature of science in elementary teacher education using controversial issues/Manisha Wadhwa Nee Dabas.
Learning to Teach and Teaching to Learn are complex and multidimensional processes which encompass synthesis, interaction and application of knowledge from multiple sources and dynamic contexts. The teacher education discourses draw from these experiences and engagements and create multiple patterns as in a kaleidoscope. The book Pedagogic Trajectories is an attempt towards evolving a kaleidoscopic vision of teacher education programmes.
The book is a compilation of papers presented at the national seminar on the same theme with the intent to arrive at a shared understanding about the changing nature of pedagogies and to initiate and sustain dialogic reflection so as to evolve a vision for Teacher Education Programmes. Given this vision, the papers included in the book reflect a tapestry of experiences and contemporary issues pertinent to Teacher Education from the vantage point of school teachers, teacher educator, researchers and educationists. The authors examine a variety of themes that have and are determining the discourse of teacher education in our country. The range includes theoretical papers to research based papers and experiential narratives. The book will serve as essential reading for scholars and students of teacher education and contribute to strengthening of the epistemological basis of teacher education.
