( ISSN 2277 - 9809 (online) ISSN 2348 - 9359 (Print) ) New DOI : 10.32804/IRJMSH

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A REVIEW RESEARCH STUDY ON CONTEMPORARY INQUIRY INTO TEACHER EDUCATION CHRONIC PROBLEMS ASSOCIATED WITH CONTEXTUAL POTENTIAL REASONS : CONTINUING QUALITY RESEARCH IN TEACHER EDUCATION

    1 Author(s):  DR. B.VISWANATHA SARMA

Vol -  10, Issue- 11 ,         Page(s) : 220 - 228  (2019 ) DOI : https://doi.org/10.32804/IRJMSH

Abstract

This paper is all about the potentially policies and practices in initial and continuing quality research in teacher education. Although a number of academically talented individuals pursue careers in teaching and teacher education, no longer traditional pedagogies sufficient and sometimes it rather more difficult to train teachers to cope with the new global, intellectual and local context challenges. Studies about, who teach teachers, teacher education curriculum, prospective & practicing teachers as learners and studies of the milieu are, need to be focused. Across these four areas, mutually reinforcing factors explain why teacher education has been kept from being as academic and intellectual as it probably deserves to be. Question arises why change in this enduring situation has been slow and complex in our nation? is it really progressing towards needs of changing society? Studies also millieu convey one overriding impression like individuals with limited academic talent and especially private managements are allowed to dominate the field which is not any more considerable. Instituional policies, struotures, and resources that might be expected to foster the quality of teaching and teacher education appear to do the opposite as a result teacher education tends easy and non-intellectual as we cannot expect any qualitative change to come out of the system.The studies reveals a pattern which reinforces teacher education as a marginal part of the university and school communities. Teacher education is criticized for its lack of rigor and also discouraged from trying to be anything else. The increasingly clear understanding also suggests that significance change in teacher education will be complex, since reforms will have to be orchestrated through quality research attention to a set of complex, interdependent factors.

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