Re-structuring in-service teacher professional development: focusing on pedagogical content knowledge

Abstract

Thinking about re-structuring in-service teacher professional development (TPD) is not new in either the Indian or the global context. The vision of setting India’s destiny in her classroom articulated in the National Commission of Education Report 1964-66 (NCERT, 1968) shows the nation’s expectations from the classroom. To make the expectation a reality, there have been several efforts made at multiple levels. One area of concern that strongly emerges is improving the state of teachers’ professional development both at pre-service and in-service stage (NCTE, 2009). There is no doubt that the lack of adequate logistic and human resources negatively impact the quality and effectiveness of the In-service teacher training. However, I claim that this is only one version of the story