Full Description
This book focuses on the conceptualisation and practice of Student-Teacher Research (STR). Despite existing practices and global discourse on the importance of STR in foregrounding teaching as a research-based profession, STR remains underexplored, particularly in the Indian context. This volume engages in a reflective-analytic-empirical exploration of STR, its contexts, concepts, nature, practices, experiences, challenges, and status in Initial Teacher Education (ITE) in India.
An important contribution, the book will be indispensable to scholars and researchers of education in India. The book will be essential in various teacher education programmes across the country.
Contents
Introduction: The contested terrain of research by student-teachers Part I: Contextualising student-teacher research in initial teacher education Chapter 1: Placing research in initial teacher education: Concept, nature and scope Chapter 2: Twenty-six STR summaries Chapter 3: Self-study of STR by teacher educators Chapter 4: Self-assessment of STR: Navigating competing epistemologies of teacher learning Part II: Contributions by student-teachers Chapter 5: Contemporary schooling practices and ideas of Indian thinkers Chapter 6: Child and the curriculum Chapter 7: Pedagogic practice in a primary school classroom: Dialogue and anti-dialogue Chapter 8: 'To have or to be' gaze at school curriculum Chapter 9: Aftermath of psychological abuse among young woman student-teachers Chapter 10: Advertising and its impact on children
