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Centre for Teacher Knowledge
Digantar School TARU Vimarsh Shiksha Samarthan CTK

Centre for Participatory Research and Action on Teacher Knowledge project got underway in December 2011 with support from Paul Hamlyn Foundation, London. Orientation of the project is to establish a Centre for Teacher Knowledge (CTK). It will conduct a research on teacher knowledge as part of its first year programme which intends to know what a teacher needs to know – it must be something more than what a graduate knows in elementary education, as a graduate without BSTC/D Ed/JBT is not eligible to become a teacher.

By initiating dialogues on the idea of school, teaching learning processes, merit, teacher education, research in education and by locating different forms of understanding in epistemic frame, this programme tries to dismantle the often held view on elementary education which trivializes it as an endeavor to develop merely literacy and numeracy skills in children, or maximum skills to contribute to the developing economy.

Aims and Objectives:

  1. To understand and generate the knowledge which is relevant and meaningful for teacher education in Indian context.
  1. To bring a meaningful change in educational process by intervening at the level of teacher education curriculum, material and practices.
  1. To make the institutional practices of teacher education more responsive and reflexive.

Major Activities (of the first year):

  1. Literature review:To gather together the knowledge already available in the area and make it accessible to all stakeholders in the shape of an annotated bibliography both in English and Hindi.
  1. Research: To understand the embodied notion and understanding of teacher knowledge as teacher educators view it and as it is reflected in materials and institutional practices. This is likely to provide a better understanding of how to respond to the challenges of teacher education which the system, institutions and academicians are grappling with. Thus there are two areas :
i. Research on embodied teacher knowledge in the institutional practices of a teacher training institute.
ii. Research on embodied theory of adult learning in planning and implementation of In-Service teacher’s training.

Committees & Team:

    Expert Committee Members: Prof. Krishna Kumar, Prof. Padma M. Sarangapani, Prof. Poonam Batra, Prof. Rohit Dhankar & Manoj Kumar.

    Team Members: Dr. Rajesh Kumar, Devyani Bhardwaj, Nisha Gupta, Yogendra Dadhich, Dr. Kuldeep Garg, Sudhir Singh.

Education system being a major stakeholder has been visualized as part of the programme with which the design, methodology, activities and findings of the research are to be shared.
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