Name: Teacher Quality and Education Policy in India (Routledge Research in Teacher Education) (en Inglés)
SKU: 55668564
Price: 56130.00 CLP
Availability: InStock
Author: Preeti Kumar; Alexander W. Wiseman
ISBN: 9780367757564

portada Teacher Quality and Education Policy in India (Routledge Research in Teacher Education) (en Inglés)

Teacher Quality and Education Policy in India (Routledge Research in Teacher Education) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Preeti Kumar; Alexander W. Wiseman

Idioma

Inglés

N° páginas

256

Encuadernación

Tapa Blanda

ISBN13

9780367757564

N° edición

Teacher Quality and Education Policy in India (Routledge Research in Teacher Education) (en Inglés)

Preeti Kumar; Alexander W. Wiseman (Autor) · Routledge · Tapa Blanda

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Reseña del libro "Teacher Quality and Education Policy in India (Routledge Research in Teacher Education) (en Inglés)"

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance.Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function.Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.