Emerging Progressive Perspectives for Global Teachers

International Journal of Research and Innovation in Social Science (IJRISS) | Volume I, Issue I, January 2017 | ISSN 2454-6186

Emerging Progressive Perspectives for Global Teachers

Dr. Anjali Bhatnagar, Dr. Sudhakar V.

 Osmania University, Hyderabad, India

Abstract: – Much has been researched and anticipated on contribution of teachers in the education sector. With global challenges and opportunities influencing the setting of concerns and expectations from the teachers, it becomes a matter of immense importance to establish quality processes that are sensitive enough to capture the dynamism inherent. The concept of teacher’s role is usually interpreted and understood based on experts’ opinion, how so ever, as the children occupy the key focus in today’s learner centric approach of education system, in the present study efforts were taken to understand the conceptions of children about their teachers and the importance of role they played in their lives. It is believed that the an inquiry into the conceptions of children would provide the fundamentals for uncovering the question, what are the concerns and expectations from the teachers of today’s age? The interpreted information would provide a useful missing link to better understand, not only the current realities of classroom but also help defining appropriate framework for teacher training and education required to meet the the global standards for assuring quality learning outcomes. For the present study, children from schools with four different school governance, namely; Central government, State government, Private unaided school and International school were considered.

Key words: conceptions of children, teachers’ role in global challenges and opportunities, progressive milestones for teacher’s achievement

I. INTRODUCTION

Indian education system is fast transforming to meet the emerging trends globally. School education holds its unique importance due to the highly sensitive function and impact it displays. The concern over quality of school education were first acknowledged in the OECD (Organization for Economic Co-operation and Development) activities in the late 1970’s. Furthermore, it was the joint effort of OECD with International Assessment for the Evaluation of Educational Achievement (IEA) to develop the performance indicators to assure school quality education. A ‘ Good School’ is said to perform well in terms of identifying goals, planning, decision making, leadership, curriculum framing, strategizing for progressive improvement through assessments, and engaging stakeholders in an effective manner.

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