Teachers and their Portrayal in Hindi Cinema: Perceiving through the Eyes of Pre-service Teachers

Abstract

Teaching, a multifaceted endeavour, defies precise definitions, complicating the identification of a universally accepted ‘good teacher.’ This study delves into the intricate realm of teaching, exploring how media representations, particularly in Hindi films, shape societal perceptions of educators. The research aims to unravel the complex interplay between cinematic depictions and real-world perceptions of teaching. The study’s objectives are to identify and analyse education-themed Hindi movies, scrutinize the portrayal of teachers and the teaching profession, explore student-teacher interactions in films, and understand how these depictions influence pre-service teachers’ perceptions. By addressing these objectives, the research enhances our understanding of the media’s impact on educational perspectives. The study highlights the potential influence of cinematic representations on pre-service teachers, shaping their perceptions of teaching as a noble and responsible profession. The findings suggest that education-themed movies can inspire and reaffirm the career choices of prospective teachers. Incorporating such films into teacher education programmes may enhance the affective domain of pre-service teachers, fostering a nuanced understanding of the teaching profession. The research encourages critical reflection on personal and media-influenced perspectives, aiding emerging teachers in forming wellinformed views of their future profession. While focusing on Hindi films, this study lays the foundation for future research exploring the portrayal of teachers in diverse cultural contexts. The identified implications underscore the potential of cinematic representations as pedagogical tools in teacher education. Additionally, the study prompts broader discussions on societal perceptions of teachers, emphasizing the necessity for accurate and diverse media portrayals. This research enriches the ongoing discourse on the interplay between media, education, and societal perceptions. It sheds light on the dynamic relationship between cinematic representations and the formation of pre-service teachers’ perspectives on the teaching profession, offering valuable insights for both academia and teacher education programmes.