Voices of Teachers and Teacher Educators
The journal Voices of Teachers and Teacher Educators, launched by the Ministry of Human Resource Development, aims to emphasize the critical role of teacher education in ensuring quality, equitable education for all under the Right to Education Act, 2009. With the need for more teachers, the journal highlights the transformative impact teachers can have on social change and educational quality. It provides a platform for teachers, educators, researchers, and policymakers across diverse institutions to share experiences, reflect, and learn collectively. Contributions are accepted in English and Hindi, with plans for a multilingual edition soon.
Mahavari Swasthy: Aao Apne Shareer Ko Jaane
State Resource Groups’ Satisfaction with NISHTHA 1.0 in Mizoram and Their Difficulties during Training
In-service teacher training contributes to developing new skills among teachers and promotes advancement in their professional skills. NISHTHA 1.0 aimed to cultivate essential generic and pedagogical skills among teachers addressing the leadership requirements of head teachers for transformation of government schools at elementary level. Initially, State Resource Groups (SRGs) received training from National Resource Groups (NRGs), followed by training for elementary school teachers from the SRGs. The experiences during training at the first level certainly influence the subsequent level of training. This study explored the satisfaction levels of the SRGs with various components of the training and identified the difficulties faced during NISHTHA 1.0. A sample of forty-six members from all districts of Mizoram was taken for the survey. Qualitative and quantitative data were collected through a self-developed open-ended questionnaire and a rating scale. The findings reveal that the majority of SRGs in Mizoram are satisfied with most of the aspects of training components and the overall NISHTHA 1.0 training programme. Moreover, the majority of the SRGs maintain a positive outlook toward the training, although several areas provide the scope for improving future training programmes in Mizoram.
Innovation is imperative for sustainability and competitiveness in the contemporary interconnected global economy. Educational innovation has the potential to restructure learning outcomes and educational outputs. However, creativity and innovation necessitate a culture (a conducive environment) that supports and fosters growth; innovation alone is insufficient. This review aims to identify the various theories and instruments utilized to measure school culture that promotes innovation and to explore diverse dimensions of school culture that play a crucial role in fostering innovation from the perspective of educators. The Scopus database served as the main research source for this review. The researchers used the keywords ‘School Culture,’ ‘Cultural factor’ and ‘Innovation’ to extract literature published between 2020 and 2023. PRISMA technique was used to select the research papers that are included in this review paper. A total of 17 articles from 2020 to 2023 were chosen and met the requirements to be included in this review study. This study focused on theories to gain a deeper understanding of how school culture promotes innovation from the perspective of teachers. The study identified various measurement tools to assess the school culture promoting innovation from the perspective of teachers. Furthermore, we emphasize the dimensions and factors of the school culture that support the growth of innovation from the perspective of teachers. The review’s contribution is to pinpoint the appropriate theories and tools that are used to gauge school culture that influences the promotion of innovation. Learning about the dimensions of school culture that foster innovation broadens the researcher’s perspective. Numerous evaluations have been done to determine the various aspects of school culture; however, this is the first study to examine the different tools to measure school culture to foster innovation from the teachers’ perspective.
Fostering Holistic Development: Teachers’ Perspectives on the Happiness Curriculum
The Happiness Curriculum is an initiative by the Delhi government aimed at the holistic development of learners from Nursery to Class 8. This holistic development of students is crucial for the nation’s overall growth and progress. The success of such a curriculum depends not only on its content but also on its proper implementation. Teachers play a vital role in bringing this curriculum to life in both school and classroom settings. This paper examines teachers’ perspectives on the holistic development of learners attending happiness curriculum classes. The researchers collected data from Delhi government schools. A purposive sampling technique was used to select 20 in-service teachers as respondents. Interviews and observation schedules were employed as data collection tools, followed by thematic analysis techniques. The findings revealed that while the happiness curriculum is a good initiative for learners, including many beneficial activities, teachers find it an additional burden. They suggest appointing separate teachers to handle happiness curriculum classes, as they do not get enough time to teach their core subjects. They noted that happiness curriculum does not contribute significantly to the holistic development of learners. Therefore, educational administrators and policymakers should consider integrating the happiness curriculum more broadly within the educational framework. This would ensure that the focus on happiness and well-being extends beyond the classroom, supporting the overall development of learners.
Teachers and their Portrayal in Hindi Cinema
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.
Mindfulness towards Learning in Mitigating Second Language Classroom Anxiety among Prospective Teachers
Second language classroom anxiety is a widely recognised barrier that negatively impacts both teaching effectiveness and learning outcomes, especially for prospective teachers who are still developing their professional skill. High anxiety levels often lead to a decline in motivation, loss of self-confidence and teaching-learning enthusiasm. By exploring the role of mindfulness – a proven method to reduce psychological stress, and anxiety – this study was designed to examine the interconnection between mindfulness towards learning and second language classroom anxiety among prospective teachers. The sample consisted of 200 prospective teachers who enrolled in BA BEd. and BSc. BEd. programmes. The required data were collected via second language classroom anxiety scale and selfdeveloped mindfulness towards learning scale. The data were analysed using descriptive and inferential statistics, i.e., Karl Pearson’s product-moment correlation coefficient and regression analysis to identify relationships and assess the significance of this relationship. The result found that a strong negative co-relationship exists between mindfulness towards learning and classroom anxiety related to second language, and mindfulness towards learning contributes significantly to the prediction of second language classroom anxiety among prospective teachers. Moreover, mindfulness and anxiety are inversely connected, which shows that as mindfulness increases, anxiety decreases. The finding emphasizes the need for integrating mindfulness practices into teacher training programmes to better prepare educators for the emotional and cognitive demands of modern classrooms
A Thematic Analysis of the Emotional Intelligence of Teacher Educators
One of our most contentious issues is teacher education. Teachers in the nation must be assessed for emotional intelligence due to its relevance in many areas of life. Educator training becomes a psychosocial, emotional undertaking when life experiences and cognitive processes interact. Even though emotional control is crucial, most teacher-educators lack emotional intelligence training. Due to their occupational exposure to emotionally charged circumstances, teachers must analyse their emotional intelligence to traverse the emotional variety of their students. Emotional intelligence among teacher educators in India is the focus of this research..
Human Rights Education and the Role of Teachers in Eastern Rajasthan
This paper explores the association between teacher behaviour and the effectiveness of human rights education in schools across Eastern Rajasthan. Through classroom observations and interviews, it investigates how teachers’ actions and attitudes align with or diverge from established human rights principles. The findings highlight both positive examples of human rights-conscious practices and significant challenges, including societal pressures, resource constraints, and limited professional development. The study underscores the need for sustained institutional support to empower teachers in fostering inclusive, nondiscriminatory classroom environments and advancing human rights education
The Pedagogical Power of Non-Verbal Communication
The study investigates the impact of teachers’ non-verbal communication behaviours on students’ learning experiences, motivation, and emotional well-being in secondary school settings for student perspective. Utilising a mixed-methods approach, the research gathered quantitative data from 300 students across 15 schools and qualitative insights through 30 semi-structured interviews, complemented by systematic classroom observations. The findings reveal that gestures (β=0.289, p<0.001) and body language (β=0.201, p=0.034) significantly enhance students’ motivation by improving clarity and fostering emotional support. In contrast, eye contact (β=0.139, p=0.133) and smiling (β=0.000, p=0.999) showed limited predictive value, suggesting their impact depends on contextual and cultural factors. The study highlights how cultural diversity significantly influences the interpretation of non-verbal cues, with variations in cultural norms affecting student engagement and comprehension. Traditional non-verbal communication strategies face particular challenges in virtual learning environments, necessitating alternative approaches such as enhanced vocal modulation and expressive digital cues. These findings underscore the importance of developing culturally adaptive non-verbal communication strategies and incorporating them into teacher education programmes. The research contributes to understanding the complex dynamics of non-verbal communication in educational settings and provides practical implications for improving teaching effectiveness in both traditional and virtual classrooms..
Online English Language Learning at the Secondary Stage through the Lens of Community of Inquiry Framework
The COVID-19 pandemic posed an unprecedented challenge to education systems worldwide, and online learning emerged as a solution to address this crisis. However, there is limited research that analyses online learning through the lens of a robust theoretical model. Several models and theories of online learning focus on collaborative learning, among which the Community of Inquiry (CoI) framework is one of the most widely used. This framework comprises three interdependent elements namely social presence, cognitive presence and teaching presence (Garrison, Anderson and Archer, 2000). In the context of school closures during the pandemic, the present study aimed to examine the experiences of learning English through online mode at the secondary level with respect to all three elements of the CoI framework. The study employed survey method. The sample consisted of 200 Class 10 students and eight English teachers from four Kendriya Vidyalayas in Bhubaneswar, Odisha. The collected data were analysed qualitatively, and interpretations were drawn accordingly. The analysis, based on the CoI framework, revealed that the online learning platform provided a resourceful environment for collaborative English language learning, thereby ensuring social presence. It supported self-directed learning, highlighting cognitive presence. Digital tools and techniques used in the online mode were helpful for teachers in organising learning experiences meaningfully. However, achieving learning objectives across all language skills was difficult, and assessment and evaluation in the online mode emerged as a significant concern.
Secondary Students’ Attitude towards Accountancy A Study
Accountancy is a core subject that students opting for commerce at the secondary level study. However, it has been observed that many students do not perform well in accountancy. Among the various reasons for this, one possible factor could be their beliefs and predispositions (attitude) towards the subject. While opting for commerce at the secondary level, a student generally knows that accountancy involves some numerical problems. For numerical-based subjects, they mostly develop a mindset that these subjects are difficult to study, which can have a significant impact on their academic performance. If this mindset is positive, it can help a student learn the subject in a better way; if negative, it may cause a loss of interest, and consequently, a decline in academic achievement. The attitude of students towards a particular subject are often influenced by their board of education, as many believe that some boards offer better educational experiences than others. This paper presents a concise overview of a study conducted to explore any substantial differences in attitudes towards accountancy among students from different boards—namely, the Uttar Pradesh Madhyamik Shiksha Parishad (U.P. Board) the Central Board of Secondary Education (CBSE) and Indian School Certificate Examination (ISC)). The researchers employed a self-developed 3-point rating scale to collect data and analysed it using appropriate descriptive and inferential statistical methods. Based on the objectives, the hypotheses were formulated and tested to derive results and conclusions.
Effect of Mental Health on Attitude of Secondary School Students towards Educational Media
With recent advancements in technology, learning has become increasingly digital, equipping students with enhanced skills and competencies for engaging with various educational media. Simultaneously, mental health has become a critical factor as students’ emotional and cognitive responses evolve (Schwartz et al. 2021). The shift from traditional to blended or fully online instruction has notably impacted the emotional and mental dimensions of students’ lives. Amid COVID-19, as educational media became central to learning, evaluating students’ mental health has become essential. This study aims to examine the impact of mental health, school type, and their interaction on secondary students’ attitudes towards educational media. Utilizing a correlational survey design, the researchers selected a randomized sample of 120 CBSE-affiliated students from government and private English-medium schools in Jodhpur, Rajasthan (60 from each sector). A two-way ANOVA and independent‘t’ test analyzed the effects of mental health and school type on students’ attitudes towards educational media, revealing that positive mental health significantly enhances students’ engagement and attitudes toward educational media.
Diversity is a unique feature of Indian society that is reflected in classrooms. This diversity among the student population necessitates multicultural education. The purpose of a school is not only to prepare individuals for various roles in society but also to help them understand and appreciate people from different sociocultural and economic backgrounds. The kind of experiences children receive in schools is shaped by the education policies and regulations laid down by the state. This paper tries to examine major Indian national education policies— namely, National Policy on Education, 1968; the National Policy on Education, 1986 and the National Education Policy, 2020—from a multicultural or culturally responsive perspective. It analyses these policies using James Banks’ multicultural education framework. Based on the policy analysis, the paper highlights that NEP 2020 encompasses almost all five dimensions of Banks’ framework. However, the previous policies lacked focus on its application aspect.
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Language in Education from the Perspective of NEP 2020
Education plays a crucial role in an individual’s development and, ultimately, in national development. One of the most important components that determines the quality and effectiveness of education is the language of instruction. India is known across the world for its rich cultural heritage and linguistic diversity. Language has long been a subject of debate in the country, and various educational committees and commissions have widely discussed language-related issues in education. Recognizing its importance, the Constitution of India has granted several language-related rights to different sections of society. The introduction of the New Education Policy 2020 (NEP 2020) has once again drawn our attention to the issue of language in education. This paper aims to examine NEP 2020 with regard to the role of language in education, assess how effectively it addresses language-related concerns and explore the challenges it may face.
Understanding Dynamics of School Discipline:
The research paper aims to shed light on the dynamics of school discipline practices within the context of a primary school in Delhi, exploring how the disciplinary ideal unfolds, assimilates, and becomes deeply ingrained in teachers’ beliefs and classroom practices. This qualitative study employed participant observation, informal interactions and interviews to explore differing perspectives, experiences, and contexts within which disciplinary practices are applied. The research addresses key questions, including the types of disciplinary methods commonly employed in primary schools, teachers’ perceptions of the effectiveness of these methods, and the factors influencing their disciplinary decisions. Participant observations address the disciplinary aspects of the activities and social hierarchies between students, teachers, and administrators, which form the basis of normative power. Interview results indicate that teachers view discipline as the ‘soul’ of any formal educational institution, and consider it to be a vital part of the school experience. The categories of order, rules, obedience, respect and service emerge as having the utmost priority among teachers’ perceptions of discipline.
The Samagra Shiksha scheme, launched by the Government of India in 2018 and later modified in line with the National Education Policy 2020 (NEP 2020), is an ambitious, integrated initiative covering the country’s school education from pre-primary to Grade 12. To ensure its effective implementation and monitoring, the Government of India introduced guidelines for the social audit of Samagra Shiksha on 25 August 2022. The National Council of Educational Research and Training (NCERT) was entrusted with the task of capacity building for master trainers across States and Union Territories (UTs). Any initiative of this scale required signing a memorandum of understanding (MoU) with a third party, such as a social audit unit or an institute. Once the MoU was signed and the States and UTs informed NCERT, the training programme was conducted on the basis of modules developed and coordinated by the Department of Teacher Education, which were approved by the Ministry of Education (MoE), on the date and venue specified by the States and UTs. This paper presents narratives based on field experiences from training programmes conducted in 11 States and UTs. These narratives, supported by data and evidence, were analysed to draw meaningful inferences. The paper highlights key issues and challenges encountered in various States and UTs, including the signing of MoU, selection of master trainers, cultural sensitivity in training, resource management challenges, and difficulties in data collection and reporting. Additionally, it addresses important queries and concerns raised by the master trainers across various States and UTs. The paper also offers recommendations for addressing critical issues, such as finding a balance between standardisation and localisation, need of robust capacity building infrastructure and creation of self-sustainability models. Finally, it outlines the way forward, emphasising the need for individualised action plans by States and UTs to effectively address these challenges and ensure a transparent, democratic and equitable social audit process.
This research paper is based on a dipstick survey aimed at understanding the role of educational television in improving access to educational opportunities for students living in remote areas in India. The study investigates the outreach of educational TV, with special focus on analysing the awareness of PM e Vidya DTH TV channels among students across geographical areas, gender and age groups. It further explores the role of educational TV during the COVID-19 pandemic and investigates perceptions towards educational TV, along with varying preferences for types of eContent among teachers, students and parents regarding its content. The data were collected from 13 states and two union territories, primarily involving responses from school-going children in rural and urban areas, as well as their teachers and parents. The study employed a descriptive survey research design and adopted a quantitative approach to analyse the data gathered through online survey questionnaires. It was found that educational TV programmes supported the educational needs of 89.7% students during COVID-19.Additionally, a significantly higher percentage of students (77.66%) compared to teachers (65.06%) agreed that eContent is beneficial for learning.
Emotional Social Intelligence and Gardner’s Interpersonal and Intrapersonal Intelligence:
Howard Gardner’s Theory of Multiple Intelligences, particularly interpersonal and intrapersonal intelligence, aligns with the concept of Emotional Social Intelligence (ESI). Interpersonal intelligence refers to the ability to understand others, akin to social intelligence, whereas intrapersonal intelligence, often termed self-psychological intelligence, is associated with emotional intelligence. Research studies indicate that socially oriented intelligence encompasses the capacity to assess social situations through the effective application of emotional intelligence. Social intelligence includes self-awareness and self-regulation as its key components. This paper explores the relationship between Gardner’s interpersonal and intrapersonal intelligence and the broader constructs of ESI.
interpersonal intelligence and intrapersonal intelligence
Attention Deficit Hyperactivity Disorder (ADHD): Awareness, Attitudes, and Behavioural Responses among Aspiring Teachers in North East India
The global rate of attention deficit hyperactivity disorder (ADHD) among school-aged children, ranging from 3 to 17 years, is gradually increasing. Despite this growing prevalence, previous studies have highlighted a gap in research specifically related to ADHD and aspiring teachers. The present study aims to address this gap by examining the awareness, attitudes, and behavioural responses towards ADHD among aspiring teachers in North East India. The study seeks to assess their level of awareness, attitudes, and behavioural responses concerning ADHD. To gather data, the researcher employed a descriptive survey research design and a convenience sampling method, involving 88 aspiring teachers. Data collection utilised a self-constructed Knowledge and Awareness towards ADHD tool, in addition to the “attention deficit hyperactivity disorder (ADHD) Tool” developed by Jain and Gunthey (2013). The findings indicate that the aspiring teachers’ levels of awareness, attitude, and behaviour response towards ADHD are generally average. Specifically, 65% of the aspiring teachers demonstrated good knowledge, 77% exhibited a desirable attitude, and 75% showed good behaviour related to ADHD. Overall, 53% of the participants displayed an acceptable level of awareness, attitude, and behaviour towards ADHD. While aspiring teachers possess above-average knowledge about inattention, hyperactivity, and impulsivity, they struggle to clearly distinguish the specific characteristics of ADHD.
Attention Deficit Hyperactivity Disorder
Experiential Learning in Science in Odisha Government Schools:
Experiential learning is an educational approach that facilitates the understanding and application of scientific concepts by integrating theoretical knowledge with practical, handson experiences. This study explores the resources, perceptions, practices and challenges involved in planning and implementing experiential learning in secondary science education in government schools in the Mayurbhanj district of Odisha. Using a mixed-method approach, data were collected through surveys from both quantitative and qualitative perspectives. The findings indicate a positive inclination towards experiential learning among all respondents. The facilitators perceived that experiential learning improves engagement, understanding, retention and the practical application of science beyond academics. Learners found it motivating and effective in making abstract concepts concrete through hands-on experiences. While there is a strong emphasis on incorporating effective practices, such as handson activities and real-world applications, notable gaps exist in collaboration, reflective opportunities and addressing diverse needs of learners. However, over-experiential learning lance on rote learning, limited interdisciplinary approaches, insufficient resources, time constraints and large class sizes hinder effective implementation. The study concludes that increased infrastructure funding, specialised training and careful planning are essential to fully realise the potential of experiential learning, thereby enhancing science education and better preparing students for the future.
The COVID-19 pandemic compelled educational institutions worldwide to explore online learning. Although it ensured the continuity of education, it brought many challenges, such as sudden transitions, an uncertain future, lack of motivation and reduced social support. Globally, many studies have examined the online learning experiences of students. This study investigates the experiences of Indian college students with online learning during COVID-19 using reflexive thematic analysis. This qualitative study follows a phenomenological epistemology. A total of 12 students (five males and seven females), aged 18–21 years, from a central university in New Delhi, participated in the research. Data were collected through semi-structured interviews and analysed using reflexive thematic analysis. Four overarching themes emerged from the data. i. Feeling disconnected from teachers and peers ii. Experiencing intellectual degradation iii. Lack of exposure to diversity iv. A silver lining—emergence of new possibilities The study captured both positive and negative experiences related to online learning. By incorporating the perspectives of Indian college students, it contributes to the global discussion on online education during Covid-19. The findings can help enhance preparedness for future emergencies and contribute to designing better online education systems by improving digital infrastructure and using technology to facilitate human connections, motivation and engagement
This paper focuses on the Digital India initiatives aimed at transforming the country’s education system into a digitally empowered one by increasing digital literacy, upgrading instructional methods through the adoption of digital tools, and promoting and incorporating digital applications. Notably, the Digital India campaign has enhanced Internet access, improved e-services, expanded digital infrastructure, and fostered innovation in adopting newer technologies in the teaching-learning practices. Visible changes had taken over educational practices because of increased focus on digitally empowered instructional methods (Thomas, 2012). Major interventions are noticeable in the domains of Information and Communication Technology (ICT) infrastructure, creation, storage and access of digital education resources, as well as networking using telecommunication or satellitebased communication to enhance learning. Major developmental components of digital education initiative include the Digital Infrastructure for Knowledge Sharing (DIKSHA web portal, mobile apps, Chatbots), ICT labs, smart classrooms, e-content resources, creation of management information systems at various levels, especially in schools, Teacher Education Institutions (TEIs) and Higher Education Institutions (HEIs). The National Education Policy (NEP) 2020 proposes to establish the National Educational Technology Forum (NETF) to facilitate the unlimited exchange of ideas on multiple aspects of digitalisation of teaching and learning, as well as the digitisation of assessment, planning and administration. This paper explores the perspectives, policies and initiatives aimed at fostering innovation in the applications of digital technology to the teaching–learning process
Education plays a crucial role in disseminating the meaning of sustainable development. It addresses the integration of all dimensions of sustainability, i.e., social, environmental, cultural and economic. Therefore, it is important to include Education for Sustainable Development (ESD) at all levels of education across the world. ESD leads to the holistic development of learners, and also prepares them to understand and respond to diverse scenarios related to sustainability. Therefore, it becomes important to understand how deeply ESD is implemented in schools to transform them into green schools. For this study, a sample of 90 teachers and 18 principals teaching at the middle stage of schooling was purposively selected from 18 Delhi schools. Checklist, open-ended questionnaires and semi-structured interviews were used to collect data for the mixedmethod approach. The findings revealed that majority of the schools faced challenges in incorporating ESD into the curriculum and had insufficient facilities to qualify as green schools. Moreover, teachers need to take more initiatives to urgently integrate sustainable development into the teaching–learning process. Therefore, it is essential for schools to integrate ESD into their curriculum to create green schools, a necessity in this globalised world. The study concludes that ESD is an important effort to rethink about the education system at various levels, thereby contributing to building sustainable societies.
Education for Sustainable Development (ESD)
The grassroots-level approach to curriculum construction is innovative, emphasizing the acceptance of valuable insights, comments and suggestions from teachers to draft school education curricula. Building on this approach, the Indian state of Kerala has started involving students in curriculum creation processes. This article examines students’ participation in Kerala state school curriculum development procedures. Reflections on curriculum construction experiences and students as contributors to curriculum creation were analyzed in this longitudinal study conducted from 2013 to 2023. Instructors’ field notes and Focus Group Discussion (FGD) reports were utilized to organize the material. Portfolio analysis was also employed to examine the data. Students’ contributions in the curriculum development processes are explained with a comparative analysis from a global viewpoint. The study highlights the potential of students to creatively contribute towards constructing their school education curriculum.
Attitudes and Perceptions towards Sustainable Development among Prospective Teachers
According to Brundtland (1987), “Meeting the present needs while not compromising with the needs of future generations is called sustainable development.” Education for sustainable development equips individuals with the ethics, beliefs and knowledge needed to shape a non-consumptive future. Sustainable development considers not only environmental factors but also social and economic aspects. Additionally, education for sustainability makes use of the entire education system to provide students with the skills needed for a sustainable future (Sulaiman, 2019). Prospective teachers play a vital role in education as they will create a new generation by educating students. Therefore, it is important to assess their understanding of sustainable development and identify the requirements to prepare them for this role. This paper aims to explore prospective teachers’ perceptions of sustainable development and their attitude towards it. A total of 146 prospective teachers from the Faculty of Education, BHU were selected using a simple random sampling technique. The study is based on a survey, in which the participants completed an e-questionnaire designed by Sultan and Kanazawa (2019) to assess their attitudes and perceptions regarding sustainable development. The questionnaire consisted of statements rated on a 4-point Likert Scale, ranging from 1 (strongly disagree) to 4 (strongly agree). Each statement’s level of agreement was ranked accordingly. The survey measured the participants’ perceptions and attitudes towards sustainability-related issues, covering three dimensions—social, economic and environmental sustainability. To facilitate analysis and to connect the participants’ responses to several topics, the questions were coded. The findings indicate that apart from certain sustainability aspects focussed on economic and environmental issues, prospective teachers generally hold positive perspectives and attitudes towards sustainable development. In particular, they demonstrate a strong inclination towards education for social equity, environmental protection and sustainable development. However, their attitude towards biodiversity conservation is not as favourable. Additionally, the study reveals that urban and rural prospective teachers share similar perceptions and attitudes towards sustainable development. In contrast, differences exist between male and female respondents in this regard. Thus, while the place of residence does not impact perception and attitude, gender does. A key limitation of this study is that its findings are restricted to prospective teachers those studying in education faculty and colleges affiliated to BHU.
Teachers form the backbone of the education system, and their continuous professional development is crucial for improving student outcomes. The Government of India (GoI) has placed significant emphasis on enhancing teachers’ capacity to deliver and improve learning outcomes, apart from focusing on other parameters for imparting quality education. The government of Punjab has taken proactive steps to improve professional development opportunities for teachers. This study examines the state government’s perception of government middle school teachers from two districts—SAS Nagar and Ferozepur— regarding the quality and effectiveness of in-service training imparted to teachers by the State Council of Educational Research and Training (SCERT), Punjab. The findings provide valuable insights into the effectiveness, relevance and impact of SCERT’s initiatives. Additionally, the research identifies the challenges faced by teachers and head teachers in implementing these training programs and provides policy recommendations to enhance the overall quality of teacher education in the State. While the Punjab government has taken commendable steps to enhance teacher development, addressing challenges related to quality and accountability is essential to maximise the impact of these training programs.