Voices of Teachers and Teacher Educators
type: channel
description: 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.
language: en
publication name: Voices of Teachers and Teacher Educators
items: भाषा का बुनियादी ताना-बाना: एक संकलन
items: गणित में समस्याओं से जूझने का आनंद
items: A Study of Mathematical Patterns and Cultural Symmetry in Traditional Weaving, Beadwork, and Basketry
items: Effects of Prolonged Sitting in Schools on Musculoskeletal Health of School Children in Delhi
items: English Medium Instruction in Odisha Adarsha Vidyalayas: Policies, Practices, and Promise of Quality Education
items: Factors Affecting Student Absenteeism in Rural Elementary Schools of Kalahandi District of Odisha
items: Awareness of Reproductive Health among Adolescents in Schools under the CBSE Curriculum in Kolkata
items: Supervision that Speaks: Understanding Feedback Practices during School Internship
items: Are Tomorrow’s Teachers Ready? Assessing Prospective Teachers’ Competency in Implementing Universal Design for Learning in the Classroom
items: Twice-Exceptionality (2e): A Perspective of Pre-service and In-service Special Educators
items: Strengthening Self-regulated Learning in Teacher Education: An Analysis of Policy Alignment and Curriculum Integration
items: Digital Gamified Learning in Teacher Education: Insights from Pre-service Teachers in Kasaragod District
items: An Analytical Study of Teachers’ Insights on the Integration of Ethnocultural Perspectives in Indian Education
items: Editorial
items: Table of Content
items: About the Journal
items: TABLE OF CONTENT
items: EDITORIAL
items: ABOUT THE JOURNAL
items: Mahavari Swasthy: Aao Apne Shareer Ko Jaane
items: शोध: प्रारंभिक परिचय
items: State Resource Groups’ Satisfaction with NISHTHA 1.0 in Mizoram and Their Difficulties during Training
items: School Culture Promoting Innovation –
items: Fostering Holistic Development: Teachers’ Perspectives on the Happiness Curriculum
items: Teachers and their Portrayal in Hindi Cinema
items: Mindfulness towards Learning in Mitigating Second Language Classroom Anxiety among Prospective Teachers
items: A Thematic Analysis of the Emotional Intelligence of Teacher Educators
items: Human Rights Education and the Role of Teachers in Eastern Rajasthan
items: The Pedagogical Power of Non-Verbal Communication
items: Online English Language Learning at the Secondary Stage through the Lens of Community of Inquiry Framework

भाषा का बुनियादी ताना-बाना: एक संकलन
type: item
subject: Book Review
  topic: section
creator: रजनी द्विवेदी
creator: हृदयकांत दीवान
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 182
ending page: 184

गणित में समस्याओं से जूझने का आनंद
type: item
description: तेजी से बदलते सामाजिक परिवेश और सतत शैक्षिक सुधारों के संदर्भ में शिक्षकों में आत्म-नियंत्रित अधिगम (Self-Regulated Learning–SRL) कौशल का विकास अत्यंत आवश्यक हो गया है। आत्म-नियंत्रित अधिगम भविष्य के शिक्षकों को आजीवन अधिगमकर्ता, चिंतनशील पेशेवर तथा अपने विद्यार्थियों में SRL को प्रोत्साहित करने वाले सक्रिय अभिकर्ता के रूप में विकसित करता है, जिससे सकारात्मक सामाजिक परिवर्तन संभव होता है। इस संदर्भ में प्रस्तुत अध्ययन राष्ट्रीय शिक्षा नीति 2020, राष्ट्रीय अध्यापक शिक्षा परिषद (NCTE) संशोधन विनियम 2021, एकीकृत अध्यापक शिक्षा कार्यक्रम (ITEP) के पाठ्यचर्या ढाँचे तथा माध्यमिक स्तर के लिए सुझाए गए ITEP पाठ्यक्रमों जैसे प्रमुख नीतिगत दस्तावेज़ों का समालोचनात्मक विश्लेषण करता है। अध्ययन का उद्देश्य इन दस्तावेज़ों में माध्यमिक स्तर के भावी शिक्षकों के लिए आत्म-नियंत्रित अधिगम दक्षताओं के विकास से संबंधित प्रत्यक्ष एवं अंतर्निहित संदर्भों की पहचान और विश्लेषण करना है। अध्ययन में ज़िम्मरमैन और मोयलन (2009) के चक्रीय SRL मॉडल पर आधारित एक वैचारिक रूपरेखा का उपयोग किया गया है, जिसमें मेटाकॉग्निशन, आत्म-प्रभावकारिता, आत्म-निगरानी, प्रेरणा तथा स्व-निर्देशित अधिगम जैसे घटक और कार्य-विश्लेषण, आत्म-मूल्यांकन, परावर्तन, सहयोगात्मक अधिगम, प्रतिपुष्टि, योजना निर्माण एवं समस्या समाधान जैसी रणनीतियाँ सम्मिलित हैं। विश्लेषण से यह स्पष्ट होता है कि यद्यपि NCTE द्वारा सुझाए गए पाठ्यक्रमों में SRL रणनीतियों का समावेश किया गया है, तथापि प्रेरणा को अपेक्षाकृत अधिक महत्व दिया गया है, जबकि मेटाकॉग्निटिव जागरूकता और आत्म-प्रभावकारिता जैसे महत्त्वपूर्ण आयाम अपेक्षित स्तर तक विकसित नहीं किए गए हैं। अध्ययन निष्कर्षतः यह रेखांकित करता है कि भावी शिक्षकों में समग्र आत्म-नियंत्रित अधिगम कौशल विकसित करने हेतु स्थितिजन्य अधिगम परिवेश और रूपांतरणकारी शिक्षक शिक्षा दृष्टिकोण को सुदृढ़ करना आवश्यक है, जिससे वे सामाजिक एवं शैक्षिक परिवर्तनों की चुनौतियों का प्रभावी ढंग से सामना कर सकें।
subject: Articles
  topic: section
subject: आत्म-नियंत्रित अधिगम
  topic: keywords
subject: एकीकृत अध्यापक शिक्षा कार्यक्रम (ITEP)
  topic: keywords
subject: राष्ट्रीय शिक्षा नीति 2020
  topic: keywords
subject: शिक्षक शिक्षा
  topic: keywords
subject: मेटाकॉग्निशन
  topic: keywords
subject: नीति विश्लेषण
  topic: keywords
creator: मुकेश मालवीय
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 142
ending page: 150

A Study of Mathematical Patterns and Cultural Symmetry in Traditional Weaving, Beadwork, and Basketry
type: item
description: Traditional weaving, beadwork, and basketry from diverse Indian cultures exhibit mathematical patterns and cultural symmetry that coexist with a variety of mathematical principles. This research paper explores the geometrical structures that are present in the form of tessellations and symmetry in the crafts of Double Ikat of Patan Patola, symmetric motifs in Kanchipuram silk, and radial symmetry in Naga beadwork. The researchers also examine the mathematical ideas behind Banjara embroidery, Toda basketry, and Khasi bamboo weaving, and show how some fundamental concepts, including permutations, combinations, tessellations, and geometric transformations can be applied in some of their creations. The analysis concludes that ethno mathematics is essential in maintaining indigenous knowledge, especially in its application of mathematical principles in a way that artisans naturally employ in the process of producing visually balanced and structurally precise designs. This paper aims to establish ethno mathematics as both a valid cultural epistemology and a pedagogical tool for culturally responsive mathematics education.
subject: Articles
  topic: section
subject: Weaving
  topic: keywords
subject: Beadworks
  topic: keywords
subject: Basketry
  topic: keywords
subject: Mathematical Patterns
  topic: keywords
subject: Cultural Symmetry
  topic: keywords
creator: Vivek Kumar Rawat
creator: M.T.V. Nagaraju
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 164
ending page: 183

Effects of Prolonged Sitting in Schools on Musculoskeletal Health of School Children in Delhi
type: item
description: Prolonged hours of sitting, including static posture, in school during school hours puts extreme physical stress on the muscles and ligaments. Since school children are expected to be in the classrooms for a long duration of four to six hours in a day and do most of the activities seated, it is imperative to observe and analyse the sitting posture musculoskeletal discomfort faced by children during the course of the school day. Also, to find out the incidence of musculoskeletal discomfort among them, the author chose to study a total of 450 students from five public schools of New Delhi. The results revealed that a significant percentage of school children experienced frequent body pain caused by forward bending postures and other awkward postures maintained during long hours of classroom activities. The result of these inappropriate sitting postures can sometimes lead to alteration in the shape of the body, muscle cramps, discomfort in the back and legs. These musculoskeletal problems highlight the need of further research to encourage appropriate sitting postures among school children.
subject: Articles
  topic: section
subject: Static postures
  topic: keywords
subject: musculoskeletal discomfort
  topic: keywords
subject: prolonged sitting
  topic: keywords
subject: forward bending posture
  topic: keywords
subject: classroom activities.
  topic: keywords
creator: Meghna
creator: Pratima Singh
creator: Renu Arora
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 151
ending page: 163

English Medium Instruction in Odisha Adarsha Vidyalayas: Policies, Practices, and Promise of Quality Education
type: item
description: The implementation of English Medium Instruction (EMI) by Odisha Adarsha Vidyalayas (OAVs) aimed to bridge the educational divide and provide underprivileged and rural populations access to high-quality education. In this paper, the author argues that despite its policy driven promises of socioeconomic mobility, English medium education frequently aggravates the pre-existing educational disparities. EMI’s official policy and its actual implementation on the ground are examined in this study through semi-structured interviews, focus group discussions, classroom observations and student outcome analysis from OAVs in the districts of Mayurbhanj and Cuttack in the state of Odisha. The statistics show that, despite being taught in English, children commonly experience linguistic estrangement, with teachers resorting to ‘unofficial’ bilingual approaches to improve comprehension. The technique has proven to be substantially more effective in aiding student learning despite its informality. Through this study, it is argued that the current EMI approach, which encourages instruction in English-only, needs to be re-evaluated. It makes the case for the official integration of bilingual resources assessments and multilingual pedagogies in order to better match students’ linguistic realities and attain more equitable learning outcomes. To fully realise EMI’s potential in promoting social justice and educational equity in India, the study suggests that policy must change toward a more inclusive multilingual approach.
subject: Articles
  topic: section
subject: English as a Medium of Instruction (EMI)
  topic: keywords
subject: Odisha Adarsha Vidyalayas (OAVs)
  topic: keywords
subject: Educational Inequity
  topic: keywords
subject: Linguistic Diversity
  topic: keywords
subject: Educational Policy Reform
  topic: keywords
subject: Social Justice in Education
  topic: keywords
creator: Sushil Subham Raut
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 119
ending page: 141

Factors Affecting Student Absenteeism in Rural Elementary Schools of Kalahandi District of Odisha
type: item
description: This study attempts to understand student absenteeism by exploring its related factors in rural elementary schools of migration-prone Golamunda block in Kalahandi district. The study also aims to assess the measures taken by the stakeholders to address this issue. A mixed-method approach with an explanatory-sequential design was followed. The students, parents, teachers, and headmasters of elementary schools constituted the population of the study. Cluster and purposive sampling techniques were followed for the quantitative and qualitative phase of data collection respectively. Student enrolment and retention data sheets, structured and semi-structured interview schedules were used as the tools for data collection. The quantitative data were analyzed through frequency and percentage analysis, while the qualitative data were sorted, coded, categorised and analyzed thematically. After analyzing the data, four overarching themes were generated. They were weak economic condition of families, lack of aspiration towards education and career among students, casual attitude of parents towards children’s education, and inadequate community participation. By incorporating the perspectives of various stakeholders, attempts were made to comprehend the nuances of absenteeism that can help parents, educators, educational administrators, and policymakers to gain a deeper understanding of the nature of absenteeism. Proper planning and interventions would result in better school attendance, retention, adjustment, and high educational achievements of students.
subject: Articles
  topic: section
subject: Elementary Education
  topic: keywords
subject: Primary Education
  topic: keywords
subject: Student Absenteeism
  topic: keywords
subject: Student Retention
  topic: keywords
subject: School Dropout
  topic: keywords
subject: Universalization of Elementary Education (UEE)
  topic: keywords
subject: Sarva Shiksha Abhiyan (SSA)
  topic: keywords
subject: School Education
  topic: keywords
creator: Deeptimayee Sagar
creator: Prasanta Kumar Nayak
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 110
ending page: 118

Awareness of Reproductive Health among Adolescents in Schools under the CBSE Curriculum in Kolkata
type: item
description: Understanding reproductive health is important to adolescents as it ensures a safe transition to adulthood. The study aims to understand adolescents’ knowledge of their reproductive health, the impact of reproductive health issues on well-being of adolescentsand suggest ways to promote school-based reproductive health education. Taking 185 adolescent boys and girls through simple random sampling from three PM SHRI Kendriya Vidyalayas of Kolkata under the CBSE Curriculum, the study employed two standardized questionnaires to ascertain adolescents’ awareness of reproductive health and measure the impact of reproductive health issues on their well-being. The result finds that adolescents struggle to access trustworthy sources of information and lack adequate awareness of reproductive health. They are deprived of cooperation from parents, schools, and the media in understanding reproductive health. There remains a significant difference between boys and girls regarding their access to knowledge about reproductive health. Girls participate in menstrual awareness drives at school; they can talk to their mothers about it more frequently. Boys cannot talk to their mothers at home. They are excluded from reproductive health awareness drives at school. School educationselectively prioritizes menstrual hygiene for girls. Irrespective of their gender, adolescents are ignorant about recognizing the impact of reproductive health issues in academic engagements. Students demand that knowledge about reproductive health be available to them in the school.School-based educational intervention in collaboration with the community appears to be effective, in which teachers are supposed to take up the responsibility to aware adolescents of the importance of reproductive health. This can equip adolescents with knowledge to make informed decisions, ensuring reproductive health well-being.
subject: Articles
  topic: section
subject: Adolescent
  topic: keywords
subject: Adolescent Reproductive Health (ARH)
  topic: keywords
subject: Awareness
  topic: keywords
subject: Access to information
  topic: keywords
subject: HIV/AIDS
  topic: keywords
subject: Reproductive health education
  topic: keywords
creator: Paramita Mukherjee
creator: Minara Yeasmin
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 97
ending page: 109

Supervision that Speaks: Understanding Feedback Practices during School Internship
type: item
description: The school internship in teacher education acts as a crucial bridge between theoretical coursework and actual classroom practice. Central to this transitional phase, the role of supervisory feedback significantly influences the professional development of student teachers. The present study, therefore, sought to investigate the nature and frequency of interactions between university supervisors and student teachers before, during, and after classroom teaching sessions, examine how student teachers implement supervisory feedback into their practice, identify challenges faced in the feedback process, and ultimately offer suggestions to make feedback practices more effective during the school internship through a mixed method research design. The quantitative data were collected through questionnaires, which were administered to student teachers, while qualitative insights were gathered through semi-structured interviews with a smaller sample of student teachers from the two-year B.Ed. programme of Tezpur University, Assam. The findings of the study indicate that although an important developmental role is played by the supervisory feedback, its effectiveness is largely dependent on its clarity, timeliness, relevance, and the nature of the interaction between the supervisor and the student teachers. Significant barriers to feedback implementation that emerged during the analysis were unclear and delayed feedback and lack of follow-up. The need for more collaborative, specific, and reflective feedback, supported by modelling suggestions and consistent mentoring, was therefore emphasized by the student teachers. The study calls for more structured, empathetic, and responsive feedback practices that align with the developmental needs of student teachers and foster their growth as reflective and competent educators
subject: Articles
  topic: section
subject: Supervisory feedback
  topic: keywords
subject: Student teachers
  topic: keywords
subject: School internship
  topic: keywords
subject: Supervisor
  topic: keywords
creator: Niharika Das
creator: Yeasmin Sultana
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 80
ending page: 96

Are Tomorrow’s Teachers Ready? Assessing Prospective Teachers’ Competency in Implementing Universal Design for Learning in the Classroom
type: item
description: This study examines prospective teachers’ implementation of Universal Design for Learning (UDL) by employing a situational test. Fifty participants were selected for the study. Analysis of data from situational tests is conducted using a rubric, grounded in UDL guiding principles (multiple means of representation, engagement, and expression). Further, the data include 12 prospective teachers for focus group discussion to provide qualitative insights into their UDL practices. The finding showed that 50% of the prospective teachers demonstrated moderate level of competency, that they have basic understanding of what UDL is, 34% of prospective teachers were in the lower range of competency indicating that there are significant difficulties in applying UDL practically, namely, giving specific support to learners and making it accessible and finally 16% in high competency represented strength in implementing UDL in the classroom. Additionally, the t-test revealed that female prospective teachers had higher competency in student engagement (SM) than their male counterparts. Further, the study found a similar level of UDL competency among the prospective teachers of both the B.A. B.Ed. and B.Sc. B.Ed. programmes. Qualitative analysis revealed that the majority of prospective teachers have theoretical knowledge, but they felt challenged while implementing UDL in the diverse classroom. Time constraints, curriculum demand, inadequate resources, large classroom size, and institutional challenges limit the efforts of the prospective teachers to implement UDL in the diverse classroom. Despite these challenges, teachers expressed enthusiasm for UDL practices and emphasized hands-on practice to make UDL a sustainable, impactful approach in diverse classrooms.
subject: Articles
  topic: section
subject: Prospective Teachers
  topic: keywords
subject: Universal Design for Learning (UDL)
  topic: keywords
subject: Situational Test
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Scoring Rubrics
  topic: keywords
creator: Krishna Kumar Rajak
creator: Pragya Gupta
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 65
ending page: 79

Twice-Exceptionality (2e): A Perspective of Pre-service and In-service Special Educators
type: item
description: This research aims to study the awareness of pre-service and in-service special educators about twice-exceptionality and characteristics of twice-exceptional (2e) learners in the National Capital Region of Delhi (Delhi NCR). Twice-exceptional learners are characterized by the coexistence of high intellectual abilities and specific learning challenges or disabilities, or any other developmental disability making a unique set of needs that demand specialized attention in educational settings for the learner. This study employs a comprehensive survey method, engaging a diverse sample of 132 in-service and pre-service special educators teaching in inclusive schools across Delhi NCR. The pre-service teachers are the teacher trainees of B.Ed. and M.Ed. Special Education programmes doing their teaching practice under the supervision of the school teachers and supervisors from their institutes. This was done to explore the awareness levels among them about the twice-exceptional learners in their schools, the teaching practices for twice-exceptional learners that are followed, and to explore the existing gaps and requirements for professional development of special educators to work with individuals with twice-exceptionality. The findings of the study help to understand the existing learning gaps in the awareness levels of educators working in inclusive schools of Delhi NCR, the addressing of hindrances in the optimal support to twiceexceptional learners to begin with addressing their duality and dual uniqueness nature of learning and gifted skills. Furthermore, this study explores the influence of various factors which may affect the understanding of the specific needs of twice-exceptional learners in classrooms, such as teaching experience, educational background of the educators, educators’ awareness levels about disabilities and giftedness, and deep understanding of multiple exceptionalities that might exist in an individual and the process of finding suitable solutions …
subject: Articles
  topic: section
subject: Twice-exceptionality,
  topic: keywords
subject: disability
  topic: keywords
subject: dual-exceptional
  topic: keywords
subject: giftedness
  topic: keywords
subject: special education
  topic: keywords
subject: specific learning disability
  topic: keywords
creator: Tanvi Pahwa
creator: Mohd Noor Alam
creator: Aerum Khan
creator: Mohd Faijullah Khan
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 45
ending page: 64

Strengthening Self-regulated Learning in Teacher Education: An Analysis of Policy Alignment and Curriculum Integration
type: item
description: Equipping educators with strong Self-regulated Learning (SRL) skills empowers them to handle the demands of a rapidly changing society and educational reforms. SRL enables future educators to become lifelong learners and agents for nurturing SRL in their students, ultimately contributing to positive social transformation. In this context, this study critically analyses key policy documents including the National Education Policy 2020, the National Council for Teacher Education (NCTE) Amendment Regulations 2021, the NCTE Curriculum Framework for Integrated Teacher Education Programme (ITEP), and the Suggestive Syllabi for Secondary Stage ITEP. The research objective is to critically examine these documents’ explicit and latent references to enhance Self-regulated Learning (SRL) competencies among prospective secondary school teachers within the Integrated Teacher Education Programme (ITEP). The study utilizes a framework adapted from Zimmerman and Moylan’s (2009) Cyclical Model of SRL, by reviewing post-2005 experimental interventions on student-teacher selfregulated learning skills; encompassing five key components (Metacognition, Self-efficacy, Self-monitoring, Motivation, and Self-directed Learning) and seven core strategies (Taskanalysis, Reflective practices, Self-assessment, Collaborative learning, Feedback, Planning, and Problem-solving). NEP 2020 emphasizes integrating SRL strategies into teacher education programmes, fostering lifelong learners and reflective practitioners. The conceptual model adopted in the study confirms that the learners’ awareness of their thinking process, use of individualised learning strategies, and sustained motivation facilitate the development of teaching professionals who can handle the uncertainties of the rapidly changing society and related emerging reforms in higher education. The analysis reveals that while NCTE’s suggested syllabi explicitly incorporate SRL strategies within the course content, practicum, and assessment ap…
subject: Articles
  topic: section
subject: Self-directed Learning
  topic: keywords
subject: Self-regulated Learning strategies
  topic: keywords
subject: Metacognition
  topic: keywords
subject: ITEP
  topic: keywords
subject: NEP 2020
  topic: keywords
creator: Fathima Shajeena CP
creator: K.Abdul Gafoor
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 27
ending page: 44

Digital Gamified Learning in Teacher Education: Insights from Pre-service Teachers in Kasaragod District
type: item
description: This study adopts a descriptive survey methodology to examine the awareness, experiences, and perceptions of B.Ed. trainees regarding digital gamified learning (DGL) in the Kasaragod district of Kerala. The research seeks to explore pre-service teachers’ familiarity with DGL, their first-hand experiences, levels of interest, and preferred digital devices for engaging in such learning approaches. The findings reveal varying levels of familiarity among the participants, along with a generally high interest in DGL, despite limited and inconsistent practical exposure. Smartphones and laptops emerged as the most preferred devices for accessing gamified learning resources. Overall, the respondents demonstrated a positive attitude towards DGL, recognizing its potential relevance and usefulness in future educational settings. However, the study underscores the need for greater training opportunities and increased exposure to effectively integrate and utilize DGL within educational frameworks.
subject: Articles
  topic: section
subject: Digital Gamified Learning
  topic: keywords
subject: Pre-service Teacher Perceptions
  topic: keywords
subject: Kasaragod District,
  topic: keywords
subject: Awareness
  topic: keywords
subject: Experiences
  topic: keywords
subject: Teacher Education
  topic: keywords
subject: Perception
  topic: keywords
creator: K Thiyagu
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 13
ending page: 26

An Analytical Study of Teachers’ Insights on the Integration of Ethnocultural Perspectives in Indian Education
type: item
description: The study was being undertaken among secondary school teachers regarding their perception of ethnocultural inclusion with special focus on inclusive pedagogy and cultural responsiveness. As India is a diverse socio-cultural country, the research focused on how teachers in an educational setting use cultural symbols and communal knowledge as part of their teaching in a homogeneous classroom environment. A descriptive survey design has been employed, and data collected on 168 teachers working in government and private schools of Patna district, Bihar. The cohort of participants was ethnically diverse and covered the fields of gender, school system, and subject area. The Perception Scale on Ethnocultural Practices (PSEP), a researcher-designed scale with 18 items that are structured into three dimensions – Understanding of Ethnocultural Perspective, Perception of Pedagogical Approaches, and Personal Engagement with Ethnocultural Perspectives – was utilized. An acceptable reliability coefficient (Cronbach’s alpha = 0.755) was produced by estimates of internal consistency. The results of the analysis showed significant disparities in ethnocultural perception with gender, type of school, and stream of teaching. In such a way, the study focuses on the necessity of special programmes of professional development, curriculum reform, and culturally relevant teacher education in order to reduce perception deficits and foster fair educational settings. The potential of integrating the ethnocultural views is especially strong concerning inclusive schooling that is identity-affirming, especially among students who belong to historically marginalized populations. These results have policy, teacher-training, and teaching-curriculum implications in the pluralistic setting in education
subject: Articles
  topic: section
subject: Ethnocultural Perspectives
  topic: keywords
subject: Indian Education
  topic: keywords
subject: Pedagogical Practices
  topic: keywords
creator: Vivek Kumar Rawat
creator: M.T.V Nagaraju
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12
starting page: 1
ending page: 12

Editorial
type: item
subject: EDITOR'S NOTE
  topic: section
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12

Table of Content
type: item
subject: TABLE OF CONTENTS
  topic: section
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12

About the Journal
type: item
subject: ABOUT THE JOURNAL
  topic: section
rights: Copyright (c) 2025
date: 2026-02-12
publication date: 2026-02-12

TABLE OF CONTENT
type: item
subject: TABLE OF CONTENTS
  topic: section
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20

EDITORIAL
type: item
subject: EDITOR'S NOTE
  topic: section
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20

ABOUT THE JOURNAL
type: item
subject: ABOUT THE JOURNAL
  topic: section
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20

Mahavari Swasthy: Aao Apne Shareer Ko Jaane
type: item
subject: BOOK REVIEW
  topic: section
creator: Tania Sarkar
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 160
ending page: 161

शोध: प्रारंभिक परिचय
type: item
subject: BOOK REVIEW
  topic: section
creator: शशि शुक्ला
creator: निधी गुलाटी
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 151
ending page: 160

State Resource Groups’ Satisfaction with NISHTHA 1.0 in Mizoram and Their Difficulties during Training
type: item
description: 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.
subject: Articles
  topic: section
subject: Teacher Education
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Elementary School Teachers
  topic: keywords
subject: NISHTHA 1.0
  topic: keywords
subject: State Resource Groups (SRGs)
  topic: keywords
creator: Pooja Walia
creator: Rajesh Kumar
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 138
ending page: 150

School Culture Promoting Innovation –
type: item
description: 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.
subject: Articles
  topic: section
subject: School culture
  topic: keywords
subject: Cultural factor
  topic: keywords
subject: Innovation
  topic: keywords
creator: Aarti Yadav
creator: Truptimayee Sahoo
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 120
ending page: 137

Fostering Holistic Development: Teachers’ Perspectives on the Happiness Curriculum
type: item
description: 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.
subject: Articles
  topic: section
subject: Happiness curriculum
  topic: keywords
subject: holistic development
  topic: keywords
subject: school teachers
  topic: keywords
creator: Sangita Samal
creator: Ram Niwas
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 109
ending page: 119

Teachers and their Portrayal in Hindi Cinema
type: item
description: 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 …
subject: Articles
  topic: section
subject: Hindi Cinema
  topic: keywords
subject: Perception
  topic: keywords
subject: Pre-service Teachers
  topic: keywords
subject: Portrayal
  topic: keywords
creator: Vinod Kumar Kanvaria
creator: Rupal Gupta
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 96
ending page: 108

Mindfulness towards Learning in Mitigating Second Language Classroom Anxiety among Prospective Teachers
type: item
description: 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
subject: Articles
  topic: section
subject: Mindfulness
  topic: keywords
subject: Second Language
  topic: keywords
subject: Second Language Classroom Anxiety
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Prospective Teachers
  topic: keywords
creator: AnuRadha Jamwal
creator: Swati Gupta
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 85
ending page: 95

A Thematic Analysis of the Emotional Intelligence of Teacher Educators
type: item
description: 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..
subject: Articles
  topic: section
subject: Teacher Education
  topic: keywords
subject: Intelligence
  topic: keywords
subject: Emotional Intelligence
  topic: keywords
subject: Teacher Educators
  topic: keywords
subject: Thematic Analysis
  topic: keywords
creator: Tarun Kumar Sharma
creator: Shivani Dokhoria
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 70
ending page: 84

Human Rights Education and the Role of Teachers in Eastern Rajasthan
type: item
description: 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
subject: Articles
  topic: section
subject: Teacher behaviour
  topic: keywords
subject: human rights education
  topic: keywords
subject: Eastern Rajasthan
  topic: keywords
subject: inclusivity
  topic: keywords
subject: nondiscrimination
  topic: keywords
subject: classroom dynamics
  topic: keywords
subject: professional development
  topic: keywords
subject: societal norms
  topic: keywords
subject: educational policy
  topic: keywords
subject: student engagement
  topic: keywords
subject: .
  topic: keywords
creator: Sampark Acharya
creator: Ashok Kumar Sidana
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 64
ending page: 69

The Pedagogical Power of Non-Verbal Communication
type: item
description: 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..
subject: Articles
  topic: section
subject: Non-verbal communication
  topic: keywords
subject: gestures
  topic: keywords
subject: body language
  topic: keywords
subject: eye contact
  topic: keywords
subject: cultural diversity
  topic: keywords
subject: student motivation
  topic: keywords
creator: Antarjyami Mahala
creator: Bhavin Chauhan
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 67
ending page: 80

Online English Language Learning at the Secondary Stage through the Lens of Community of Inquiry Framework
type: item
description: 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.
subject: Articles
  topic: section
subject: Community of Inquiry (CoI)
  topic: keywords
subject: teaching presence
  topic: keywords
subject: social presence
  topic: keywords
subject: cognitive presence
  topic: keywords
subject: online English language learning
  topic: keywords
creator: Anamika Mishra
creator: Dhanya Krishnan
rights: Copyright (c) 2025
date: 2025-11-20
publication date: 2025-11-20
starting page: 35
ending page: 49