Professional Development of Teacher Educators in Assam: An Exploration of Innovative Approaches in the Kamrup District of Assam
Manashi Haloi *
Department of Education, North-Eastern Hill University, Shillong, India.
Brinda Bazeley Kharbirymbai
Department of Education, North-Eastern Hill University, Shillong, India.
*Author to whom correspondence should be addressed.
Abstract
Professional development of teacher educators plays a crucial role in improving the quality of teacher education and consequently, the entire education system. The present study focuses on exploring innovative approaches to the professional development of teacher educators in the Kamrup District of Assam. Teacher education institutions operate within diverse socio-cultural and technological contexts, creating a growing need for innovative approaches to professional development. The study aims to identify and analyze the extent to which teacher educators adopt innovative approaches such as the use of ICT, collaborative learning, reflective practices, and participation in professional development activities. The study adopts a quantitative approach using a self-structured questionnaire consisting of closed ended questions. The sample comprised 100 teacher educators selected from various teacher education institutions. The collected data were analyzed using frequency and percentage. It also highlights the role of professional organizations and training initiatives in enhancing competencies and pedagogical skills. The findings are expected to contribute to the development of a contextualized framework for strengthening professional development practices among teacher educators in Assam, particularly in the Kamrup District. The study highlights the need for continuous support, improved access to resources, and structured professional development programs to enhance the competencies of teacher educators.
Keywords: Professional development, teacher educators, innovative approaches, ICT integration, collaborative learning