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The main obstacle facing teacher educaƟon in a world where society is becoming more interconnected is training educators who can
work well under the pressure of standards and accountability while serving as role models and moƟvators for their pupils to be globally
aware, creaƟve ciƟzens. However, the global demographic shiŌs, parƟcularly in India, have compelled schools to prioriƟze the
acquisiƟon of fundamental skills and minimum capabiliƟes for sizable porƟons of the populace. The No Child LeŌ Behind (NCLB) Act’s
standards and tesƟng environment must therefore be considered when designing teacher educaƟon programs. This is necessary to
ensure that graduates can effecƟvely teach students the cultural sensiƟvity, knowledge, curiosity, criƟcal thinking, communicaƟon, and
problem-solving abiliƟes that are necessary for both creaƟve innovaƟon and global ciƟzenship. ImplemenƟng promising reform
ideas in a policy context that is becoming more prescripƟve and criƟcal of the enƟre educaƟonal system, from
preschool through college (including teacher educaƟon), will therefore be the biggest issue facing teacher educaƟon in India.
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6. Shulman, L. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-23.
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8. Yost, D. S., S. M. Sentner, and A. Forlenza-Bailey.2000. “An Examination of the Construct of Critical ReĘ ection: Implications for Teacher Education Programming in the 21st Century.” Journal of Teacher Education 51 (1): 39-49. doi:10. 1177/ 00224 8710005100105.
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Off to NH-44, Amloh Road, Mandi Gobindgarh,
District Fatehgarh Sahib, Punjab- 147301, India