Towards a New Model of Pre-Service & In-Service Teacher Education: a Qualitative Analysis
Author : Dr. Dibyendu Bhattacharyya
Abstract :
The foundation of good teaching rests on three pillars: a robust knowledge base, the ability to translate that knowledge into effective classroom practices, and a focus on personal and professional growth. However, pre-service education programs often stumble over an uneven distribution of emphasis. The current landscape of teacher education faces growing challenges, demanding a re-evaluation of how we prepare and support educators. The traditional model of pre-service teacher education, followed by isolated instances of in-service training, has come under increasing scrutiny for its fragmented nature and its failure to adequately prepare educators for the complex realities of contemporary classrooms. This research recognizes the limitations of a system that compartmentalizes pre-service and in-service experiences. Instead, it proposes a paradigm shift toward a more integrated and dynamic model that fosters meaningful connections between these two stages. This study proposes a new model of pre-service and in-service teacher education informed by a qualitative analysis of existing practices and the experiences of both pre-service and in-service teachers. The research explores themes of collaboration, knowledge sharing, and continuous learning across the pre-service and in-service teacher education programmes. Findings reveal a disconnect between theoretical preparation and practical realities, highlighting the need for a more integrated and context-sensitive approach. By conducting in-depth qualitative analyses of existing programs, the research aims to identify areas for improvement and innovation in both pre-service and in-service teacher education. Special attention will be given to the balance between theoretical knowledge, practical competency, and the promotion of holistic human development in aspiring and practicing teachers. This study investigates the potential benefits of this model, and suggesting how it can foster more dynamic professional development, enhance knowledge exchange, and ultimately, contribute to improved student outcomes.
Keywords :
Taxonomy of teacher education, teacher education, model of pre-service teacher education, model of in-service teacher education, knowledge acquisition model, competency oriented model
