About the book

The book “The pedagogical Journey” is about exploring teacher role, learning dynamics, assessment techniques and quality improvement in teacher education programmes. However, it will be incorrect to limit this book to just teacher education only. This book is the experiential pedagogical journey of every teacher educator, pre-service and in-service teacher and has immense potential to contribute to the enhancement and enrichment of teaching-learning process in our varied classrooms.

The main aim of this book is to address the mismatch of theory and practice at teacher education and school education and provide experiential, research based, practical solutions to pedagogical problems as envisioned in National Education Policy (NEP) 2020. The vision of the Policy is to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.

In line with these, the 12 chapters of this book are further divided in to 4 main parts as per the generic concerns of NEP, NCFs and CPD. In the end 12 research based appendices are also appended to support the ideas suggested in the chapters.

• The 1^st part “Teachers at School” focuses on the paradigm shift in role of teachers. It traces the role of teachers from ancient India to the modern era, emphasizing the blending of roles, mobilizing community resources, understanding varied school systems and aesthetic aspects of pedagogy.
• The 2^nd part “Learning-Instruction Paradigm Shift” focuses on the pedagogical needs of the digital era, emphasizing on the constructivism, techno-constructivism, blended learning based instructional designs and their assessments.
• The 3^rd part “Professional Experience Program” deals with the development of professional, inclusive, facilitative, personal, and evaluation competencies among prospective teachers and provides a concrete roadmap for all the stakeholders associated like; teacher educators, prospective teachers, school teachers, schools students and even the parents.
• The 4^th part “Future Route Path for Quality Improvement” deals with practical measures for addressing the national concerns in the classroom procedures.

Although this book is experiential and research based yet we presume it to be suggestive only and can be adapted or adopted by the teacher educators, school teachers, curriculum developers and others concerned as per their needs and requirements. This book will prove really helpful in our pursuits of transforming pedagogy as envisioned in NEP 2020. We are sure that the stakeholders will find this book interesting and significant.