Teacher Education in India: Observations on American Innovations Abroad

ABSTRACT: Research on teacher education in India has increased greatly in the last 15 years. A community of professors from several institutions has developed the capability to conduct coordinated large-scale studies and to prepare doctoral students. The process of cultural borrowing greatly influences the structure and conduct of teacher education as well as the substance and design of the research. Most of the studies are constructed to test the fit of North American theories and innovations within the Indian cultural context. This paper examines the struc ture of Indian teacher education, current criticisms of it, the themes of research and innovation, and the formulation of questions for cross-cultural research. In addition, observing North American practices mirrored in the Indian context provokes reflection on the structural problems of teacher education in general. JΛlo one claims to know India in any absolute sense. Even its great est scholars carefully condition their statements, pointing out not only the vastness and diversity of the society but their own limited per spective by virtue of status and region. India has 19 recognized ma jor language groups, several major religions, and so many "scheduled tribals " (distinctive unassimilated cultural groups) that their numbers add to more than fifty million. As foreigners assigned to provide technical assistance to teacher educators for an academic year, w