Universal Journal of Educational Research Vol. 8(9), pp. 3895 - 3901
DOI: 10.13189/ujer.2020.080913
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Research-Based Teacher Education from Stake Holders Point: A Case Study

Lokanath Mishra ^1,*, Tushar Gupta ², Abha Shree ^2
1 Faculty Development Centre (FDC), Mizoram University, India
² Department of Education, Mizoram University, India

ABSTRACT

The postgraduate course of teacher education is based on research-based approach in teacher education in which all students will conduct a research and submit the dissertation as a part of their studies. Every teacher educators of this department are allotted one or two M.Ed. students to conduct research. The paper aims to study the teacher educators' and M.Ed. students' perceptions about research-based approach in teacher education and how theory and practice linked in teacher education. Both quantitative and qualitative methodologies are used for the study. Seventeen M.Ed. second semester students and 25 teacher educators were selected as the sample of the study. Data were collected through a questionnaire, interviews and Focus Group Discussion (FGD). The study indicates that teacher's educator appreciates the approach particularly based on research in the teacher's education. It is found that two-year M.Ed. programme was ideal for conducting research. The approach based on research in the teacher's education: students read educational research, learn research methods and research process, learn about research findings, and understand their relevance for practice.

KEYWORDS
Research, Teacher Education, Teacher Educators, Dissertations

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Lokanath Mishra , Tushar Gupta , Abha Shree , "Research-Based Teacher Education from Stake Holders Point: A Case Study," Universal Journal of Educational Research, Vol. 8, No. 9, pp. 3895 - 3901, 2020. DOI: 10.13189/ujer.2020.080913.

(b). APA Format:
Lokanath Mishra , Tushar Gupta , Abha Shree (2020). Research-Based Teacher Education from Stake Holders Point: A Case Study. Universal Journal of Educational Research, 8(9), 3895 - 3901. DOI: 10.13189/ujer.2020.080913.