Shikshan Anveshika
Year : 2013, Volume : 3, Issue : 2
First page : ( 90) Last page : ( 94)
Print ISSN : 2231-1386.

Empowering teacher educators: A process of transition

Bohet Ajit Kumar*, Mukesh**

*Assistant Professor, Faculty of Education, I.A.S.E., Jamia Millia Islamia, New Delhi-110025. E-mail: jamiab.ajit@gmail.com

**Assistant Teacher, Amar Shaheed Major Sehrawat Sarvodaya Kanya Vidyalaya, Mahipal Pur, New Delhi-110037, E-mail: mukeshtanwer24@gmail.com

Online published on 20 February, 2014.

Abstract

Ideally teacher educators play a significant role in the initial empowerment of teachers as professionals. Empowered teacher educators have a clear perception of the role of a teacher and of their own role as a teacher educator. To achieve empowerment requires overcoming fears of change or of discomfort that change may cause, coming to an understanding of the forces for change and the nature of the changes required, grasping a sense of the diverse possibilities in teacher education through the literature and through listening to others, and reflecting on increasing understandings in order to reach some greater clarity about oneself as a teacher educator. Development and empowerment of teachers as intentional processes allow teachers not only to question and resist means of regulation and control, but also to take command of their own lives in a way that enables them to develop their professional skills. Present article discusses the meaning and importance of teacher educators and the strategies and problems of empowering teacher educators as empowered teachers’ educators can bring qualitative changes in the ongoing teacher education programmes.

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