Indigenous Sensitized Teacher Education Program: The Missing Aspect

Conference: The Paris Conference on Education (PCE2022)
Title: Indigenous Sensitized Teacher Education Program: The Missing Aspect
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Live-Stream Presentation
Twinkle Panda, National Institute of Educational Planning and Administration, India


Ethnic differences are humanity’s most excellent source of innovation. However, aboriginal people are less prioritized, and native learners worldwide have constantly achieved the lowest learning outcome in the last ten years. The learners find themselves in two different worlds due to cultural bifurcation that leads to high student dropout. So the role of a teacher needs to fortify to address that gap, which requires a well-equipped base of indigenous knowledge and pedagogy during pre-service training. As India moves forward to teach traditional and community knowledge systems in the school curriculum, it needs to prepare teachers with an indigenous sensitized curriculum. So the thrust of the paper is to realize how earnestly indigenous knowledge has been placed in the teacher education curriculum. The phenomenological research is designed to listen to the non-indigenous future teacher educators’ learning experience to reshape a rational curriculum potentially. Findings revealed the positive attitude of respondents towards local and community knowledge; the curriculum prepares to respect diversity, but how to address the diversity comprehensively is still the missing part. The pupil-teachers only spend five days in any local school by a Multicultural program, which is not enough to understand even the diversified student groups in a classroom. Additionally, no workshops, seminars, summer or winter schools were conducted by the institutions to understand the context even. Inculcation, affirmation, and contextualization of indigenous knowledge and pedagogy may help create culturally responsive teachers.

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