Dr pratima Mishra

Indian Knowledge Systems and Contemporary Education Ayesha Mohammad Rabban Shaikh (Mentee) Dr Pratima Mishra (Mentor) H.G.M. Azam College Of Education Dr P.A. Inamdar University, Pune, Maharashtra, India A few months ago, while sitting in on a school science period, I watched a teacher explain the water cycle using a diagram straight out of a Western textbook — evaporation, condensation, precipitation, neat arrows in a circle. It was accurate, and the students got it. But I kept thinking about my grandmother, who never read a textbook in her life, yet could tell you exactly when the monsoon would arrive by watching the ants, the wind, and the color of the evening sky. Nobody in that classroom would have called what she knew "science." And that, more than anything, is what got me thinking seriously about Indian Knowledge Systems, and why I think we've been underselling them for far too long. Growing Up Between Two Worlds I think a lot of us who grew up in India in the last...

  Future Trends in Technology-Based Teacher Education:  A Critical Perspective Anam Arshi Anees Baig (Mentee) Dr Pratima Mishra (Mentor) Associate Professor H.G.M Azam College of Education Dr P. A. Inamdar University, Pune Introduction Every generation of teachers has had to learn the tools of its time. Earlier it was the blackboard, the printed textbook and the chart paper. Today it is the smartboard, the learning management system, the mobile phone and, more recently, artificial intelligence. Teacher education, which is the process that prepares a person to become a teacher, stands at the centre of this change. If future teachers are not prepared to understand and use technology wisely, then even the best digital infrastructure in schools will not improve learning. The phrase technology-based teacher education refers to the use of digital tools, platforms and methods in the preparation and continuous professional development of teachers. This includes how student-teachers le...

  COMPETENCY-BASED LEARNING: MOVING BEYOND ROTE LEARNING Ms Ranjita Dhaiman (Mentee) Dr Pratima Mishra (Mentor) Associate Professor H.G.M. Azam College of Education Dr P. A. Inamdar University, Pune Introduction For generations, Indian classrooms have rewarded memory. Students reproduce prescribed answers, and examinations measure how accurately they do so. Yet the situations learners will face outside school rarely come with a textbook answer. They will need to interpret information, solve unfamiliar problems, make decisions, communicate clearly and work with others. Competency-Based Learning (CBL) responds to this need. Instead of asking only "What do you remember?", it asks "What can you do with what you know?" Learners are expected to apply concepts in real situations, explain their reasoning and justify their decisions. This shift is now part of national policy. The National Education Policy (NEP) 2020 calls for a move away from rote memorisation towards concep...