Chapter 25 Engaging India’s Social History to Understand and Promote Teacher Change

This chapter examines the problem of teacher education as it unfolds in the Indian context. It focuses on the historical and cultural context in which teachers’ attitudes and identities develop. Attention is particularly paid to contextual factors that frame teachers’ actions beyond individual intentions. Possibilities for breaking these frames and engaging in new alternatives for action are imagined. An historical approach is employed to understand teachers’ current pedagogical beliefs and action, and its future orientation.