ACCOUNTABILITY IS A MYTH OR PRACTICE IN ED-TECH ENHANCED LANGUAGE LEARNING ENVIRONMENT IN TEACHER’S TRAINING INSTITUTION: NAVIGATING ACCESS AND CHALLENGES TO PROMOTE TECH-SAVVY PEDAGOGICAL PRACTICES

It is obvious to state that accountability is the prior condition for the smooth conduction of any sustainable teaching-learning. In the present tech-savvy environment the demand for accessing teacher educators to make them flexible and techno friendly for fostering technology-enhanced teaching in the formal situation of pedagogical practices. The Present Education policy also highlighted the importance of tech-enhanced language teaching by mentioning the need of accountability in pedagogical practices. But the fact of ensuring the accountability of the ed- tech enhanced teaching in the teacher’s training institute now a day is a matter of examining its practicability considering the access and challenges. This present study tends to focus on the accessibility and challenges to use technology by the language educators in the pedagogical practices in the English language teaching to ensure creativity, critical thinking and life-long learning skills among the trainees in the training colleges in West Bengal. For that purpose, tentatively 30 teacher educators have been taken from different rural and urban teacher’s training institution. The Descriptive Survey method will be primarily followed for the purpose of data collection in the present study. Exploring the accountability in the teacher’s training Institution will be verified through the parameters of male female teachers and their accessibility and challenges in the both the urban and rural teacher’s training Institution.