THEORETICAL FOUNDATIONS AND POLICY IMPERATIVES FOR ELEMENTARY TEACHER EDUCATION IN BIHAR

This article delves into the theoretical underpinnings and policy imperatives crucial for understanding and reforming Elementary Teacher Education Institutions (ETEIs) in Bihar. It argues that the challenges confronting teacher education in the state, exemplified by its low educational quality indices, necessitate a profound examination beyond mere empirical evaluation. By synthesizing the historical evolution of teacher education in India and Bihar, analyzing key national policy frameworks such as the National Curriculum Framework (NCF) 2005 and the National Education Policy (NEP) 2020, and critically reviewing existing literature, this paper identifies significant conceptual and systemic issues. The discussion highlights the complex mandate of ETEIs, the persistent gap between policy ideals and ground realities, and the theoretical implications of structural and pedagogical deficiencies. It posits that a robust theoretical grounding, which acknowledges historical legacies, socio-political influences, and the multifaceted nature of teacher development, is essential for formulating effective strategies to improve the quality and relevance of elementary teacher education in Bihar, ultimately contributing to the enhancement of the broader educational ecosystem.