Exploring the Development and Changes in Teacher Education: A Comparative Study of Education Policy Documents of India and Georgia

Abstract

Despite being used widely in government documents, academic circles, and daily conversations, the word policy is open to varied interpretations. As the debates on education policies are becoming more intense, it is essential to address the increasing duality of the issue.

The current study explores and compares the teacher education programs in two developing countries, India and Georgia. An attempt has been made to present a comparative analysis of the recent policy developments in teacher education in the chosen countries. The recent education policy documents of the countries were critically analyzed to explore the trajectory of changes and reforms. The study has explored critical factors, such as recent developments in pedagogy and indication towards curriculum change in detail. The research is set within the following boundaries for each case – economic, demographic, ideological, national, individualistic. The research also addresses the rising issue of lacking trust in political decision-making. Another dilemma the authors faced concerns the attempts to avoid biases while focusing on the policy documents native to their contexts and isolating these from researchers’ prejudices, values, and preconceptions. The data analysis techniques include thematic and content analysis. The results suggest a common factor of updating the training program and pedagogy in both countries.