Generic Skills, Inclusive Pedagogy, Assessment Reform, and Action Research Orientation as Predictors of Reform Readiness in Teacher Education: A Quantitative Study
Keywords:
Generic Skills, Inclusive Pedagogy, Pedagogical Rejuvenation, Teacher Education, Assessment Reform, Action Research, Reform ReadinessAbstract
Educational reform in India increasingly emphasizes holistic development, competency-based learning, inclusive pedagogy, authentic assessment, and reflective professionalism. Yet these reform priorities are often discussed as policy or conceptual concerns rather than examined through measurable teacher-education variables. The present study investigates the extent to which generic skills integration, pedagogical rejuvenation, inclusive and differentiated pedagogy orientation, assessment reform orientation, and action research orientation predict reform readiness among pre-service teachers. Using a quantitative survey framework, data from 600 pre-service teachers were analyzed through descriptive statistics, correlation, group comparison, and multiple regression. The findings indicated that all five predictor variables were positively and significantly associated with reform readiness. Inclusive and differentiated pedagogy, pedagogical rejuvenation, and action research orientation emerged as the strongest predictors, while generic skills integration and assessment reform orientation also contributed significantly. No significant differences were observed in reform readiness with respect to gender, institution type, or programme type; however, internship exposure showed a significant effect. The findings suggest that reform readiness in teacher education is multidimensional and depends on the interaction of pedagogical, inclusive, evaluative, and inquiry-based orientations. The study contributes an empirical framework for examining teacher preparation in relation to broader educational reform in India.
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Government of India, Ministry of Education. (2020). National Education Policy 2020.
Singh, H. (2013, September). Role of education systems in meeting employer’s need for skills [Conference paper]. ICSSR North-Western Regional Conference on Skill Development at Workplace, Chandigarh, India.
Singh, H. (2014a). Action research for educators (1st ed.). VL Media Solutions. https://doi.org/10.13140/RG.2.1.1415.8161
Singh, H. (2014b, March). Building a strong pedagogical foundation of teachers [Conference paper]. ICSSR National Seminar on Learning to Teach: Preparation and Quality Deliverance, Dev Samaj College of Education, Chandigarh, India.
Singh, H. (2014c, March). Differentiating classroom instruction for diverse learners [Conference paper]. ICSSR National Conference on Redesigning Classroom Environment: Road to Reform, Indo Global College of Education, Mohali, India.
Singh, H. (2014d). Differentiating classroom instruction to cater learners of different styles. Indian Journal of Research.
Singh, H. (2014e). Inclusive education in India – A metamorphosis. VL Media Solutions.
Singh, H. (2014f, March). Issues and challenges in elementary education: SAARC perspective [Conference paper]. ICSSR North-Western Regional Conference on SAARC: Problems and Prospects, Panjab University, Chandigarh, India.
Singh, H. (2014g). Skill based education system in meeting employer’s needs. Indian Journal of Applied Research, 4(12), 181–185. https://doi.org/10.15373/2249555X/Dec2014/65
Singh, H. (2014h, November). Value education in schools: Concepts and concerns [Conference paper]. National Seminar on Declining Values—A Challenge for Education, Guru Nanak College of Education, Hoshiarpur, India. https://doi.org/10.13140/RG.2.1.1024.9047
Singh, H. (2014i, March). Rethinking and redefining inclusive education [Conference paper]. ICSSR National Seminar on Marching to Different Drummers: Inclusive Education Through Teacher Education, Rayat & Bahra College of Education, Sahauran, India. https://doi.org/10.13140/RG.2.1.1500.0407
Singh, H. (2015). Envisioning the examination reforms in higher education system. International Journal of Research in Economics & Social Sciences, 5(6), 1–7.
Singh, H., & Gera, M. (2015a). Developing generic skills in higher education. Indian Journal of Applied Research, 5(6), 824–826. https://doi.org/10.15373/2249555X/June2015/50
Singh, H., & Gera, M. (2015b). Generic skills for sustainable development. Paripex - Indian Journal of Research, 4(6), 290–292.
Singh, H., & Gera, M. (2015c). Pedagogical rejuvenation and quality deliverance for effective teaching. Global Journal for Research Analysis, 4(6), 115–117.
Singh, H., & Gera, M. (2015d). Strategies for development of life skills and global competencies. International Journal of Scientific Research, 4(6), 760–763.
Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., Männikkö, I., & Toom, A. (2022). Systematic review of learning generic skills in higher education—Enhancing and impeding factors. Frontiers in Education, 7, Article 885917. https://doi.org/10.3389/feduc.2022.885917
UNESCO. (2020). Education for sustainable development: A roadmap. UNESCO.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Swati Kaul Kapoor
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Creative Commons License
Unless otherwise stated, articles published in the Journal of Education, Psychology and Inclusion (JEPI) are licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
The material may be shared for non-commercial purposes with proper attribution and a link to the licence. It must remain unchanged, and adapted or modified versions may not be distributed without permission.
