Rinku Nath

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Transitioning from INSET to CPD: A 70-Year Exploration of Teachers Professional Development in India

The study examined the transition from In-Service Training (INSET) to Continuous Professional Dev... more The study examined the transition from In-Service Training (INSET) to Continuous Professional Development (CPD) within India's educational landscape. It highlights evolving strategies for CPD, and comparative insights from global practices in Japan, Finland, and the United Kingdom. Although CPD has received sustained policy attention, most existing studies have focused on isolated reforms or recent initiatives, providing limited longitudinal analysis of the systematic evolution from INSET to CPD. To address this gap, this study investigates the transition from INSET to CPD in India by analyzing 70 years of policy documents from 1950 to 2024. The study was conducted through the state-of-the-art (SotA) literature review methodology, based on 50 rigorously selected policy documents, scholarly articles, and institutional reports. The findings of the study indicate a significant shift from uniform INSET approaches to more flexible and contextsensitive CPD frameworks. Key policy milestones such as the Kothari Commission and the National

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The Hidden Burden: Emotional Labor and Well-being of School Teachers

Asian Journal of Education and Social Studies, 2025

Emotional labor involves regulating emotions to meet professional expectations, often at the expe... more Emotional labor involves regulating emotions to meet professional expectations, often at the expense of personal well-being. Studying emotional labor in teaching is crucial due to its significant impact on educators' well-being, job satisfaction, and effectiveness. Constant emotional regulation can lead to burnout and attrition, exacerbating teacher shortages. Addressing this issue is essential for teacher retention, student success, and the sustainability of the education system. This study reviews literature from 2000 to 2024 across multiple databases, selecting 41 publications out of 182 for analysis. It explores the challenges and implications of emotional labor among school teachers. Educators frequently engage in emotional regulation to create conducive learning environments, maintain relationships with students, parents, and colleagues, and manage classroom dynamics. However, this often results in emotional exhaustion, stress, and burnout, further aggravated by inadequate institutional support and excessive workload. Additionally, this review highlights coping mechanisms adopted by teachers, including mindfulness and peer support, while emphasizing the Systematic Review Article

Are We Truly Inclusive? A Literature Review on Accessibility and Teacher Preparedness of Government Schools

Inclusion in education is a core principle that provides equal access to learning opportunities f... more Inclusion in education is a core principle that provides equal access to learning opportunities for all students, regardless of their abilities or disabilities. This thematic review examines the accessibility of government schools and teacher preparedness in creating an inclusive learning environment. By assessing current studies, policies, and frameworks, this research identifies the most profound challenges encountered by students with disabilities, including infrastructural barriers and teachers' lack of preparation. The study employed a literature review method to evaluate accessibility and teacher preparedness for inclusive education in government schools. The research encompassed studies published between 1994 to 2024, sourced from various academic databases. Findings reveal significant improvements in enrollment and retention; however, despite advocating for inclusive education, implementation gaps persist at the training and resource distribution levels. Research emphasizes the necessity of holistic policy changes, better teacher development programs, and greater investment in accessibility features to make government schools inclusive in reality.

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