Advanced International Journal for Research

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A Proportional Model of Pre-Service Teacher Education

Author(s) Prof. Dr. Dibyendu Bhattacharyya, Mr. Subrata Halder
Country India
Abstract Abstract
Pre-service Teacher Education stands at the confluence of disciplinary knowledge, pedagogical skill, and human development. Despite growing scholarly attention, a coherent proportional framework that integrates the three foundational domains of teacher preparation — knowledge, human development, and competency — remains elusive in Indian and global educational discourse. This paper proposes and examines a Proportional Model of Pre-Service Teacher Education grounded in Taxonomy of Teacher Education Taxonomy of Teacher Education, which delineates three interrelated domains: the Knowledge Base Domain, the Human Development Domain, and the Competency-Based Domain. The model aligns these domains with (Bhattacharyya, Taxonomy of Teacher Education, 2024) Bloom's three-dimensional taxonomy of educational objectives — Cognitive, Affective, and Psychomotor; the Tridimensional Model of Learning structured along Academic, Experiential, and Skill axes in a 1:2:3 ratio embedded within India's National Credit Framework (NCrF, UGC 2024); and the three canonical transactional approaches of pre-service Teacher Education — Expository, Collaborative, and Experiential Learning. The paper further contextualises the model within the UNESCO framework for quality pre-service teacher training, encompassing six dimensions of good policy and practice: the policy environment, models of curriculum reform, capacity-building for teacher trainers, quality assurance and evaluation, and supportive partnerships. Drawing on India's Integrated Teacher Education Programme (ITEP) under NEP 2020 as the applied case, the study employs a qualitative analytical methodology integrating documentary analysis and conceptual synthesis. The paper establishes that effective pre-service Teacher Education demands a proportional, integrated architecture in which knowledge, human development, and competency are cultivated simultaneously and in structured relationship with each other — and in which the three transactional approaches are deliberately aligned with their corresponding domains and phases.
Keywords Keywords: Pre-service Teacher Education; Taxonomy of Teacher Education; Proportional Model; Bloom's Educational Objectives; Tridimensional Learning; Academic Axis; Skill Axis; Experiential Axis; Transactional Approaches; Expository Learning; Collaborative Learning; Experiential Learning; UNESCO Teacher Training; ITEP; NEP 2020; NCrF; Behaviouristic Model; Competency-Based Model; Inquiry-Oriented Model
Field Arts
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-04-24
DOI https://doi.org/10.63363/aijfr.2026.v07i02.5060
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