ENHANCING TEACHER EDUCATION QUALITY THROUGH TASK-BASED STRATEGIES: A THEORETICAL PERSPECTIVE

Abstract

The effectiveness of the training of teachers has a direct bearing on students' learning, and therefore a rethinking of conventional teacher training is necessary. Although prevalent, they have proven inadequate in endowing teachers with the requisite skills to address the needs of today's classroom. This article traces the use of Task-Based Strategies (TBS) in training teachers and how it can contribute to teacher readiness and performance. We analyze the compatibility of TBS with NEP 2020, recommend implementable plans, and discuss some probable challenges and constraints. Through equitable and standardized implementation of TBS, institutions can provide teacher trainees with necessary training and infrastructure to function as effective classroom performers. The study quotes the TBS potential for teacher training as revolutionary, in its application towards facilitating experiential learning, problem-solving, and pragmatism. In addition, the study proposes the need for ongoing teacher professional development in highlighting ongoing provision of support and training that would make the teacher productive and resilient in the wake of continually changing education landscapes. The implications of this study are far-reaching in influencing teacher training policy and practice, and highlight the need for a more nuanced and contextualized teacher training program. In its return to the variety and richness of the teaching environments, TBS provides an adaptive and flexible model of teacher training that can be crafted to address the particular requirements and circumstances of different school settings. Finally, this study confirms the ability of TBS to enhance the quality level of teacher training and the performance level of students and thereby its worth as a new and effective method of training teachers.