Learner-Driven Methodology for Nurturing Collaborative Autonomy in Teacher Education

The National Curriculum Framework for School Education 2023 outlines a learning framework for school education constituted by the dimensions of knowledge, capacities, values, and dispositions. This necessitates redefining the pedagogical practices, teacher preparation, and teacher development in India. This article conceptualizes three key pedagogical aspects of teacher preparation: teachers’ positioning in their role, their perspective on the educational context, and their ability to make independent yet collaborative decisions in planning and practice. The article examines the characteristics and applicability of a learner-driven methodology (LDM) in nurturing collaborative autonomy within public teacher education institutions. Through an instrumental case study design, the article has qualitatively analyzed a range of research studies, policy documents, and institutional records to analyze LDM. The findings indicate that LDM is materialized through the push and pull factors arising from the interplay between individual autonomy and group collaboration. The article concludes that the effectiveness of LDM depends on a combination of methodological factors, with implications for strengthening teacher education practices and policy implementation in the Indian context.