Teacher, Teacher Education and Pedagogic Responsibility
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n07.025Keywords:
Teacher Education, Pedagogic Responsibility, Pedagogy, Inclusive ClassroomsAbstract
This study provides a comprehensive investigation into the evolving structural matrix connecting the contemporary teacher, systems of teacher education, and the fundamental concept of pedagogic responsibility. Positioned within the dynamic structural changes of twenty-first-century education most notably defined by India’s National Education Policy (NEP) 2020 and the global expansion of artificial intelligence—the research examines how teacher identity, professional ethics, and classroom practice are being fundamentally reconfigured. Utilizing an interdisciplinary approach that integrates historical policy analysis, theoretical tracking of cognitive models, and socio-philosophical critiques, this paper outlines how teacher education frameworks must transition from mechanical, instrumental skill-building toward reflective, values-oriented, and human-centered pedagogies. The analysis underscores that pedagogic responsibility is not a static set of rules but a dynamic commitment spanning ethical, academic, social, inclusive, and emotional dimensions. Ultimately, this study offers actionable systemic strategies for curriculum reform, continuous professional development, and the ethical integration of digital tools, ensuring that educators remain equipped to foster equitable, democratic, and deeply humanized learning ecologies.
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