Amalgam model: A Transition state strategy for building teacher education in India

Paper revolves around justifying ‘transition state’ state strategy even if it is slow progress, instead of waiting for perfect sate to perform well. Further, paper suggests attaining this transition state in teacher education is only possible by gearing up our infrastructure, planning, policing, and administration and teacher educators. Dynamic nature of these entities is achieved only by propagating a philosophy of flexibility, acceptance to change, open to criticism and learning to learn from failures. Paper concludes with the fact that boundaries need to be dynamic extended in the mode of ‘change’ rather than a ‘revolution’ which lacks the capacity to revert backward if desired so.