Learning Agility in Teacher Education: A Conceptual Overview

Description

Page: 548-551

T Bharathi and R Nithya (Department of Psychology, Bharathiar University, Coimbatore, Tamil Nadu)

In the 21st century, there have been rapid changes in expectations of teachers’ methods of teaching, student competencies, and educational demands. To address these changes, teachers need to be ready to continuously update their skills and remain flexible. Learning agility is the essential characteristic for teachers to meet these demands. It encompasses the ability and willingness to quickly acquire new knowledge, apply it effectively, and adjust practices in response to evolving circumstances. The components of learning agility include mental agility, people agility, change agility, result agility, and self-awareness. In India, the NEP 2020 introduced changes in the education system to enhance student competence and also training programme for teachers to meet the demands, yet to ensure that teachers are prepared to address these changes. This paper aims to provide a conceptual framework of learning agility, its importance, effectiveness, measurement, its determinants and intervention for professional development in teacher education.