Professional Development of Teachers in Tribal Gurukula Schools for Promoting Equitable and Inclusive Education

Abstract

This study, titled "Professional Development of Teachers in Tribal Gurukula Schools for Promoting Equitable and Inclusive Education," explores the perspectives, challenges, and professional development needs of teachers working in Telangana's Tribal Gurukula Schools, operated by the Telangana Tribal Welfare Residential Educational Society (TTWREIS). Using a mixed-methods approach involving surveys and interviews with 40 secondary-Stage teachers, the research reveals that while many teachers are aware of general concepts of equity and inclusion as emphasized in the National Education Policy (NEP) 2020, there is limited understanding of key areas such as the RPwD Act, gender-related concerns, and inclusive pedagogical strategies. Despite familiarity with emerging technologies and recognition of tribal students’ unique learning needs, the use of culturally relevant pedagogy and inclusive teaching resources remains inadequate. Teachers face several challenges, including language barriers, insufficient infrastructure, administrative burdens, and a lack of specific training on tribal culture and inclusive education. Moreover, awareness of government policies, schemes, and support systems is limited. The findings underscore the need for targeted teacher training, improved school infrastructure, culturally responsive pedagogy, and greater systemic support to bridge the gap between policy vision and classroom practice. The study highlights to empower teachers through knowledge, resources, and professional development for achieving equitable and inclusive education for tribal students.