The focused journey towards Teaching and Learning as I engaged with the PGDEI has been deeply iterative between theory and praxis. The interplay between knowing and doing has neither been linear or predictable but deeply formative. What initially began with learning philosophy, learning theories, flipped teaching, case studies and self-directed learning practices now has organically paved the way towards enabling practice. Micro- teaching which initially un-nerved the teacher learners initially today forms the way to being agentic teachers who are finding their own best practices.

They navigate their way to understanding the difference between rote-learning, activity based teaching to creating environments for inquiry, questioning, research skills, inter-disciplinary and holistic education. They have realized the ambiguity of a classroom and ways to pivot and navigate their way through the currents, and this process has transformed their journey. There have been times of errors and mis-judgement, but our learners felt safe enough to embrace and rise above them as well. The experience of embracing productive failure has altered the classroom, deepened reflections, introspections and relationships, and facilitated learning from errors despite them.

As a teacher trainer, I have moved from understanding that I am a transmitter of theory and frameworks to design conditions where teacher learners have space to trust, dialogue, reflect and co-create. I have learned that meaningful teacher development does not come from certainty, control or flawless execution, but from sustained inquiry, ethical risk taking, collaboration and courage to juxtapose humanity in the complex system.

Hence, ITARI is not a place for acts of delivery but intellectual rigour and deep empathy.