_id	Themes	Trends in key findings	For further research	Possible development programmes
1	CPD (PSTE, NQT, TPD)	- Students require more scaffolding for writing reflective reports                                                                                                                                                                         - Teacher educators need support in action research                                                                                                                                                                                 - Theory-Practice divide persists                                                                                                                                                                                                                               - Guruchetana programme has been effective in offering a variety of good quality  content and pedagogy                                                                                            - Teachers need support to work with SDMC and the larger community	1. Study of CoP formation/growth                                                                                                                                              2. Practice-based TPD: Design and impact                                                                                                                                  3. Study knowledge, skills and values needed for mentoring for school complex	- Module on reflective practices for B.Ed students                                                    - Certificate course for teacher educators on Action Research                                               - Practice-based modules for CPD based on teachers needs                                   - Certificate course for NQTs 
2	PCK	- Questions asked by teachers in classrooms mostly focus on recapitulation of content and teachers give sufficient wait-time for students                                                                                         - Error analysis of students imply conceptual understanding in Math & Science is poor                                                                                                                                    - Teachers tend to overlook chapters of importance (like number patterns) if they are not familiar/do not find value in them                                                                                                                                                     - Learning through activities support students' learning better                                                                                                                                                              - Teachers need orientation on taking into account children's socio-economic background                                                                                                             - Designing unit plans must become a part of TPD                                                                                                                                                                                            - Basic science laboratories need to set up and their use promoted for secodary school science learnning	1. Study of teachers' development of PCK                                                                                                                                              2. Document nature of inclusivity in activites/resources in relation to students' progress in learning                                                                                                                    3. Research based approach to developing resources                                                                                        	""
3	Assessment	- Formative assessement strategies and tools to be provided to teachers                                                                                                                                            - Teachers need support in designing questions and task-based assessments for conceptual understanding                                                                                                                                               - Teachers to be introduced to analysing children's errors and identifying alternate conceptions in science 	1. Study the impact of inclusive formative assessment strategies on children's learning                                                                                                                                             2. Map teachers' development of competences in designing assessment for conceptual understanding                                                                                                    3. Document errors and alternate conceptions of children in varous topics 	""
4	ICT Integration	"- TALP programme has increased teacher's knowledge and use of digital technology
- Textbooks need to include ways of using technology for learning 
- Passive use (such as watching videos)  is not good , for effective learning, technology must be used interactively and promote active learning. 
- There is increase in SSLC results in rural schools as a result of TALP implementation
- Good infrastructure and maintenance is required in schools to increase use of ICT"	- Action research on ICT resources for inclusive education                                                - Document progress in children's learning in ICT integrated classrooms                                - Study factors that contribute to effective use of ICT in classrooms	""
5	Programme Evaluation	- TALP & Guruchetana programmes have largely been effective in meeting their objectives	- Evaluate current TPD programmes                                                                                            - Assess the impact of TALP                                                                                                        - Formative assessment of DERC	""