5 extractive question-and-answer pairs built from Teaching All, Reaching All: Pre-service Teachers’ Efficacy in Managing Diverse Classrooms | JOURNAL OF INDIAN EDUCATION, published by ejournals.ncert.gov.in. Source-evidenced topics include inclusive education, pre-service teachers, teacher efficacy, diverse learning needs, inclusive classrooms, classroom management, collaborative practices, teacher education programmes. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 list, 2 relationship, 1 summary. 5 of the 5 pairs (100.0%) ask explanatory questions; the remaining 0 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset features five question-and-answer pairs extracted from a study on pre-service teachers’ efficacy in managing diverse classrooms, published in the Journal of Indian Education. The questions address topics such as inclusive education, teacher preparation, and challenges faced by pre-service teachers. The answers are verbatim excerpts from the source document, offering insights into areas like teacher education programme design, gender differences in efficacy, and constraints affecting preparedness for inclusive classrooms.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ejournals-ncert-gov-in-7fbf46ac210cbdd6eab530e245ddf9aa")
df.head()First 5 of 5 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| How can enhanced self-efficacy contribute to inclusive education? | facilitate the creation of equitable learning environments that accommodate learner diversity | These challenges hinder their ability to manage diverse classroom needs and behaviours effectively. The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. It further emphasises the importance of sustained professional development to bridge persistent gaps in the implementation of inclusive practices. | 482 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5621 | This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. | p[0] | 0.700 | valid | |
| What area did male participants demonstrate marginally higher efficacy in? | classroom management and collaborative practices | Published 2026-07-15 In the context of inclusive education, this study examines pre-service teachers’ efficacy in addressing diverse learning needs and explores the key factors influencing their ability to manage inclusive classrooms effectively. A mixed-methods research design was employed to achieve the stated objectives. Data were collected from 165 pre-service teachers using the Teacher Efficacy for Inclusive Practices (TEIP) scale and open-ended questions. The findings reveal no significant gender differences in overall teaching efficacy; however, male participants demonstrated marginally higher efficacy in classroom management and collaborative practices. The study also identifies several constraints affecting pre-service teachers’ preparedness, including limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders. | 620 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5621 | The findings reveal no significant gender differences in overall teaching efficacy; however, male participants demonstrated marginally higher efficacy in classroom management and collaborative practices. | ||||
| What do the findings suggest is necessary for effective teacher education programmes? | comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences | These challenges hinder their ability to manage diverse classroom needs and behaviours effectively. The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. It further emphasises the importance of sustained professional development to bridge persistent gaps in the implementation of inclusive practices. | 137 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5621 | The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. | ||||
| What areas are emphasised for improvement in teacher education programmes? | adaptive instructional strategies and inclusive classroom management | These challenges hinder their ability to manage diverse classroom needs and behaviours effectively. The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. It further emphasises the importance of sustained professional development to bridge persistent gaps in the implementation of inclusive practices. | 294 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5621 | The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. | p[0] | |||
| What were some constraints affecting pre-service teachers’ preparedness for inclusive classrooms? | limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders | Published 2026-07-15 In the context of inclusive education, this study examines pre-service teachers’ efficacy in addressing diverse learning needs and explores the key factors influencing their ability to manage inclusive classrooms effectively. A mixed-methods research design was employed to achieve the stated objectives. Data were collected from 165 pre-service teachers using the Teacher Efficacy for Inclusive Practices (TEIP) scale and open-ended questions. The findings reveal no significant gender differences in overall teaching efficacy; however, male participants demonstrated marginally higher efficacy in classroom management and collaborative practices. The study also identifies several constraints affecting pre-service teachers’ preparedness, including limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders. | 772 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5621 | The study also identifies several constraints affecting pre-service teachers’ preparedness, including limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders. |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |