597 extractive question-and-answer pairs built from Indian Journal of Teacher Education (Ijte), published by ncte.gov.in. 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. 337 of the 597 pairs (56.4%) are explanatory questions and 260 restate a figure. 98.83% of rows pass the corpus quality gate.
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import desidata
df = desidata.load("indian-journal-of-teacher-education-ijte-question-and-answer-dataset")
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Strong coverage with minor gaps in documentation or freshness.
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First 10 of 597 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the focus that is described as equally significant in the context of Indian Knowledge Systems in teacher education? | the focus on innovative pedagogical strategies, with one study examining how movies can serve as powerful educational tools in higher education | The inclusion of Indian Knowledge Systems in teacher education highlights a growing recognition of culturally rooted pedagogies that align with national values and educational identity. Equally significant is the focus on innovative pedagogical strategies, with one study examining how movies can serve as powerful educational tools in higher education. Issues of social inclusion and mental health support are addressed through case-based insights into autism support in early education and an evaluation of the counselling roles that teachers are increasingly expected to take on, as seen in the NISHTHA programme. | 209 | definition | 1.000 | Equally significant is the focus on innovative pedagogical strategies, with one study examining how movies can serve as powerful educational tools in higher education. | 11 | page=11,block=0 | 0.850 | valid |
| What is a notable limitation in understanding the child’s developmental context? | the absence of data from the home environment | As such, the insights drawn should be interpreted with caution and viewed as indicative rather than conclusive. A notable limitation is the absence of data from the home environment. Without observational insights into familial interactions, routines, and support systems, a holistic understanding of the child’s developmental context remains incomplete. | 136 | definition | 1.000 | A notable limitation is the absence of data from the home environment. | 54 | page=54,block=0 | 0.850 | valid |
| What is the purpose of the SWAYAM initiative? | the flagship initiative that aims to understand digital India for educational purposes | 2. SWAYAM is the flagship initiative that aims to understand digital India for educational purposes. It is an online portal that provides study materials, teaches various courses, and facilitates education and certification. | 13 | definition | 1.000 | SWAYAM is the flagship initiative that aims to understand digital India for educational purposes. | 68 | page=68,block=0 | 0.850 | valid |
| What significance does the blue ocean of movies have in teaching methods? | a critical element of an impactful teaching pedagogy | The story, the characters the message, coupled with the sound effect, leave an indelible mark on the viewers. In a world where innovative practices are regularly being explored to capture the attention of students, movies can be beneficial. The blue ocean of the movie can be a critical element of an impactful teaching pedagogy. In the era where the boundaries are blurred, it requires developing a wider view of the world, in which movie-based pedagogy can play a crucial role. The mass media play an essential role in this aspect. Mass media serve three purposes: to inform, to teach, and to entertain (Folkerts, 2006). By disseminating information, facilitating dialogue, imparting skills, and encouraging agreement on the need to maintain state stability, the media serves an essential social function (Sharma & Uniyal, 2016). | 276 | definition | 1.000 | The blue ocean of the movie can be a critical element of an impactful teaching pedagogy. | 18 | page=18,block=0 | 0.700 | valid |
| What are the primary characteristics of Autism Spectrum Disorder? | Disabilities in social interaction and communication | the coordinated efforts of educators, parents, and therapists—along with sensory and motor-based interventions—contributed significantly to Child A’s progress. The study underscores the importance of individualized, inclusive teaching strategies and recommends further longitudinal research to assess intervention outcomes, teacher training effectiveness, and the role of peer influence in mainstreaming children with autism. Keywords: Autism Spectrum Disorder, Inclusive Education, Preschool Intervention, Shadow Teacher, Sensory Integration, Social Communication, Behavioral Support, Peer Interaction Introduction Disabilities in social interaction and communication are symptoms of ASD, a developmental disease. But enhancing development outcomes is greatly aided by early | 616 | definition | 1.000 | Keywords: Autism Spectrum Disorder, Inclusive Education, Preschool Intervention, Shadow Teacher, Sensory Integration, Social Communication, Behavioral Support, Peer Interaction Introduction Disabilities in social interaction and communication are symptoms of ASD, a developmental disease. | 41 | page=41,block=9 | ||
| What does the Social Model of Disability focus on? | shifts the focus from an individual’s impairments to the structural and attitudinal barriers in the environment | In this context, the shadow teacher served as a critical mediator, supporting Child A’s engagement in classroom activities that would have otherwise been inaccessible to him. Further, Bandura’s Social Learning Theory (1977) highlights the role of observation, imitation, and reinforcement in behavioral development. Child A’s behavioral progress— facilitated by peer modeling, verbal encouragement, and sensory-based rewards— reflects Bandura’s premise that children learn not only through direct experience but also by observing others and responding to social reinforcement. The theoretical framework is also grounded in the Social Model of Disability (Oliver, 1990), which shifts the focus from an individual’s impairments to the structural and attitudinal barriers in the environment. | 676 | definition | 1.000 | The theoretical framework is also grounded in the Social Model of Disability (Oliver, 1990), which shifts the focus from an individual’s impairments to the structural and attitudinal barriers in the environment. | 45 | page=45,block=0 | 0.700 | |
| What is the focus of the first dimension of digital literacy? | how students search for, evaluate, and utilize digital information for academic purposes | From communication to education, healthcare, and entertainment, technology is shaping every aspect of modern life, making it more efficient and interconnected. young children should possess a wide range of digital skills called digital literacy. Is our education system preparing learners for this leap in technology? Are our teachers ready for this shift? How is the implementation of NEP 2020 focussing on bridging the digital divide? This research tried to find answer to these questions by assessing the current digital literacy levels of students and teachers from the select schools from Delhi. The digital literacy is understood across three key dimensions: Use of Technology for Learning, Internet Navigation, and Basic Computer Skills. The first dimension explores how students search for, evaluate, and utilize digital information for academic purposes. | 774 | definition | 1.000 | The first dimension explores how students search for, evaluate, and utilize digital information for academic purposes. | 70 | page=70,block=9 | 0.700 | valid |
| What is the focus of the second dimension of digital literacy? | students’ ability to navigate the internet effectively | The second dimension - Internet Navigation focuses on students’ ability to navigate the internet effectively and the third-dimension basic computer skills examines students’ proficiency in using common software applications, navigating operating systems, and | 54 | definition | 1.000 | The second dimension - Internet Navigation focuses on students’ ability to navigate the internet effectively and the third-dimension basic computer skills examines students’ proficiency in using common software applications, navigating operating systems, and | 70 | page=70,block=9 | 0.700 | valid |
| What does the third dimension of digital literacy focus on? | students’ proficiency in using common software applications, navigating operating systems | The second dimension - Internet Navigation focuses on students’ ability to navigate the internet effectively and the third-dimension basic computer skills examines students’ proficiency in using common software applications, navigating operating systems, and | 164 | definition | 1.000 | The second dimension - Internet Navigation focuses on students’ ability to navigate the internet effectively and the third-dimension basic computer skills examines students’ proficiency in using common software applications, navigating operating systems, and | 70 | page=70,block=9 | 0.700 | valid |
| What does online reading represent in terms of literacy? | a different type of literacy, with its own set of technical and cognitive skills | They focussed on challenges of utilizing technologies in education and need for new skills for proficient digital literacy. The key concern of how the technological advancements have transformed literacy from static approach to a more dynamic and heterogenous, was also discussed. It was comprehended that online reading is a different type of literacy, with its own set of technical and cognitive skills. It would encourage students and teachers to be lifelong learners, as technologies are fast changing/ refining. Another concern raised in the review was that how many people have access to digital device and gadgets. Thirdly, students and teachers should be made aware of the right way to use the technology. | 324 | definition | 1.000 | It was comprehended that online reading is a different type of literacy, with its own set of technical and cognitive skills. | 72 | page=72,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
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