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The aim of this thesis is to contribute towards understanding the influence that England s teacher professional development (TPD) policy has on India s teacher education (TE) policy. The argument put forth is that it is not possible to implement borrowed English TPD policy in India since the two countries have philosophical and instrumental differences that would hinder such practices. The inquiry pursued reveals evidences that globalisation and the growth of the knowledge society are the driving forces of teacher education reform. Consequently, there is confirmation that reforms are emerging through borrowed policies from one country to another country. Mainly, the attraction to and adaptation of borrowed policy can be seen as occurring between (post-)colonial and (post-)colonised countries, as well as developing and developed countries.

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2009 Master in Lifelong Learning Policy and Management at Danish School of Education �arhus University, Denmark; 2006 Intercultural Teacher at Jonkoping University,Sweden; 2004 Master in Education at Pune University, India; 2002 Master in Art at Pune University. Teacher Educator at Grukrupa Teacher Training College and Research,Mumbai India.

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