Abstract
National education systems worldwide focus on the effects that teacher quality has on the overall quality of education. In response to this global discourse, India, which represents one of the largest education systems in the world, adopted several teacher-quality-focused reform agendas in the early 21st century. The purpose of this qualitative discourse analysis is to investigate the development of teacher quality in India through the National Curriculum Framework 2005, National Curriculum Framework for Teacher Education 2009, and Some Inputs for Draft National Education Policy 2016. Results suggest each national education document's agenda focused on differentiated elements of teacher quality, including both traditional and non-traditional measures of teacher quality. This discourse analysis provides a systematic framework for policymakers to further improve teacher quality in India.
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