Teachers occupy a very crucial place in the overall scheme of teaching and learning. With various pedagogical interventions and experimentation taking place now-a-days at policy and practice levels specifically in the domain of school eduction, teaching becomes a complex activity that, in many cases, requires teachers to redefine and reshape their existing knowledge, beliefs and practices. The present work is an attempt to enquire into the nature of the teacher development component of an innovative educational programme, which was configured and triggered off with alternative pedagogical elements fused with a sociocentric view of knowledge and teaching-learning process. The book may be useful for students, academicians and researchers having interest in educational studies and teacher education.