Voices of Teachers and Teacher Educators 33 Introduction National Curriculum Framework 2005 has recommended conducting projects in Indian classrooms (NCERT, 2005). The policy suggestions and subsequent circulars sent by central board (CBSE, n.d.) and several state boards have resulted in frequent assignment of projects in the Indian schools. This has burdened the students, their parents, and teachers alike (Shome & Natarajan, 2013). It is reported in literature that teachers often find it difficult to translate the policy suggestions in their classroom practice (Fullan, 2007). Teachers follow pragmatic approach to fit the policy suggestions in their existing practices in order to reconcile systemic constraints and their own professional incompetency (Bryan, 2003; Guskey, 2002). For meaningful implementation of policy suggestions it is important to study the teachers’ existing practices within the larger social context (Price & McConney, 2013). However, teachers’ practice of teaching also depends on teachers’ philosophical position on teaching and learning and their personal experiences (Pajares, 1992). Therefore, it is crucial to develop individual teachers’ understanding about teaching- learning and initiate a discourse on existing practices. Teachers would not change their belief as well as practices if they do not see the positive changes due to the suggested practices (Guskey, 2002). Therefore, it would be effective to allow teachers to articulate their practices as well as their goals of following such practices. The teachers and teacher educators, individually or in collaboration among themselves can develop meaningful teaching practices to meet the curriculum requirements and the challenges that they may face during this process. Objectives of the study The study aimed to explore teachers’ existing practice of projects and identify the specific components of practices in order to modify existing practice. The study aimed to know: 1. The influence of NCF 2005 on teachers’ conduct of projects, 2. The teachers’ ideas about projects, and roles of projects in students’ learning, 3. The teachers planning and implementation of projects in terms of a) assigning students their tasks and their expectations from students, b) nature of guidance provided to students, and c) nature of project assessment, and 4. The challenges teachers face while conducting projects. Saurav Shome A teacher’s practice of projects: Scope for improvements Abstract The paper reports an analysis of a semi-structured interview conducted with a teacher about her project practice. It was found that she conducted projects on science topics at the middle school level to follow her school guideline. She assigned projects to individual students and did not provide any help while they conducted projects. She only pointed out the mistakes once students submitted their projects and asked them to resubmit it. It was observed that all her projects were designed to collect information and they did not align with the stated learning goals of the project. Similarly, her self-developed assessment criteria did not match with her stated learning goal. The paper points out the scope for improvement in her project practice and ways to integrate such experiences in teacher professional development.