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VOL. 7, ISSUE 1 (2022)
Re-envisioning teacher education in India: An analytical study with special reference to the National Education Policy 2020
Authors
Kailash Chandra Verma
Abstract
Teacher education is universally acknowledged as
the backbone of any effective education system, as the quality of teachers
directly determines the quality of schooling. In India, despite a long history
of teacher preparation, the system has been plagued by issues such as outdated
curricula, fragmented governance, inadequate professional standards, and poor
institutional quality. The National Education Policy (NEP) 2020 marks a
paradigm shift by proposing comprehensive reforms aimed at restructuring teacher
education in alignment with multidisciplinary, holistic, and technology-enabled
frameworks. The present paper critically examines the status of teacher
education in India, identifies persistent challenges, and analyzes the
transformative provisions of NEP 2020 with special emphasis on the four-year
Integrated Teacher Education Program (ITEP), professional standards, continuous
professional development, and integration of Indian Knowledge Systems. Using a
descriptive-analytical research design based on secondary data, the study
highlights the potential impact of NEP 2020 on teacher quality, institutional
accountability, and national educational outcomes. The paper concludes that
while NEP 2020 provides a robust roadmap for reform, its success will depend on
effective implementation, adequate resource allocation, and sustained
stakeholder commitment.
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Pages:43-45
How to cite this article:
Kailash Chandra Verma "Re-envisioning teacher education in India: An analytical study with special reference to the National Education Policy 2020". International Journal of Advanced Education and Research, Vol 7, Issue 1, 2022, Pages 43-45
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