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Research Paper | Education Management | India | Volume 13 Issue 2, February 2024 | Popularity: 6.8 / 10

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Reimagining Teacher Education in India: A Critical Analysis of NEP - 2020's Aspirations and Challenges

Manoj Sharma

Abstract: The National Education Policy (NEP) 2020 in India focuses on reforming teacher education programs to meet the changing needs of school education and the global landscape (Sharma & Mittal, 2023). NEP 2020 emphasizes the importance of incorporating local, indigenous knowledge systems and folk pedagogy into teaching - learning practices to create an inclusive and effective education system (Prabhakar, 2023). The policy recognizes the role of teachers as the core of the educational process and aims to enhance their knowledge and expertise through access to information and communication technology, teacher trainings, and multidisciplinary approaches (Padmanabha, 2020). The proposed reforms in teacher education under NEP 2020 are seen as a tweaked version of India's conventional approaches, incorporating elements of global education policy discourses and traditional pedagogical heritages (Hijam, 2022). The NEP 2020 aims to ensure that teachers receive the best training programs and integrates teacher education into interdisciplinary departments and institutions (Kaur & Sangha, 2022). NEP - 2020 proposes a bold overhaul of Indian teacher education, with a 4 - year integrated B. Ed. becoming mandatory by 2030. This holistic program combines subject expertise with pedagogy, foundational skills, and Indian values in multidisciplinary institutions. Quality measures include standardized exams, diverse faculty, and PhD pedagogical training. While promising, challenges like infrastructure, quality assurance, and societal perception require collaborative efforts for successful implementation. This research contributes to shaping NEP - 2020's transformative vision for teacher education.

Keywords: Teacher Education, NEP - 2020, Multidisciplinary Curriculum, Continuous Professional Development, India, Teacher Quality, Educational Reform

Edition: Volume 13 Issue 2, February 2024

Pages: 1481 - 1485

DOI: https://www.doi.org/10.21275/SR24221100444

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