International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Revolutionizing Teacher Education: A Critical Analysis of Impact of NEP 2020 on Pedagogical Practices

Author(s) Dr. Usharani Khuntia
Country India
Abstract The National Education Policy (NEP) 2020 marks a paradigm shift in teacher education in India, emphasizing pedagogical transformation to improve teaching quality and learning outcomes. This paper critically finds the effect of NEP 2020 on pedagogical practices that revolved around the shift from rote-based learning to competency-driven experiential multidimensional approaches. It would also highlight various changes such as the introduction of a four-year Integrated Teacher Education Program (ITEP), Continuous Professional Development (CPD), and inclusion of technology in teacher training. It considers the success rates of NEP-induced interventions meant to provide teachers with critical thinking, creativity, and problem-solving skills. There's more to be examined under the implementation barriers-the gaps in infrastructure, the challenge of the digital divide, and policy hurdles, along with a comparative study with international teacher education for possible takeaways from the best practice. Recommendations are discussed regarding sustainable implementation and strong teacher training frameworks, policy convergence, and institutional support. Conclusively, this NEP 2020 is bound to reform the learning ecosystem in India to gain much better standards in this nation through the revamping of teacher education envied by all.
Keywords NEP-2020, Teacher Education, Pedagogical Practices
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-04-27
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.40642
Short DOI https://doi.org/g9gvd4
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